Presentation on theme: "By: Mdm Zarina, Allied Educator, Rosyth School. Speaking and listening come first. But learning to read is, without question, the top priority in elementary."— Presentation transcript:
Speaking and listening come first. But learning to read is, without question, the top priority in elementary education. Boyer, 1995, p.69
Provides a bridge between word decoding and comprehension. Does not ensure comprehension, but comprehension is difficult without fluency. Reading ought to be automatic. Child cannot struggle with word recognition when they should be reading quickly for comprehension of a text.
Word Decoding Reading Comprehension Listening Comprehension
Fluency is the ability to read text with speed, accuracy and proper expression. A fluent reader can: Read words quickly and accurately Recognise words effortlessly, no need to concentrate on decoding Focus on comprehension Read with expression
Fluency = Speed + Accuracy + Prosody Automaticity Automaticity refers to accurate, speedy word recognition Prosody refers to proper stress, intonation, pauses, phrasing and reading with feeling
The WAT of Reading: Reading W ith your child Reading Alo ne Reading T o your child
Print size Illustrations – colourful, not cluttered Level of difficulty Language Sentence length Repetition of sentence structure & words
Demonstrate reading to the child. We show what fluent, meaningful reading is like. Start from the child’s baseline (reading level) Ensure good reading habits Posture Lighting Attention Atmosphere
A form of choral reading done by two readers, one more proficient than the other. More effective if practised continuously for at least 5 times a week, 5-15 minutes per session, for at least 6 consecutive weeks. http://www.youtube.com/watch?v=_gmNGpJW JpQ
Demonstrate how our child is reading (eg. Monotonous, too fast, mumbling) Demonstrate reading with expression and how it contributes to meaning Use voice recording/stop watch to provide feedback Watch the posture
Method of dividing words into syllables In dus tryRest ing Com pu terCab in Es tab lishBut ter De mol ishLo tion Ex pla na tionPos ture
Predict and connect from what they have read and what they know Set reading purpose Ask questions about what they are reading Infer from events in the text Visualise – Imagine the scene as they read Distinguish important from less important ideas in text
Reading is a complex process, difficult for some, easy for others. Care must be taken during their school-age years of 7-9 years old, as not to over emphasize the learning-to-read process. Let them choose books which are of their interests. Provide varied reading materials in the home about hobbies or interests. As parents, we try to encourage reading habits by modelling this leisure-time reading at home.
Establish a reading time, even if it is only ten minutes a day. Write notes to your school-age child; encourage written responses. Ask your child to bring a library book home to read to a younger sibling. Establish one evening a week for reading (instead of television viewing). Encourage your child in all reading efforts
Playing language games like word scavenger hunt. (looking for a word in print materials) Reading aloud a book and asking our child to identify words beginning with the same sound for example, ‘m’ – moon, make, magnet, mat etc.
Starfall http://www.starfall.com/http://www.starfall.com/ Children’s Storybooks Online http://www.magickeys.com/books/ http://www.magickeys.com/books/ ABC Fast Phonics with Cartoons http://www.abcfastphonics.com/index.html
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