Teaching reading: a short description about: what it is? How you can teach reading? and some techniques that you can use.
Link to see the introductory video:
https://www.youtube.com/watch?v=cUoiZl-ep7E
1. SCHOOL OF EDUCATION
SCIENCES BA PROGRAM IN
SPANISH, ENGLISH AND
FRENCH
ENGLISH DIDACTICS
TEACHING READING TO
CHILDREN
CAROL CARRANZA
LUISA CHIQUIZA
CAROLINA FUENTES
2. CONTENTS
Introductory Activity.
Why to teach reading?
What reading is.
Factors to consider when teaching
reading.
How to teach reading.
Techniques to teach reading.
Summary.
Closing Activity.
References.
1.
2.
3.
4.
5.
6.
7.
8.
9.
4. 2. Why teaching reading
Reading allows students to:
Improve their focus and concentration.
Increase vocabulary.
Grow the imagination.
Get new knowledge.
Build a solid foundation for
communication.
5. 3. What reading is?
Set of skills that comprehen:
Decoding:
Decipher - Recognize symbols
Comprehension:
Analyze - Synthesize
*Meaning
*Understanding
*Entertainment
Children need to be
capable of:
Find the sense and
deriving the meaning
from printed words
6. 4. What factors to
consider when
teaching reading?
Learning Factors
Phases of reading development: stages where
children go through in learning to read.
1.Prealphabetic Phase: Prekindergarten - early
kindergarten year. Children don't make the
connection between letters and sounds.
2.Partial Alphabetic Phase: Kindergarten.
Recognition and connection.
3.Full Alphabetic Phase: First grade. Increase of
phonological awareness.
4.Consolidated Alphabetic Phase: Second grade
and Beyond. Associations between letters and
sounds.
7. 1.Child's background knowledge: language structures that
students understand in the L1 are transferred to the L2.
2. Child's linguistic knowledge of the target language: Learning
reading takes place through prior knowledge.
Internal Factors
External Factors
1.Environment: Environmental conditions impact the development
of reading process.
2. Complexity: Strenght, fluency, and comprehension of language
meanings.
3. Interest and Motivation: Children can feel the reading
monotonous or interesting. It affects the reading understanding.
8. 5. How to teach
reading?
Phonics-Based
Instruction
The teacher is focused on
decoding, teaching the relationship
between letters and sounds, through
English words that children have in
their oral background.
Literature-Based
Approach
This approach helps students develop literacy
skills based on literature.
These books must be used in classrooms for two
reasons.
The development of the child as an intellectual
and creative and authentic English language and
culture that is contained in storybooks for
children.
9. Language Experience Approach
Language experience approach
can be a meaningful and pleasurable
group literacy experience.
Teachers do group activities in the class
where the students finally tell what
happened based on their experience.
The language experience approach can
also work individually, for example, the
child describe what he did the day
before
The teacher takes advantage of the text
and interaction of the students for
phonetic instruction
10. 6. Techniques to
teach reading
Phonetics
Predictable stories and pattern books
Tell their experiences
Activities based on individual development
Native-language literacy skills
Graphic organizers
Context clues and print conventions
11. 7. Summary
It is important to consider the purpose of reading and reading for
pleasure. Here the decoding and comprehension of the reading have
been shown, not underestimating the phonetic, because it is very
important, but it is not about pronouncing well and reading fast if not
having a total understanding of what has been read.
Several strategies and techniques have also been shown based on the
teaching of reading to implement this relevant habit in homes and
schools.
12. Reading allows students to Improve their focus and
concentration, _____________, Grow the imagination
and ____________. The reading is set of skills that
comprehen comprehension and __________.
The teacher teaches reading through
_________ and ________. one technique to
teach reading is _____________ and to
conclude we say that reading is different from
__________.
8. Closing Activity Complete the
text according
to the exposed
topic
13. 9. References
- Shay, J. (2006). Reading Assessment and Instruction for all Learners. New York: London. The Guilford Press.
Available at:
https://books.google.com.co/booksid=HJI7QMYE3BIC&pg=PA80&lpg=PA80&dq=peregoy+and+boyle&s
ource=bl&ots=0cqKfJpAkM&sig=ACfU3U02prP4W2B4vUqM5zEMas2X1UHnCQ&hl=es419&sa=X&ved=2a
hUKEwj7m63J5uTkAhVwplkKHf9oDI4Q6AEwB3oECAkQAQ#v=onepage&q&f=false
-Pourhosein , A & Sabouri, N. (2016). A Study of Factors Affecting EFL Learners? Reading Comprehension Skill
and the Strategies for Improvement. International Journal of English Linguistics. Vol 6. No.5. Available at:
https://www.researchgate.net/publication/308532686_A_Study_of_Factors_Affecting_EFL_Learners_Re
ading_Comprehension_Skill_and_the_Strategies_for_Improvement
-Linse, T. (2005). Practical EnglishLanguage Teaching:Young Learners. McGraw-Hill. Available at:
https://www.dropbox.com/sh/osm3m8u0mgcn8j9/AACYGSHTsPe3LKQUl8sAhZMIadl=0&preview=2019+
II++Weeks+8%2C+9%2C+10%2C+11+%26+12++Voca%2C+List%2C+Read%2C+Speak+%26+Writ.pdf
-Actfl.org. (2019). Use of Target Language in Language Learning | ACTFL. [online] Available at:
https://www.actfl.org/guiding-principles/use-target-language-language-learning [Accessed 24 Sep.
2019].
