1. READING
To
Young Learners
Hanadi Mirza
hanadym@hotmail.com

2. Do students
Read to Learn
OR
Learn to Read?
Hanadi Mirza
hanadym@hotmail.com

3. Language Skills
 L Listening
 S Speaking
 R Reading
 W Writing
Hanadi Mirza
hanadym@hotmail.com

4. Reading
versus
Reading Comprehension
READ:
psychology / naranjas / pneumonia /
cesame / chiot / piaza / pollo
Hanadi Mirza
hanadym@hotmail.com

5. Reading Process
Reading = Decoding
Reading Comp= Decoding + Encoding
Hanadi Mirza
hanadym@hotmail.com

6. 1.1- Communicate with others observingrules
appropriate to own level NCERD
KG 1 KG 2 KG 3
-Listen to what is Listen to what is Listen to what is
heard.-Apply heard.Apply heard.-Follow
some instructions instructions given by instructions &interact
given by others.- others.Express needs with the urgings of
Express needs with various others -Express needs
with various methods.Express what with various methods.-
methods.-Express he/she or others are Express what he or
what he himself is doing.-Apply rules of others are doing.-Appl
doing.-Take communication during rules of communicatio
initiative in dialog.Take initiative in during dialog Take
speaking to speaking initiative in speaking
others. and discussing with
Hanadi Mirza
hanadym@hotmail.com others .

7. Characteristics of
Emergent Reader
1- Attitude toward Books
(Attentive listener & Interested to talk about
srory read to him/her)
 2- Behaviors with Books (Handle book
correctly & Pretend to read from pics or
memory)
 3- Word Recognition I(Logos)
Hanadi Mirza
hanadym@hotmail.com

8. The 5 Elements of Reading
 1- Phonemic Awareness
 2- Phonics
 3- Vocabulary
 4- Comprehension
 5- Fluency
Hanadi Mirza
hanadym@hotmail.com

9. 1- Phonemic Awareness
1- Rhyming words
2- Sounds within words
a) Beginning sounds
b) Middle sounds
c) Ending Sounds
d) Sound Blending (sounds into a word)
e) Sound Segmenting (a word into sounds)
3- Words within sentences
4- Syllables within words
Hanadi Mirza
hanadym@hotmail.com

10. 2- Phonics
SOUND of a letter NOT Writing
 Process of translating written words into speech
 Letter Reading NOT Writing
 Connect sounds to spelling
 Sound blending
 Word Building
 Connect sounds to word
Hanadi Mirza
hanadym@hotmail.com

11. Phonics
1) m M ABCDEFGHI….
2) m + a = ma e + d = ed
ma + n = man b + ed = bed
3) cat = c + at ca + t
4) hat pen can dog
mat red bed sat
Hanadi Mirza
hanadym@hotmail.com

12. 3- Vocabulary
Learn 2000-4000 new words/grade level
 Pre-teach Vocab
How to Teach Vocabulary words:
1-Questioning and coaching strategies
- Meaning prompts
- Structure prompts
- Visual information prompts
2- Prompts that use more than one cue source
3- Demonstrating self – monitoring
4- Relationships between words: synonyms, prefixes, roots etc…
Hanadi Mirza
hanadym@hotmail.com

13. 4- Comprehension
Comprehension is
the REASON we Read.
 Develop Schemata for Story Reading
Reading Strategies: | Reading Skills:
1- Predicting a) Skimming
2- Questioning b) Scanning
3- Clarifying
4- Summarizing
Hanadi Mirza
hanadym@hotmail.com

14. Comprehension (continued)
1) Cover page
 a- Title/Picture / Author /Illustrator (Graphic
Org.)
 b- Predict story from Title & Picture
 2) Picture Walk using Reading Strategies
 3) Retell story using Pictures
 4) Decode words with the help of pictures
 5) Using Reading Strategies to check
students’ comprehension of the written text
 6) Summarize the story using pictures to
check comprehension of the story itself
Hanadi Mirza
hanadym@hotmail.com

15. 5- Fluency
Accuracy Rates
 Frustration level: below 90%  Too hard
 Instructional level: 90-94%  Just righ
 Independent level: 95 – 100%  Easy
Hanadi Mirza
hanadym@hotmail.com

16. Balanced Reading Program
 Read Aloud  PROPER Pronunciation
 Shared Reading
 Guided Reading
 Independent Reading
Hanadi Mirza
hanadym@hotmail.com

17. Schwa
[ə]
[euh] sound or Arabic ―hamza‖
Hanadi Mirza
hanadym@hotmail.com

18. Spelling vs Pronunciation
 Psychology (ps--) [saykolədjy]
 Pneumonia (pn--) [nəmonia]
 Climbing, comb, lamb, bomb (--mb)  [klayming], [kom], [lèm],
[bám]
 Calm, Palm (--l m) [kám] , [pám]
 Folk , Folktale (-- l k)  [fok] , [fokteyl]
 Vegetable [ve dj təbl]
 Comfortable [kámftəbl]
 Government (nm) [gavərmənt]
 Suggest, Suggestion [sag djəst], [sagdjəstshən]
 People, Apple [pypəl], [ápəl]
 Sensual , Sensuality [sənshəwəl] , [sənshəwality]
 Nation, Nationality [neyshən], [nashənality]
 Social , Beautiful [soshəl] , [byurəfəl]
 Original but Originally [oridjinəl] but [oridjənly]
 Actually [aktshəly]
 Say but Says [sey] but [sèz]
Hanadi Mirza
hanadym@hotmail.com

19. Spelling vs. Pronunciation (continued)
 Determine but Mine [ditərmən] but [mayn]
 Examine→ [əgzámin]
 Seduce but Seduction [sidýous] but [sidakshən]
 Appreciate [aprishiyeyt]
 Result, Adult → [rizált] , [ədált]
 World, Work, Word, War [wərld], [wərk], [wərd], [wor]
 July, Major [djoulay] , [meydjər]
 Children, Church [tshildrən], [tshərtsh]
 Pleasure , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər]
 Write/Written, Hide/Hidden  [rayt] / [ritən] , [hayd] /[hidən]
 Teacher [tytshər]
 Doctor, Dollars [daktər] , [dálərz]
 Cat, Cup, Color: (c)  [k] [Kat] , [Kap] , [kalər]
 Circus, Ceremony: (c)  [s] [sərkəs] , [sərəmony]
 Gallery, Go, Gut: (g)  [g] [galəry] , [go] , [gat]
 Giraffe, Generous: (g)  [dj] [djiraf] , [djənərəs]
Hanadi Mirza
hanadym@hotmail.com

20. (continued)
 The + any letter EXCEPT (a/e/i/o/u) →[o ] never [za]
 Although , Thunder, Thumb→ [ol o] , [thándər] , [thám]
 Thank You [thánk] Never [sank] You
 The +a pple/ e lephant/ i sland/ o range/ u mbrella→ [ ] never [o ] nor
[zi]
 The + eu ropean, u nited the+[you] (as 1st sound) [o ] NOT
[za]
 Use the [yous] but I/you [youz]
 Process but processes → [prósəs] but [prosəsyz]
 Woman but women → [woumən] but [wymin]
 Police , Policeman [polys] .[polysmən]
 Symptom→ (--m p) [simtəm]
 Wanted / Added / Promised / Grinned
[wantid] , [ádid] , [promist] , [grind]
 Battles, Flags / Groups, Mats Kisses, Churches,—>
[bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz]
Hanadi Mirza
hanadym@hotmail.com

21. VOICED & VOICELESS
SOUNDS
Past Tense of Regular Verbs
 (-ed)  [- id] , [-t] , or [-d] ?
 [-t] & [-d] + [-id] / Vd + [-d] / vl + [-t]
 Created , Needed / Proved / Fixed
Plural Form of Nouns
 (-s)  [-z] or [-s] or [-əz] ?
 vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-əz]
 Boys, girls / cats, lin ks / classes, foxes

Hanadi Mirza
hanadym@hotmail.com

22. IMPORTANT to
Young Learners
 Movement
 Play / Games
 Breaks
 Drama
 Songs
 Dance
 Positive Environment  Safe + Low Anxiety
 Literacy  Reading & Writing
Hanadi Mirza
hanadym@hotmail.com

23. Successful Reader
Independent Reader in KGs (+ Reading Strategies)
 Successful Elementary Reader
 Successful Adult Reader
READ Aloud  Pronunciation + Intonation
READ Silently  Comprehension
Hanadi Mirza
hanadym@hotmail.com

24. Today’s CHALLENGE
Is
to READ
Fluently AND Accurately
TO
Comprehend
Hanadi Mirza
hanadym@hotmail.com

25. Do students
READ to Learn
or
Learn to READ?
Hanadi Mirza
hanadym@hotmail.com