Learning+to+read



Children learn the ideas of reading long before they start school. Winch alt. (2001) points out that awareness may come from ‘road signs, advertisements, writing on food packages and even computer screens.’ Effective methods of literacy needs to come from a variety of model reading, shared reading and guided reading. Hill (2006, p180) states ‘effective readers use a range of strategies to create a match between the visual, structural, semantic and phonological cues’.  || Model reading also known as shared reading is reading to students as whole class or in small groups, it is important when teaching reading that behaviour of reading, the confidence in reading and the different styles of text are shown. Model reading or shared reading must involve the teacher and the whole group where the students are to invited to activity participate. When designing a lesson of literacy a before reading must be reflected on, this builds on what is going to taught and the prior knowledge. Examples of modelled and shared reading click here. media type="file" key="VORC008.WAV" || Guided reading involves teachers working with small groups with the same text. When designing a lesson with guided reading it must have a purpose such as find known words in a text. In guided reading children read independently and only having guidance on unknown words. Guided reading allows the teacher to gain understanding of the knowledge of student’s progress of reading and helps to widen the understanding of the text and written language to the learner. Partner reading is an example of guided reading. || A Before reading session begin, a word splashed could be designed to identify the new or unknown vocabulary of a book. The reading session gives the opportunity for problem solving and to prompt for the meaning, structure and visual of the text. The after reading session gives the chance for children to respond to the text and to ask questions for any clarification. A range of activities could be planned to revise what has been taught. || When learning to read, teachers need to consider the 4 main roles of reading these are being the code breaker, making meaning, text user and text critic. The code breaker is concerned with ‘the basic decoding of the visual information of the text.’ (Winch alt. 2001, p43). It involves the alphabetic principle meaning the connection between letters to make words and the sound which each letter makes. It also includes the phonemic awareness, this is the knowledge of the spoken language and words. Letter knowledge is important in code breaking when learning to read as is relates to the understanding of what letters represent. Making meaning is learning to understand what has been read. At the beginning of learning to read students look for illustrations, the structure of the text and print. The important thing that teaches need to enforce when teaching to read is to asking questions about the text to ensure that what has been read has been understood. A Text user considers what the reader will receive from reading the text and whether the text is right for the stage of learning. As Hill (2006, p174) mentions ‘the purpose of a text affects its format and how it is read’. A text critic reflects on the message of what has been read and the underlying point of view. It considers the writers points of view and the purpose of the text. In this role the way in which the text is presented must be thought of. To support the role when teaching, children must have the chance to respond to the text and add opinions. || To view a video showing the techniques of teaching children to read click below: [|http://www.youtube.com/v/Xsl_sf4DoRo&hl=en  ||
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