TEACHING+TO+READ

In order to successfully teach reading it is essential to start before school and understand that not all responsibility lies within a classroom. Parents and care givers provide an essential part is the accomplishment of a good reader. Early reading begins at birth and is best nurtured by reading picture story books to babies and toddlers in order to familiarize them with pictures and text and encourage a fascination to learn language. When teaching reading in a classroom it is first and foremost important to asses the level that your students are up to and ensure you work to strengthen their weaknesses and help them understand. Reading can soon become an arduous and hated task for some students if they have not been given proper attention from a teacher or feel left behind. When teaching reading teachers use the “scaffold approach” which allows them the freedom to move from complete teacher control where the teacher reads, demonstrates and explains, to where the children read independently, or in small groups. MODELLED READING In modelled reading it is the teacher’s role to read aloud to the students and model to them how to read. From this they are able to see the proper fluency of reading a book; they can hear the effect of grammar such as the placements of commas and full stops etc. It is an opportunity to introduce more complex texts than those the children have previously been learning. The teacher should demonstrate enjoyment and enthusiasm out of the more difficult texts in order to engage students into learning and developing so they too can read a more difficult text. SHARED READING Shared reading is a group activity which is lead by the teacher. It is where both the teacher and student contribute as it gives the teacher more opportunity to model reading and offer support to children yet also gives the children the opportunity to contribute where they can. It involves a ‘big book’ which is ideally A3 size or bigger in order to allow the children to clearly see the relationship between the illustrations and the text. It also means they can visibly see the words and can keep up with the teacher as they read. (Hill, 2006, 72-73) GUIDED READING Guided reading involves the children being dived into groups approximately 4-6 students, each with their own copies of the same text. The groups should be created according to skill level and students who have similar problems to one another. The texts should be distributed accordingly with this in mind. A text should not exceed a child’s reading level as this will severely discourage a child and have a negative effect on their willingness to learn and read in the future.
 * TEACHING READING **

TO VIEW A VIDEO ON TEACHING READING- click the link below http://www.youtube.com/watch?v=Xsl_sf4DoRo&feature=related

Reading time should be split into three vital components in order to ensure the understanding and increasing development of a Childs reading comprehension.  ·  Before Reading  ·  During Reading  ·  After Reading BEFORE READING -Teacher gains students attention by asking questions and asking them to make predictions about the forthcoming events in the book judging by the cover. DURING READING -Teacher moves around the class monitoring children’s efforts and prompting when appropriate as well as supporting and correcting students. -During this stage the teacher should prompt for MEANING (Semantic) - “Does that sentence make sense” STRUCTURE (Syntax) – “What could you put in to make it sound better” VISUAL (Graphophonic) – “What other word does it look like” AFTER READING -Teacher should allow the child time to respond to the text and revise any regularly occurring mistakes that students have experienced throughout reading.

Guided Reading - http://www.teachertube.com/view_video.php?viewkey=268302e0e8f97c3c005b