Reading Skills Comprehension

*
FAZMIC (J/SEC) Mushaf Base Sargodha 1

*What Are The
Essentials For
Beginning Reading?

*What Are The Essentials For
Beginning Reading?
The five major reading skills are:
1. Phonemic awareness
2. The Alphabetic principle
3. Fluency
4. Vocabulary
5. Comprehension
Mechanics of
reading
Making sense of reading

*Phonemic Awareness

*Phonemic Awareness
*The Ability to Hear and to
Manipulate Sounds in
Words.

*1. Phonemic Awareness
*Discriminating Identify words that
sound the same and different.
*Counting sat = /s/a/t/ = 3 sounds
*Rhyming can, man, fan,
*Blending “Listen. mmm…aaa…nnn.
What word?”
*Segmenting “What’s the first sound
in rrrruuuunnn?”FAZMIC (J/SEC) Mushaf Base Sargodha 6

*2. Alphabetic Principle/Phonics
*r says /rrr/ , i says /iii/ and m says /mmm/
*“The bike has a bent rrrriiiimmm….rim.”

*Fluency

*3.Fluency
*The Effortless, Automatic Ability to Read
Words in Connected Text.

*3.Fluency
 Fluency is important for enjoyment and
comprehension.
1. Teach students to decode separate words
accurately and quickly—which means
 using knowledge of letter-sound
correspondence (not guessing);
 blending the sounds into words.

2. Provide practice, reading words enough times
that it’s almost automatic; that is, the words
become “sight words.”
3. Encourage students (and model how) to read
faster and faster without making errors

*Vocabulary

*4. Vocabulary
Some students:
Read less often.
Hear fewer vocabulary words.
Understand and use far fewer words than children born to
working class or professional class families.

*4. Vocabulary
*Here are important methods of vocabulary
instruction.
*Provide direct instruction of new vocabulary words
by:
*Selecting important words in the text.
*Explaining or defining the words by showing picture flashcards.
*Giving students many chances to discuss and use the new words.

Teach older students morphemic analysis
(analysis of word parts) to determine meaning.
For example, “Bisect. Bi means two. Sect
means part.
Teach contextual analysis--inferring the meaning
of a word from the context in which it occurs.
Then the pattering began. He knew it was the
pattering of the feet. (page 77– II)

The role of sight words in reading
*Quick word recognition  reasonable reading
speed  less interference with comprehension 
better meaning construction
* Good sight words  more attention on new
words  vocabulary expansion

*Vocabulary
Development
*Useful ways to ‘anchor’ words:
* word walls / semantic mapping
* class dictionary / personal vocabulary books
* word building /word analysis (tied in with
phonics)
* using words in writing

*Comprehension

1. Starts with word-by-word decoding and
translation (using controlled vocabulary)
2. Followed by comprehension questions (who,
what, when, where etc) most of which involve
direct-lifting answers (literal comprehension)
3. End with checking answers with little/no
explanation

*Comprehension
Reading and Reflecting on a Text to Gain Meaning

*Comprehension
1. Setting comprehension objectives.
For example, students will answer
specific
literal (who, what, when),
inferential (why), and
evaluative (what might have happened if…?)
questions.
2. Focusing on main ideas in a story
or informational text.

3.Preteaching vocabulary words
important for comprehending the
material.
4. Reading (with students) the
material in manageable chunks, and
asking literal, inferential, and
evaluative questions on each chunk.

*

*
*Predict
*Showing the title/ sub-titles and ask the class to
predict about the text
*Showing the picture (from text), or visual elements
ask the students to find about the text
*Connect
*Make connection with what students already know
about the topic
*Visualize
*Utilize details about people, places, processes,
events etc to form mental pictures

*Review
*Pause to revise what you have taught
*Inference
*Ask students to draw conclusions, or make
inferences from what you have taught

*
*Show students picture 1and ask what is
happening there.
*Let them explain and keep pasting flashcards of
new words on board ( shirt, shorts, socks, white,
blue, yellow)
*Teach new sight words and digraphs.
*Give extensive practice of new words.
*Ask students to read.
*Give model reading.
*Give follow up exercise.

*

*
stories
MONSTER
cartoons
???????
frightening
What does
a monster
do?

*

*
*Activities based on differences or similarities of characters
PING GUL KHAN

*

*
PEOPLE
PEOPLE
CHIMPANZEES
CHIMPANZEES

*

*It is up to us to
make a difference
for one child.

Reading Skills Comprehension

Recommended

Recommended

More Related Content

Similar to Reading Skills Comprehension

Similar to Reading Skills Comprehension (20)

Recently uploaded

Recently uploaded (20)

Reading Skills Comprehension