APPROACHES TO TEACH READING

1. Azrina 2. Naziha 3. Khavitraa

APPROACHES TO TEACH READING

LANGUAGE EXPERIENCE

LANGUAGE EXPERIENCE APPROACH

Language experience approach is suitable for all levels of learners. By using the Language Experience Approach (LEA) to teach beginning readers how to read, pupils can connect their life experiences with learning written words.

The unique factor about this approach is that the pupils own words are recorded or used as they describe the event or activity. This allows them to interact with the text and gain knowledge and understanding through their experience.

The LEA can be used with individual pupils or group. While it is most commonly used with young emerging readers, it is also effective for teaching struggling readers

Language-Experience Approach It is an approach to reading in which the

child’s own language and experiences is used to create reading material.

Students dictate a story based on an experience they have had.

The teacher writes the dictated story. Through discussion, the teacher can help

students organize and reflect on their experiences.

Language-Experience for ELL Accept the child’s language and show that

it is valued. If the teacher edits it, it becomes the

teacher’s language, not the child’s. However, if mispronounced, the teacher

should spell correctly. As children grow in language, they will

have opportunities to develop fuller knowledge of verbs, contractions, and pronunciation.

Advantages

It integrates the four language processes. It is child centred which brings new reader

to the text rather than the other way around.

Aids comprehension: the reader and composer are one and the same

person. The child understands that text carries meaning

It is enjoyable and allows the child and his or her life to become known.

Highly motivating. Boosts self esteem Incorporates emotion and fun Can be used to develop sight vocabulary

and comprehension via cloze exercises.

How to conduct a LA approach in class? PROCEDURESPresent the topic for

discussion. This might be

based on a previous field trip, as story that was read to the class, a video, or some

other experience

shared by the class. Write

down the title on large lined chart paper

with a marker.

Encourage careful

observations.

Elicit and extend oral language

relating to the students'

thoughts and observations.

Encourage students to listen and respond to their peers'

observations.

As the discussion

occurs write down students' statements on

the chart paper, repeating what

you write in

the process and making note of the speaker's name. Make

sure the students attend to this process.

Read what you have written.

The whole class reads what you

have written.

Individual readings, using a

pointer to indicate the words as the

student reads.

Follow-up

activities.

Develop basic skills

through word

banks.

APPROACHES TO TEACH READING

PHONICS APPROACH

Phonics Approach

Teaches the relation of the letters (graphemes) to the sounds (phonemes) they represent.

The theory behind the phonics approach is based on two assumptions: most languages have consistent phonemes (sound) to grapheme (letter) correlation.

Once children have learned the relationships of the letters to the sounds, they can pronounce printed words by blending the sounds together.

Knowing these relationships help early readers recognizes familiar words accurately and automatically "decode" new words.

TSL3106 Module

Utilizes explicit, teacher-directed instruction to introduce skills and strategies.

Provides distributed practice and cumulative review. Emphasis to reinforce phonic elements or

linguistic patterns. Tightly controlled vocabulary and are

used primarily for struggling readers. Selections are unnatural so it is difficult

to use context clues.

Program Goals

Increase students’ phonemic awareness.

Strengthen letter-sound associations.

Increase decoding skills for single syllable and multi-syllabic words.

Increase instant recognition of high frequency words.

Improve spelling of single syllable and multi-syllabic words.

Promote passage reading fluency and related comprehension

APPROACHES TO TEACH READING

SIGHT WORD APPROACH

Sight Word Approach

Sight words are words that are recognized instantly and without any analysis.

Many sight words can’t be sounded out because they don’t follow decoding rules.

Sight words are high frequency words – the words most frequently occurring in reading materials.

Why do we teach sight words?

Students who learn sight words have a good base for beginning reading instruction.

When do we teach sight words?

Sight word instruction usually begins in kindergarten and continues into primary and secondary school, although struggling readers continue learning sight words beyond secondary school.

Approaches Language Experience

Phonics Sight Words

Definition the child’s own language and experiences is used to create reading material.

Teaches the relation of the letters (graphemes) to the sounds (phonemes) they represent.

words that are recognized instantly and without any analysis.

Target Group individual pupils group(struggling readers)

Young learner(initial stages of developing reading )Adult learner(lack of reading proficiency)

struggling readers

Language Experience

Phonics Sight Word

Characteristics develop fuller knowledge of verbs, contractions, and pronunciation.

-help early readers recognizes familiar words accurately and automatically "decode" new words.-can pronounce printed words by blending the sounds together.

-high frequency words -can’t be sounded out (don’t follow decoding rules) -a good base for beginning reading instruction.

Approaches Language Experience

Phonics Sight Word

Activity •Word Or Letter

•Picture Match

•Video & Songs

•Phonic Stories

•Listening Activity

•Antonyms

•Synonyms

•Homophones

•Parts of speech•Same double consonant words

•Word family words

•Beginning sounds and vowel sounds

ACTIVITY FOR LANGUAGE EXPERIENCE APPROACH (LEA)

Word or letter “hunts”:

Teacher prepare word or letter (and sound) that he/she would like the students to recognize.

Teacher then ask the students to find it in other chart story.

Then, students will circle, box in, underline or etc. on the words/letters that are the same.

Picture Match

A few sentence strips pasted on the board.

Teacher will prepare a few pictures and distribute it to the students.

Then, the students need to match between the picture that already distributed with the sentence strips pasted on the board.

They will be asked to read aloud the sentence.

ACTIVITY FOR SIGHT WORD

Use the poems and lessons to: Integrate language skills Antonyms Synonyms Homophones Parts of speech Same double consonant words Word family words Beginning sounds and vowel sounds

Benefits

1. Easy to Use Lessons

Minimal preparation Few outside resources required Sight words are identified in boldface

type in poems Enjoyable, hands-on activities

Benefits

2. Versatility of Use

Can be used to introduce, practice, review and/or assess

Can be used for whole-class or small-group instruction

We Are Opposites

We are opposites,And I’ll tell you more!I say after, And you say before.

I look up,And you look down.I like to walk,You run to tow

I think it’s hot,You think it’s cold.I say it’s new,You say it’s old.

I come in,And you go out.We are opposites,Let’s give a shout!

We are oppositesIt’s like I said before.Think of your own.If you want any more!

Opposites Pyramid

Objective

to identify and read the antonym of a given sight word

Video

ACTIVITY FOR PHONICS

Songs and Chants Blending Phonics Stories,

http://www.kizphonics.com/phonics/mouse-cow/

Video

Video.

http://www.slideshare.net/cindyjbj79/teaching-reading-through-phonics

http://esl-methods.wikispaces.com/file/view/LANGUAGE+EXPERIENCE+APPROACH.pdf

http://www.education.com/reference/article/Ref_Phonics_Language/