Approaches to teaching reading Language Experience Approach Advantages

- Uses students own vocab (sense of ownership) - As instant reading aterials - Encourage writing activities - !an" of essential sight words #ow to generate$
- %pen ended &uestions during discussion with child - 'r( to "eep the sentences o itted as original as possible) but correct the sentences as it goes on board

Cloze Procedure ,ocus

- Learners to rel( upon own abilit( to predict eaning - Using context clues and own previous "nowledge

Cautions
- 'here are no right - wrong answers (as long it a"es sense) - . deletion after ever( ./ words (not too uch)

#ow to use the text$

- *iscuss the piece with children - Point out new words - Cut sentences into phrases into words ixed sentences + let students arrange

Purposes - Assess co prehension - Prediction s"ills - 0ra atical points - 1pelling pattern

? 1tudents will benefit ore when focus is on tier two (ou would want *oing @t *ifferentl(+ 'ips for 'eaching the ii) and 9ocabular( iii) words

.3 Let children have the text in advance 43 Let the s"i the text and choose words the( i) 5"now6) ii) 5sort of "now6 and iii) 5dont "now at all6 73 #ave the write the eanings for i) and ii) 83 'his is to provide infor ation for teachers to prepare for the next lesson

Categorise the words fro children into three tiers+ Tier One + basic words) do not need uch focus Tier T wo+ high fre&uenc( words) across a variet( of topics Tier Three: low fre&uenc( words) appear with specific fields of stud( onl(

.3 Explains new word : use prior "nowledge) i ager( 43 1tudent restate eaning in own words 73 1tudents create non;linguistic representation (picture) s( bolic representation) 83 Co pare) classif() analogies and etaphors with new word <3 *iscuss new word in pairs and groups

Aodels - 'op;down + what the brain alread( "nows affects perception of what is being read - !otto ;up+ reading was a linear progression fro page to understanding Benneth 0ood an - >eading involves cognitive processes (recognition, prediction, confirmation, correction, termination) - >eading processes are se&uential - Language ust be studied in context

'eaching @ plications !otto ;up+ gra atical s"ills) decoding s"ills) vocabular( develop ent) relate word with contexts) sche a theor( 'op;down+ build bac"ground "nowledge) cultural and experiential "nowledge) pre;reading exercises) realia) visual help) co parisons with previous "nowledge

Aodels of the >eading Process

1hort Circuit - >eading does not end with eaning onl( (letter na ing - spell) recoding) s(ntactic nonsense) partial structures)

*avid >u elhart - 2or"s on long;ter e or( and se antic apping in the ind - Creates a non;se&uential reading odel + heav( reference to sche ata and top;down processing + in explaining reading process

Reading Assessment Techniques

How? Student reads a passage appropriately levelled for the child explicit question about the context

Questions: inferential Qs, retell story in own words, summarise idea, cloze tas , read and follow instructions

!ang "omprehension: passage is read #$ the child %child would still be able to understand even if she could not read the text&

'ecoding: ability to read words out of context ( read out isolated words

)honology %basic cognitive element *&: able to discriminate two words that sound similar

Semantic%basic cognitive element +&: meaning of words , phrases , sentences , discourse

Syntax %basic cognitive element -&: grammatical structure, add in ad.ective to complete a sentence, change tenses and modifiers

!etter nowledge: able to differentiate letters from a mixture of letters, numbers and symbols

)honemic awareness: rhyming words