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Learning to Read What separate processes are involved in someone becoming a skilled reader?

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Presentation on theme: "Learning to Read What separate processes are involved in someone becoming a skilled reader?"— Presentation transcript:

1 Learning to Read What separate processes are involved in someone becoming a skilled reader?

2 Reading strategies Shoomable Baddlinge Burt ns The car in front of me ______ The car in front of me tops The car in front of me shops And they all lived hap_____________

3 Teaching Reading effectively Components of effective Reading instruction include:- A balanced literacy programme on a daily basis Explicit instruction woven through the components of a balanced reading and writing programme (e.g. modelling, identifying reading strategies and skills, mini-lessons, thinking aloud, group conferences, guided reading discussions) Ongoing assessment and evaluation to monitor pupil progress (e.g. running records, miscue analysis, checklists of reading strategies and skills, self-assessments)

4 Reading Aloud Benefits Develops a love of reading Models fluent reading behaviours Familiarises pupils with language and conventions of books Helps pupils discover that books are fun and worthwhile Exposes pupils to different types of literature Limitations Teacher is doing the reading rather than the pupils Pupils may not be at the same listening comprehension level due to language development, language differences and prior experience with books

5 Shared Reading Benefits Allows pupils to enjoy materials that they may not be able to read on their own Focuses on concepts about print and phonemic connections Ensures pupils feel successful by providing support of the group Develops fluency and expression Focuses all eyes on the same point Limitations

6 Guided Reading and Writing Benefits Provides instruction in reading and writing strategies and skills Presents opportunities for explicit instruction in reading and writing as difficulties arise Models writing strategies and the writing process Limitations Pacing is at the group rather than the individual level Reading is interrupted with strategy lessons Pupils solve reading and writing problems as a group rather than individually Teacher is doing the writing rather than the pupils

7 Paired/co-operative Reading and Writing Benefits Allows pupils to use reading and writing strategies within a social context Provides opportunities for practice of new strategies with the support of peers Offers pupils a chance to model, share and extend their comprehension and ideas Limitations Pupils may not be paired up appropriately Pupils can practise incorrect strategies and skills Pupils can become off- task

8 Independent Reading and Writing Benefits Resembles real world reading where pupils select their own books and write for their own purposes Allows pupils to process information at their own pace Provides opportunities for practice of new reading and writing strategies Matches individual pupil ’ s interests and abilities Provides opportunities for individual problem solving Limitations Many books at various reading levels must be available Pupils may practise incorrect reading and writing strategies Pupils may be off-task Pupils may not select appropriate reading materials

9 Teaching Reading at Key Stage 1 Learning to read is not a simple process It involves orchestrating knowledge at word, sentence and text levels Reading successfully involves the use of graphic, phonic, syntactic and semantic cues Shared and guided reading are effective strategies for teaching the use of these cueing systems to children The use of environmental print helps children make connections between reading in school and in the world outside There are a number of strategies you can use to help children who are stuck on particular words in their reading

10 Developing Reading at Key Stage 2 and beyond The teaching of reading does not stop at the end of Key Stage 1 The process of understanding in reading is one of interaction between what a reader knows and what the author has expressed There are a number of strategies to develop this interaction, including cloze, sequencing, prediction, text marking and text restructuring Shared Reading also has an important role to play in developing interactive reading Children need to be taught to pose questions and systematically answer them when using non-fiction material

11 Reading Aloud BenefitsLimitations

12 Shared Reading Benefits Limitations

13 Guided reading (and writing) BenefitsLimitations

14 Paired/ co-operative reading (writing) BenefitsLimitations

15 Independent Reading BenefitsLimitations

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