In this chapter, decoding and comprehension were presented as they relate to reading and reading instruction. The two main purposes of reading : reading for pleasure and reading for information. The use of authentic materials including environmental print as well as material which intended for ESL and EFL learner also discussed.

1. Teaching Reading
To Young Learners
Group 5 A3/2015
The members :
1. Anisa Ramadhanty
2. Galih Setia Puspita
3. Nadia Sofia Fitri Dahlia

2. Reading is a great way to
expand and strengthen the
language
1
In order to read, children must
be able to decode and also
comprehend what their read.
2
3
4
Reading

3. Background To the Teaching of Reading
01 02
03 04
D
A
R E
Reading for
information
Vision problems
Reading for
pleasure
Configurations

4. Reading For Pleasure
It can be as simple as reading a
menu at a restaurant, reading a
cookbook and so on.
Using stories as a vital component.
Reading For Information

5. Vision Problem
D
D
D
01 02 04
03 05
Squints,
closes/covers
one eye
Holds a book
close to the
face
Holds a book
far away from
the face
Loses place
while reading
Complains of
headaches after
reading

6. Configuration
HOUSE house
Configuration is shape make up of the letters within a
word.

7. Literature-based
approach
Phonics-based instruction
1
2
4
The Development of Reading Skill

8. The purpose of phonics
instruction is to teach
beginning reader that
printed letters represent
speech sounds heard in
words.
Phonics-Based In
struction
Heilman,
2002

9. Phonics Based Instruction
Decoding
one of the first
stepping stones
to reading.
Phonics
the
teaching
of sounds
as part of
decoding.
Pronounciation
refers to the way
one articulates
spesific sounds.
“Teach students the basic
English language phonics
rules so that they can easily
decode words”
Phonis-based
instruction
concerned with
teaching children the
letters can be put
together to form
words.

10. Effective phonics instruction
Matches what is read
with the concepts and
strategies being taughts
Differentiates lessons
based on individual
children’s needs.
Includes writing as
significant component.
Sustains a brisk
pace.
Engages children in
activities that are
relevant and puposeful.
1
2
3
4
6
5
Engages children in
decision making and
hands-on activities.

11. Literature Based Approach
Harp&Brewer (2005), Defined
literature based approach to reading
instruction is teaching children to read
using pieces of literature, both fiction
and nonfiction.
Using authentic literature can
open doors for students by
introducing them to different
cultures, social structures and
story lines.
Literature based approach is
designed to help children develop an
appreciation and enjoyment of
literature while at the same time
developing literacy skills.
Proponents of literature based
instruction usually focus on
the importance of using
authentic literature.

12. Classroom Techniques and Activities
One of the easiest ways to begin phonics instruction is by introducing
sounds and letters that are associated with specific noun.
1. Phonics
Predictable story books, also called pattern books, contain illustrations that help to
clarify or support the word, sentence, or pattern that is repeated in the text
(Optiz,1995)
2. Predictable Stories and pattern books.
Sight words are high-frequency words children can recognize on sight
without having to decode the letters. e.g. : the, all, an and i (sight words).
3. Sight Words
• Names
• Print-Rich Environment

13. Learning centers are stations or places
within a classroom where children can
work alone, in pairs or in a small groups.
Learning Centers

14. LEA is whole language approach that promote
reading and writing through the use of personal/
actual experience and oral language as the
main source of content for the reading lessons
01
Learning
Experience
Approach LEA will typically provide an activity, or an
experience, so that every student has
something from which to draw
02
LEA teachers use a shared experience-often
involving photographs/images of that
experience – as a prompt to collectively write a
text with the learners. This text often a series of
photographs/images with captions becomes a
text that the group reads-rereads, revises and
extends.
03

15. Steps of LEA :

17. Benefit of LEA
To develop and reinforce
reading and writing using
personal experiences and
student’s own repertoire of
language
To help NES, ESL, EFL
children develop beginning
literacy skills

18. OWN WORDS
Children’s own words to help young
learner acquire English literacy
skills.

19. Steps of Own Words :
01 02 04
The teacher ask
them what words
they would like to
learn
03
The teacher would
write down their
words in English on
small cards
The teacher ask
children to come up
with their own words
related to the topics
they are currently
studying or words
they would just like
to know.
These words can be
written on small
index cards or in the
students note-book.

21. Questioning Techniques
98%
The judicious use of questions
is very important.
Reading lesson, questions should
be used to check comprehension
and to help children think about
what they are reading.

22. The thing
should
consider if
we make
question :
Before children
read, you should
ask questions to
pique their
interest.
1
Make sure that the
number and type of
questions you ask
doesn’t detract
from the enjoyment
of reading.
2
The questions
should generate
interest and
enthusiasm for
what is being read.
3
Try to ask questions
that help children be
come involved with
the text
4

23. Context Clues and print
conventiom
when strong readers
come to an
unfamiliar word.
They can use
context clues to help
them determine the
meaning of the
unknown word.
Comprehension
Strategies
Graphic
Organizer
Graphic
organizers are
tools to help
learners visually
organize the
information that
they have read
or will read.

24. Context Clues
And
Print Convention
Some types of context clues :
I Inference
D Definition
E Example
A Anatonym
S Synonym

25. Graphic
Organizer
a. KWL Chart
What I Know What I Want
to know
What I
Learned

27. Graphic
Organizer
b. Ven Diagram
Cow Horse
Both
Ride
Mane
Gives milk
Farm Animal
Have 4 Leg

29. Context Clues
And
Print Convention
c. Semantic Maps
Story
Baby bear
Young boy bear
Very sad
Goldillocks
Blonde Girls
Stubborn
Bad
Pappa Bear
Grown up
Man bear
Good Father
Angry
Mama Bear
Grown up
Woman bear
Good Mother
Angry

31. Reading In
Classroom
 When you begin any reading
lesson help children use context
clues to determine meaning
 Choose the best coursebook , be
sure to direct children to look for
environmental print.
 Choose the best coursebook in
text for information
 Choose

32. Thank You
Conslusion
In this chapter, decoding and comprehension were presented as
they relate to reading and reading instruction.
The two main purposes of reading : reading for pleasure and
reading for information.
The use of authentic materials including environmental print as
well as material which intended for ESL and EFL learner also
discussed.