The document discusses the relationship between reading and learning. It covers the key components of reading, including phonemic awareness, phonics, vocabulary, comprehension, and fluency. It emphasizes that reading comprehension is the ultimate goal, requiring students to not just decode words but understand their meaning. Overall, the document suggests that students need to both read to learn new concepts and learn reading skills to fully comprehend what they read.

1. READING
To
Young Learners
Hanadi Mirza
hanadym@hotmail.com

2. Do students
Read to Learn
OR
Learn to Read?
Hanadi Mirza
hanadym@hotmail.com

3. Language Skills
 L Listening
 S Speaking
 R Reading
 W Writing
Hanadi Mirza
hanadym@hotmail.com

4. Reading
versus
Reading Comprehension
READ:
psychology / naranjas / pneumonia /
cesame / chiot / piaza / pollo
Hanadi Mirza
hanadym@hotmail.com

5. Reading Process
Reading = Decoding
Reading Comp= Decoding + Encoding
Hanadi Mirza
hanadym@hotmail.com

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

7. Characteristics of
Emergent Reader
1- Attitude toward Books
(Attentive listener & Interested to talk about
srory read to him/her)
 2- Behaviors with Books (Handle book
correctly & Pretend to read from pics or
memory)
 3- Word Recognition I(Logos)
Hanadi Mirza
hanadym@hotmail.com

8. The 5 Elements of Reading
 1- Phonemic Awareness
 2- Phonics
 3- Vocabulary
 4- Comprehension
 5- Fluency
Hanadi Mirza
hanadym@hotmail.com

9. 1- Phonemic Awareness
1- Rhyming words
2- Sounds within words
a) Beginning sounds
b) Middle sounds
c) Ending Sounds
d) Sound Blending (sounds into a word)
e) Sound Segmenting (a word into sounds)
3- Words within sentences
4- Syllables within words
Hanadi Mirza
hanadym@hotmail.com

10. 2- Phonics
SOUND of a letter NOT Writing
 Process of translating written words into speech
 Letter Reading NOT Writing
 Connect sounds to spelling
 Sound blending
 Word Building
 Connect sounds to word
Hanadi Mirza
hanadym@hotmail.com

11. 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

12. 3- Vocabulary
Learn 2000-4000 new words/grade level
 Pre-teach Vocab
How to Teach Vocabulary words:
1-Questioning and coaching strategies
- Meaning prompts
- Structure prompts
- Visual information prompts
2- Prompts that use more than one cue source
3- Demonstrating self – monitoring
4- Relationships between words: synonyms, prefixes, roots etc…
Hanadi Mirza
hanadym@hotmail.com

13. 4- Comprehension
Comprehension is
the REASON we Read.
 Develop Schemata for Story Reading
Reading Strategies: | Reading Skills:
1- Predicting a) Skimming
2- Questioning b) Scanning
3- Clarifying
4- Summarizing
Hanadi Mirza
hanadym@hotmail.com

14. Comprehension (continued)
1) Cover page
 a- Title/Picture / Author /Illustrator (Graphic
Org.)
 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

15. 5- Fluency
Accuracy Rates
 Frustration level: below 90%  Too hard
 Instructional level: 90-94%  Just righ
 Independent level: 95 – 100%  Easy
Hanadi Mirza
hanadym@hotmail.com

16. Balanced Reading Program
 Read Aloud  PROPER Pronunciation
 Shared Reading
 Guided Reading
 Independent Reading
Hanadi Mirza
hanadym@hotmail.com

17. Schwa
[ə]
[euh] sound or Arabic ―hamza‖
Hanadi Mirza
hanadym@hotmail.com

18. Spelling vs Pronunciation
 Psychology (ps--) [saykolədjy]
 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

19. 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

20. (continued)
 The + any letter EXCEPT (a/e/i/o/u) →[o ] never [za]
 Although , Thunder, Thumb→ [ol o] , [thándər] , [thám]
 Thank You [thánk] Never [sank] You
 The +a pple/ e lephant/ i sland/ o range/ u mbrella→ [ ] never [o ]
nor [zi]
 The + eu ropean, u nited the+[you] (as 1st sound) [o ] NOT
[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

21. 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

22. IMPORTANT to
Young Learners
 Movement
 Play / Games
 Breaks
 Drama
 Songs
 Dance
 Positive Environment  Safe + Low Anxiety
 Literacy  Reading & Writing
Hanadi Mirza
hanadym@hotmail.com

23. Successful Reader
Independent Reader in KGs (+ Reading Strategies)
 Successful Elementary Reader
 Successful Adult Reader
READ Aloud  Pronunciation + Intonation
READ Silently  Comprehension
Hanadi Mirza
hanadym@hotmail.com

24. Today’s CHALLENGE
Is
to READ
Fluently AND Accurately
TO
Comprehend
Hanadi Mirza
hanadym@hotmail.com

25. Do students
READ to Learn
or
Learn to READ?
Hanadi Mirza
hanadym@hotmail.com