Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading. This essay will discuss six elements of teaching students to read including oral language, phonemic awareness, phonics, vocabulary, comprehension and fluency, and ways in which teachers can deliver instruction using a balanced approach. A balanced approach to teaching reading involves explicit phonics instruction as well as world view. Traditionally students were introduced to reading with an emphasis on phonics. McBride-Chang (2004) recognised that this bottom-up approach resulted in students who are more likely to lose interest in reading due to the limited vocabulary and repetitiveness of texts they read (p.120).
In order to improve children’s vocabulary teaching assistant could make sure to provide children with a language-rich environment. Language-rich environments include the home, school and the places children visit. Teaching assistant could set up and maintain the classroom environment; support the parents and carers with the advice and resources for using at home; and the teaching assistant could assist the children on
Next they write letters or words they may have seen from their environment or books. Emergent writing is a process where it is necessary for the child to integrate phonological awareness (isolate individual sounds in words) print awareness (text has meaning) and language (words provide a message). Elizabeth Sulzby (1986) research determined children acquire early writing skills before they are conventional readers. Today is it understood children can express their knowledge of emergent literacy through writing as well as reading. Studies have shown students who spend more time writing are more code focused when it comes to reading.
Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided
It will open in symbaloo) The site provides useful tips on how to teach phonological awareness. It includes key tasks and examples on the topic that I would use to teach phonological awareness to students. • Tile 5: Why Phonological Awareness Is Important for Reading and Spelling http://www.readingrockets.org/article/why-phonological-awareness-important-reading-and-spelling The site addresses important key elements in the importance of phonological awareness. It also discusses the key contemporary issues on phonological awareness plus the key facts I, therefore, chose it. • Tile 6: Phonological awareness and the working memory of children with and without literacy difficulties.
It is important for educators to foster a child’s confidence and appreciation for reading and writing. An educator needs to understand how literacy and language are acquired and strengthened throughout the different stage of a child’s development. Educators also need to incorporate print rich environments in their classrooms so children have many opportunities to read and write. References: Christie, J., Enz, B., et. al.
“READING AS A FOREGROUND SKILL IN THE DEVELOPMENT OF CRITICAL THINKING AMONG STUDENTS” “Reading as a Foreground Skill in the Development of Critical Thinking among Students” will focus on the implications of reading in the development of the critical thinking skills among students. This research will give us information on what are the possible benefits of reading for the enrichment of our critical thinking skills. And how can reading help the students to empower their minds for knowledge acquisition. This research will also give importance to the positive and negative effects of using reading in the development of critical thinking. Before further discussion about the journal article I will discuss first the key points of the entire journal.
First one is that activities should be appropriate children`s age level. Second one is that instruction should be purposeful and third one is that activities and materials should be integrated with other components of a balanced literacy programs. A teacher can teach identifying words, categorizing words, substituting sounds, blending sounds, and segmenting sounds by doing age appropriate activities with children. Teachers assess children by using screening test to determine the level of their knowledge about phonemic awareness and they use instruction assessment cycle are planning, monitoring, evaluation, and reflection. Phonemic awareness is important to learn how to read and it is prerequisite.
The Aural-Oral Approach in English Language Teaching In English language teaching there are several approaches that can be applied in a classroom. Each one has purpose and gives concern to certain skills (listening, speaking, reading and writing) development. One of these approaches is Aural-Oral Approach. The Aural-Oral Approach is based on developing two language skills: listening and after that speaking which is the earlier stage of learning a language (Geri, 1990). Aural means related to sense of hearing and oral related to verbal communication.
It involves reading a text repeatedly until the learner reads without making errors. Repeated reading is a credible strategy for reading instruction because it guarantees that readers grasp the content. Readers improve their reading speeds, develop sight word vocabulary and gain confidence in their reading abilities. In classroom instruction, the teacher selects a short passage and reads it out loud several times as the learners pay attention. The teacher takes time to explain the passage, providing a purpose for reading.