𝗣𝗗𝗙 | Reading is an activity with a purpose. A person The communicative approach to language teaching has given instructors a different. PDF | There have been several investigations into the effective teaching of reading, but very few into the qualities of teachers who are effective. In English foreign language teaching, reading is one of the most important factors in assessing a learner's linguistic competence. However, it is a common.
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Strategies for Teaching Reading. Acknowledgements. This set of teaching strategies was originally compiled by the National Youth Literacy Demonstration. teachers in teaching reading at the primary school level. It is intended to help teachers create an educational vision for ensuring reading abilities and develop an. medical-site.info - Free download as PDF File .pdf), Text File .txt) or read online for free.
Both lexical and sub-lexical cognitive processes contribute to how we learn to read. Sub-lexical reading,     involves teaching reading by associating characters or groups of characters with sounds or by using phonics or synthetic phonics learning and teaching methodology, which some argue is in competition with whole language methods.
Lexical reading     involves acquiring words or phrases without attention to the characters or groups of characters that compose them or by using whole language learning and teaching methodology. Some argue that this competes with phonics and synthetic phonics methods, and that the whole language approach tends to impair learning to spell. Other methods of teaching and learning to read have developed, and become somewhat controversial.
There are cases of very young children learning to read without having been taught. There are also accounts of people who taught themselves to read by comparing street signs or Biblical passages to speech. The novelist Nicholas Delbanco taught himself to read at age six during a transatlantic crossing by studying a book about boats.
Cross model mapping between the orthographic and phonologic areas in the brain are critical in reading. Thus, the amount of activation in the left dorsal inferior frontal gyrus while performing reading tasks can be used to predict later reading ability and advancement. Young children with higher phonological word characteristic processing have significantly better reading skills later on than older children who focus on whole-word orthographic representation.
It is necessary to understand visual perception and eye movement to understand the reading process. Advocates of speed reading claim it can be a bad habit that slows reading and comprehension, but other studies indicate the reverse, particularly with difficult texts. Methods include skimming or the chunking of words in a body of text to increase the rate of reading. It is closely connected to speed learning. Incremental reading is a software-assisted reading method designed for long-term memorization.
In the course of reading, important pieces of information are extracted and converted into flashcards , which are then reviewed by a spaced repetition algorithm. Proofreading is a kind of reading for the purpose of detecting typographical errors. One can learn to do it rapidly, and professional proofreaders typically acquire the ability to do so at high rates, faster for some kinds of material than for others, while they may largely suspend comprehension while doing so, except when needed to select among several possible words that a suspected typographic error allows.
Rereading is reading a book more than once.
Structure-proposition-evaluation SPE method, popularized by Mortimer Adler in How to Read a Book , mainly for non-fiction treatise, in which one reads a writing in three passes: 1 for the structure of the work, which might be represented by an outline; 2 for the logical propositions made, organized into chains of inference; and 3 for evaluation of the merits of the arguments and conclusions.
This method involves suspended judgment of the work or its arguments until they are fully understood. Reading is fundamentally a linguistic activity: one can basically comprehend a text without resorting to other intelligences, such as the visual e. However, most readers already use several kinds of intelligence while reading. Doing so in a more disciplined manner—i.
Reading process is therefore a communication context. Assessment[ edit ] Different types of reading tests exist: Sight word reading: reading words of increasing difficulty until they become unable to read or understand the words presented to them.
Difficulty is manipulated by using words that have more letters or syllables, are less common and have more complicated spelling—sound relationships.
Advocates on both sides of the argument are passionate, and it can be hard to tell which side has it right. As it turns out, the answer is more complex than you might think. Literacy is not just an academic skill but a multifaceted ability with psychological, social, and linguistic components.
Read on to discover how young children learn to read and the benefits of teaching pre-literacy skills before kindergarten. Then, learn how you can help your child or student develop a love of reading from birth to kindergarten and up. Traditionalists often say that children who learn to read before kindergarten are not equipped to handle such a complicated skill.
But the stages of reading development are much more varied than just being able to read books independently. Students who are read to and who learn basic reading skills before kindergarten have a more positive association with books and make substantial academic gains once they develop full literacy. The process of early childhood literacy starts in infancy, though some researchers believe it may begin before babies are born.
This can lead to a pre-reading skills gap unless resources are provided to prevent it. Both parents and teachers can take steps, however, to lessen or prevent these deficiencies.
When a student develops literacy can vary anywhere from PreK to kindergarten or early first grade. But all children can and should learn essential pre-reading skills before they enter school. Then, through PreK and elementary school, families and educators team up to provide a comprehensive literacy education for their students.
Even before children know how to talk, reading aloud to them can strengthen their pre-reading skills. Book exposure to babies and toddlers in particular can improve metalinguistic skills like phonological awareness or blending sounds.
Now you can have students read the passage by repeating sentences after you and then call on students to read one sentence at a time.
If students struggle with the pronunciation of certain words, take this opportunity to practice pronouncing them too.
You may wish to have students read the passage again silently to focus on its meaning before moving on. To check vocabulary you can ask students to match synonyms, antonyms or pictures or ask them to complete sentences with the correct vocabulary words.
To check overall comprehension, you can start with some true or false questions. Be sure to ask students why a particular statement is true or false when checking the answers. You can also have fill in the blank sentences or basic comprehension questions in this section.
For beginners, discussions will be quite challenging but intermediate and advanced students will gain a lot from discussing their thoughts and opinions. In smaller classes there will be more opportunities for students to share their viewpoints while with larger classes you may simply have to ask who agrees or disagrees with a particular statement and then call on three or four students to express their opinions.
If you have not already done so, you can also have students search for the topic sentence and discuss why students chose certain sentences whether they chose correctly or not. Reading is a key part of learning English and these lessons give you an excellent opportunity to introduce topics of your own.