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Developmental Reading
- 1. Approaches in Teaching Beginning Readers Joanne L.Verola UPHSL BS EED- Special Education
- 2. 1. Phonics approach -most soundly supported by research for effective instruction in beginning reading • Must be explicitly taught • Must be systematically organized and sequenced • Must include learning how to blend sounds together
- 3. 2. Multi-Sensory Approach -effective for special needs • Uses all possible senses – tracing, saying, listening, looking • Typically called VAKT • Visual, Auditory, Kinesthetic, Tactile • Can be used with either Phonics or Whole Language
- 4. 3. Linguistic Method -supported only by "qualitative research" instead of quantitative research • Teaches "whole words" in word families • Students are not explicitly taught that there is a relationship between letters and sounds for most sounds
- 5. 4. Language Experience -called "Whole Language“ • Expects child to learn reading as "naturally" as speech • Uses child’s oral language as content for reading • Uses child’s oral language as basis for spelling instruction • Children learn to "read" by reading and re- reading "big books" together with the teacher and then the teacher gradually withdraws prompts so child appears to be reading that book
- 6. 5. Reading Comprehension Support -Explicitly teaches strategies and techniques for studying texts and acquiring meaning
- 7. Approaches to teachingreading All good literacy practice starts with the needs of the individual student. The materials you use are crucial for addressing the specific needs of the student and for maintaining motivation and interest. It is sometimes difficult for new tutors to grasp that there is no curriculum to follow. The ‘language experience’ approach or 'Cloze' procedure discussed in this section demonstrate what effective materials might look like.
- 8. 1. The LanguageExperience Approach The language experience approach uses a student’s own language and grammar to create reading materials. In simple terms, they tell you a story and you write it down for them to read.
- 9. What are theadvantages of using language experience? • It is based on the student’s own vocabulary. • It involves the student and gives them a sense of ownership of the material. • It provides instant reading material for beginner readers. • It can provide a bank of essential sight words. • It can encourage writing activities.
- 10. How do yougenerate the text? • Use open-ended questions to generate discussion with your student. • Write down verbatim a few sentences which have been dictated by the student. • Do not change grammar or syntax, but clarify with the student that you have written down what they intended to say.
- 11. How can youuse the text? • Discuss the piece with your student and show an interest in the text. • Read the piece to the student and then read the piece together. • Point out unusual words. • Cut out the first sentence and ask the student to read it. • When the student seems confident reading the sentence, cut it up into individual words. • Mix the words up and see if the student can put them together to form the sentence. • Repeat this exercise with the other sentences. • You can also ask the student to create new sentences with the cut up words and to read them aloud.
- 12. 2. Cloze Procedure •Cloze procedure is a method which encourages learners to develop and rely upon their own ability to predict meaning in what they are reading, through the use of context clues and their own previous knowledge. • The method involves deleting certain words or letters from a text and leaving an underlined blank space. Learners can then read the passage to themselves, guessing at the missing words or letters and filling in the blanks. It should be emphasized that there are no right or wrong answers – whatever makes sense when read back is okay.
- 13. 2. Cloze Procedure Itis important to avoid leaving too many blank spaces because the reader may become frustrated by the break in the flow of their reading. About one deletion for every ten words is the maximum recommended. Read the Cloze passage yourself to check that it isn’t too difficult and that not too much meaning has been lost through deletion.
- 14. The Cloze methodcan be used for a number of different purposes: • To assess comprehension. Using Cloze procedure gives a good idea of the reader’s potential for understanding a passage. Clozecan test: • - word recognition • - the use of semantic and syntactical information to predict • - ability to seek meaning outside the context of the immediate sentence
- 15. The Cloze methodcan be used for a number of different purposes: • To develop prediction skills for reading. It is best to eliminate words central to the meaning of the passage, so that an appropriate word should spring easily to mind. • To emphasize grammatical points. In this case it is best to leave out only those words that are the same part of speech (e.g. adjectives, adverbs, prepositions etc.). • To highlight spelling patterns. As with grammatical points, you can eliminate words that begin or end with the same letter combinations, vowel sounds or rhyming patterns.
- 16. Four Main Methodsof Learning to Read Four main methods used to teach students how to read are explained below. This is a guide only and you must work out which methods suit you and your child/students. You may like to try each one for a few weeks and record the results or you can combine two or more methods together like the 'phonics' and the 'look and say' method. Whichever way you choose be patient, consistent and above all creative. Creativity is very important to keep any child's interest and enthusiasm at all times.
- 17. Method 1: Phonics •The phonics method is probably the best known and widely used method to teach reading and writing in the English language. It relies on children being taught the alphabet first. They learn the names of the letters and the sounds they make. Once they have learnt the letter sounds they will begin to blend two letters together to make simple words then three letters, then four and so forth.
- 18. a-t i-t o-ni-f c-a-t s-a-t m-a-t r-a-t f-l-a-t p-l-a-t t-h-a-t p-a-t
- 19. • For childrento learn the phonics method they need phonically written books using regular words that are interesting to young children. Each word must be sounded out by the child in order to achieve the highest level outcome.... eg. The cat sat on the mat. ..... The hen is in a pen.
- 20. • Learning thesounds and their blends may be disinteresting for young children so you should keep it short and entertaining. Often children are so busy concentrating on sounding the words and blending the sounds that they don't learn the meaning of the word, making it boring for them. Ensure you explain the meaning or expound on the words to keep interest and enthusiasm for learning.
- 21. • You canintroduce one letter a day or one letter a week but the one letter a day method works quite well and it does not become boring, whereas one letter a week tends to drag out and the child often loses the plot halfway through. This in turn gives you a sense of failure and you will become bogged down.
- 22. • Don't bedisheartened if two or three days or even a week is needed to master one letter, students will improve and before long you will find there is no stopping their young brain. Children are natural learners and are more than willing to please you thus doing well in their learning experience. Using the phonics method, most children will learn to read basic words and sentences within three to six months. The phonics system had been used successfully in the USA and Europe for many years to teach children how to read. It supplies the student with tools to expand their vocabulary.
- 23. An alphabet tableusing each letter sound. a ape a antelope a armadillo b bear c civet c cat d deer e emu e elephant f fox g gerbil g goldfish h hippo i ibis i inchworm j jaguar k kangaroo l lizard m monkey n nightingal e o okapi o ostrich p peacock q quail r rabbit s snake t tiger u unicorn u umbrella bird v vole w walrus x ox y butterfly y yak z zebra
- 24. Method 2: TheLook and Say Method • With the 'look and say' method children learn to recognize whole words or sentences rather than individual sounds. Your student will look at a word which you sound, and in turn will repeat the sound (the word). Flashcards with individual words written on them are used for this method often accompanied with a related picture.
- 25. Method 2: TheLook and Say Method • If you don't use a picture with the word the child will probably make a wild guess as to what it says trying to remember what sound you made previously. This is not a good method if you don't include pictures. • It is also recommended with this method to use whole short sentences rather than individual words. Write a short sentence representing the picture displayed. Say the sentence and ask the child to repeat it while pointing and looking at each individual word as he/she repeats what you said.
- 26. Method 2: TheLook and Say Method • By making word cards you can create different sentences again and again. You can use each word card first to learn individual words and then laying the word cards together to form a sentence. You may need to make several word cards using the same word; e.g. the - and in order to form proper sentences.
- 27. Method 2: TheLook and Say Method • The look-see or whole-language approach (also known as "psycholinguistics") was developed by modern psychologists and denies the students the tools used in the Phonics system but teaches them to learn through rote memorization. • Students could become poorer readers due to being forced to "learn to read" with the look-see methods, but if you have the teaching skills to combine both it would benefit your students enormously.
- 28. Method 2: TheLook and Say Method The rat is on the mat.
- 29. Method 3: TheLanguage Experience Approach • The language experience approach is the third method you may like to use. This particular method actually uses student's own words to help them read. Your student may draw a picture of Dad in the car. In that case you would write underneath the drawing; Dad is in the car.
- 30. Method 3: TheLanguage Experience Approach • You continue to collect drawings your student makes and write a short sentence underneath each drawing. A picture of a playground would read; We went to the park or playground. A picture of a cat could read; The cat sat on the mat. A picture of walking the dog could read; Mum walks the dog to the park.
- 31. Method 3: TheLanguage Experience Approach • When you've collected enough pictures you make them into a book for your student to read again and again. Write underneath the drawing a description your student gives for the drawing. This way your student will remember much better what is written. • First you will write every word and sentence. Slowly your student will begin to trace over the words you have written and finally the student will write the words
- 32. Method 3: TheLanguage Experience Approach • Some people use this method as a first approach to reading in order to help their student understand that what they've drawn and what you have written is a form of communication between the student and yourself. • The language experience approach supports children's concept development and vocabulary growth while offering many opportunities for meaningful reading and writing activities through the use of personal
- 33. Method 4: TheContext Support Method • When your students are just learning to read it is important to choose books that really interest them. If boys like cars, choose a book with pictures and simple words about cars. This will keep their interest and they will enjoy learning with you. If girls like dolls, obtain a book with doll pictures and simple words. Again it will encourage enthusiasm because they are actually looking at something they can relate to
- 34. Method 4: TheContext Support Method • Some books are especially written to support this method of learning. You will find a longer sentence on one side of the page while the other side has a single word or maybe two to three words for your student to read. You will read the longer sentence while your student reads the simpler version.
- 35. Method 4: TheContext Support Method • You may like to try this method of long and short text or maybe combine it with one or all of the other methods above. The debate still rages among educators, parents, and experts. Which approach to teaching reading works best? That is something only you can answer and it comes with practice and experience.
- 36. Method 4: TheContext Support Method • Most children learn to read reasonably well between the ages of four and eight. Check the following 10 point checklist, which was originally written for parents to help ascertain if students are heading in the right direction. 1. Do you read regularly with your child? (five or six days a week) 2. Do you give your child time to browse through a book before attempting to read it? 3. Do you show confidence in your child's abilities? Your lack of confidence may affect your child's
- 37. Method 4: TheContext Support Method 4. Don't tell your child you are worried about his/her reading progress. This will only fuel your child's problem. Discuss with your partner or other homeschool parent for advice. 5. Does your child ever read to anyone else besides you? Try a grandma, neighbour, uncle, aunt, friend etc. It could make a big difference with your child's confidence to read. 6. Do you expect too much to soon? Don't push too hard for immediate results. It takes time! 7. Are you always rushed? Do you give your child enough time to read or write? 8. Do you provide opportunities for your child to write? Such as shopping lists, names on the top of letters to friends or relatives, the child's own name
- 38. Method 4: TheContext Support Method 9. Are you using books at the correct level. Use easy books to encourage your child's abilities, making sure it is not too easy or you will undermine your child's confidence in him/herself. Don't choose books too hard, that also may undermine your child's confidence in him/herself. 10. If you do all the above and you are still worried, your child's hearing or eye sight may have something to do with the reading problem. Visit your doctor for a check-up because hearing or eyesight could affect
- 39.