This document provides an overview of strategies for developing reading skills from kindergarten through university levels. It discusses teaching phonemic awareness, phonics, vocabulary, fluency, comprehension, and the reading process. Specific techniques are outlined for each level, including activities for teaching sounds, blending, spelling patterns, meaning of words, and developing reading strategies. The document also addresses common problems readers face and suggests sharing solutions between teachers.

1. Developing
Lear ner s’
READING Skill
(K-12)
Hanadi Mirza
Hanadi Mirza
hanadym@hotmail.com

2. Problems with MY Readers
 Nat [b] Tap [k] (KG 3)
 Sunday = Day of the Sun (Gr. 3)
 Major vs. minor characters (Bacc II)
 The boys having bags are in class. Having
is singular or plural? (univ. 1st yr)
 Graded readers are written in narrative
style. (univ. 2nd/3rd yr) * Copy/Paste
 Social /Fair / Bear / VocaPulary (univ.)
Hanadi Mirza
hanadym@hotmail.com

3. Part I - Overview on How to Teach Reading
in KGs, Elementary, and Cycles 3 8 4
(A comparative Approach)
Part II - Group Work: sharing problems
teachers face with their readers and
suggesting solutions
Hanadi Mirza
hanadym@hotmail.com

4. Natural Language Development
L Listening Piano
S Speaking Violin
R Reading Drums
W Writing Flute
Hanadi Mirza
hanadym@hotmail.com

5. Reading Process
Reading = Decoding (category)
Reading Comp= Decoding + Encoding
READ Aloud  Pronunciation + Intonation
READ Silently  Comprehension
Hanadi Mirza
hanadym@hotmail.com

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

7. The 5 Elements of Reading
L S  R  W
I- Phonemic Awareness  Identifying sounds
II- Phonics Reading sounds
III- Vocabulary  Meaning Making
IV- Fluency & Accuracy while Decoding
V- Comprehension Read TO Comprehend
i.e. Answer in OWN Words
i.e. Paraphrase Answer
Writing  Identify Sounds then Write Letters
Hanadi Mirza
hanadym@hotmail.com

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

9. II- Phonics (KG2 & KG3)
SOUND of a letter NOT Writing
 Process of translating written words into speech
 Letter Reading NOT Writing
 - Sound blending
 - Word Building
 - Connect sounds to word
Hanadi Mirza
hanadym@hotmail.com

10. 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

11. 3- Vocabulary (KGs)
Learn 2000-4000 new words per grade level
 Pre-teach Vocab
1- Meaning of q word:
- Using Meaning prompts
- Using Visual prompts (Pictures & Realia)
- Acting out a Word
- Using Multiple Prompts
- Using Relations between words: synonyms, antonym, prefixes,
roots …
2 – Application
- Guessing Games / Acting out
- Put a word in a meaningfulHanadi Mirza
sentence
hanadym@hotmail.com

12. Pre-Teach Vocab (Cycles 1 & 2)
1- Meaning from Context Clues:
 Definition / Synonym / Antonym (Part of Speech)
 Word Formation using Prefixes & Suffixes
 Dictionary Skills – Spelling Rules - Dictation
2- Application/Review:
 Guessing Games using Pictures / Realia
 Acting out the word / Cross Puzzle Words
 Put a word in a meaningful sentence (Cycle 1)
 Write a (narrative) paragraph using the following
5 words: … (Cycle 2)
Hanadi Mirza
hanadym@hotmail.com

13. Vocabulary (Cycles 3 & 4)
 During Reading
1- Meaning IN Context:
 Find a word/expression in the text that means …
using the context clues of the text itself
2- Application:
 Write a persuasive essay arguing with or against
the law of banning smoking in public places in
Lebanon. (Lexis & Spelling)
Hanadi Mirza
hanadym@hotmail.com

14. IV- Fluency & Accuracy
while Decoding
(follow with finger / ruler)
My dog is in the red box. (KG)
Four people are waiting in front of the police
stations. (Cycle 2)
Hanadi Mirza
hanadym@hotmail.com

15. Poor Pronunciation
 NO Comprehension
Using Simplified Phonetics
People [pypl] police [polys]
food [fooood] purpose [p ərps]
Schwa [ ə ]  [euh] sound
BBC / CNN / Online Phonetics / Google...
Hanadi Mirza
hanadym@hotmail.com

16. Spelling vs Pronunciation
 Psychology (ps--) [saykolə djy]
 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

17. 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

18. (continued)
 The + any letter EXCEPT (a/e/i/o/u) →[o‫ ]ﺫ‬never [za]
 Although , Thunder, Thumb→ [ol‫ ﺫ‬o] , [thándər] , [thám]
 Thank You [thánk] Never [sank] You
 The +a pple/ e lephant/ i sland/ o range/ u mbrella→ [‫ ] ﺫﻱ‬never [o‫ ]ﺫ‬nor
[zi]
 The + eu ropean, u nited the+[you] (as 1st sound) [o ‫ ]ﺫ‬NOT
[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

19. 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

20. V- Reading Comprehension
Read for a PURPOSE:
- Read for the Gist (main idea)
- Read for Specific Info
- Read for Details (intensive / inferential Reading)
 Develop Schemata for Story Reading / Other Genres
Reading Strategies: | Reading Skills:
- Predicting a) Skimming
- Questioning b) Scanning
- Clarifying
- Summarizing Hanadi Mirza
hanadym@hotmail.com

21. Reading Comprehension (KGs)
1) Cover page
 a- Title/Picture / Author /Illustrator (Graphic
Organizer)
 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

22. Reading Comp. (Cycles 1 & 2)
1- Pre-Reading Stage
 Warm-up (Discussion)
 Pre-Teach Vocab
 Predict Story from Title/Pictures
2- During Reading Stage (Silent Reading)
 Answer Factual THEN Analytical Questions
 Fill in the Story Map / Chart/ Table….
3- Post-Reading Stage
 Summarize the Story / Text
 Read Aloud  Pronunciation + Intonation
 Connect: R-W / R-S / R- Drawing / ….
Hanadi Mirza
hanadym@hotmail.com

23. Reading Comp. (Cycles 3 & 4)
How to Save Time?
1- Read Questions (Purpose) + Reformulate Q’s
2- Read the text to find the answer to each Q’s
Multiple-Choice Questions: (STRATEGY)
 1- Read the Stem without the Distracters (A/B/C/D)
 2- Understand the question (Reformulation)
 3- Read the text to find the answer to Question
 4- Eliminate the wrong choices
 5- Double check if he right choice = paraphrase of the
answer found in the text
Hanadi Mirza the distracter
hanadym@hotmail.com

24. Make a Difference
In Your Readers’ Future
Hanadi Mirza
hanadym@hotmail.com
www.hanadimirza.blogspot.com
www.atel-lb.org
Hanadi Mirza
hanadym@hotmail.com