Teachers must understand the cultural background, age, and language proficiency of their students. These factors influence how learners process and comprehend texts, and thus should inform the choice of materials, teaching methods, and classroom activities. Recognizing individual differences allows teachers to select appropriate texts and design activities that are engaging and accessible for all students.

1. I I
R E A D I N G P R I N C I P L E S
A N D T E A C H I N G
R I S A T R I A S S A N T I

2. THE NATURE AND TEACHING READING
• Writing system based on sounds or based on spoken form : Devanagri in India,Arabic in Egypt,
Roman Alphabet in western Europe.
• English has inconsistent spelling :though : cough : laugh : through.
• Chinese writing form based on meaning

3. THE WHOLE WORD VS PHONIC
DECODING
Phonic/decoding approach (c-h-i-l-d) The whole word (a child plays at the park)
Written forms speech formsmeaning Sounds new words based on meaning
Starts with mastery of sound of the letter Focus on meaning and communication not on
speech
Focus on sound rather than meaning Children have memory capacity on whole words
Phonic training following the whole words stocks Read aloud takes longer than silent reading
Phonemes value can be learned from natural self
discovery
Children have ability to learn vocabs and syntactic
structure of their language.
The purpose of reading is not to facilitate writing
and spelling
They have analytical skill through the self analytic or
induction
Boring and too confusing Phrases/sentences inputsearch for
regularitiesforms
Individual uttered sounds do not naturally blends

4. RESEARCH SUPPORTING INDUCTION
• Children learn letter sounds by induction (Gates,1928)
• Words are learned better than letters (Steinberg, 1975)
• Japanese learn Kanji learn faster in word whole than in meaningless sounds (Steinberg , 1977)

6. SUMMARY
• Reading should involve only meaningful words, phrases and sentences (familiar and close to
child's environment)
• Reading should not depend on teaching new language.
• Reading should be based on speech understanding not based on speech production.
• Reading should not depend on teaching writing
• Learning to read should be enjoyable

7. FOUR PHASES IN TEACHING READING
• Reading familiarization : attach word card with object
• Word identification : show the word with associate object and place the words to the objects
• Phrase and sentence identification
• Paragraphs, story and book reading

8. EARLY READING IS BENEFICIAL
• Reading is source of pleasure
• Love of reading is established
• Young children learn quickly and easily
• The children grow up to be better learners