In What Ways Do Children Acquire Reading Vocabulary

In literacy, children need to be exposed properly. According to Fisher, Flood, & Lapp, (1999) that good storytelling can help children to challenge their intellect, can well imagine, helping them to know the world and teach them to love reading. When the teacher read the story, it can help children develop their bond or relationship with books. This can help children to be imaginative, to use the language well and form good intellectual (Cullinan, 1987, p.6). After the teacher finished telling stories to children, usually the children will take the book to be explored.

This will ensure that student is already familiar with the words and can read them. Process: If student struggles with a word while completing the activity, teacher will come over and read the word out loud. Also, teacher will read words that student puts in the wrong category to help them hear the vowel

For many children reading text aloud helps to develop their skills as active listeners. Listening how the teacher reads a text demonstrates a model for fluent reading and pronunciation of unfamiliar words. Read aloud also maintains each student’s participation and focusing on how the reading process works. Reading aloud allows students not only to understand the plot of the story, but also catch the meaning beyond the text. Reading aloud motivates students to read and provides many benefits in building vocabulary, learning the reading process in a meaningful context, modeling fluency, and simply practice how to think-aloud.

In my essay I will write about function of illustrations in picture books with children and I will analyses the opinion of critics of the novel. The child has a sense of the images before they speak. Picture books have a series of picture tell a continuous story for children. It helps to develop their abilities and their imagination. Children 's books when involve simple words with multiple images the child can understand the intended message.

This beginning literacy strategy will assist the child with making print/illustration connections. This skill also helps build a child's tracking skills from one line of text to the next one. Another skill that parents can use to help their child achieve in early literacy is through asking the child to make a prediction based on the title of the book. Before reading the story, parents can just read the title and allow the child to brainstorm and make predictions as to what the book will be about.

Language and Literacy/Academic Language Reading: I will read La Forma de las Cosas by Dayle Ann Dodds to the students. Students will read the vocabulary words in House Shapes Worksheet. Writing: Students will be asked to label the shapes in their house by writing the first letter of the name of the shape or by writing the name of the shape.

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 purpose of this study was to determine the effect of explicit sight word instruction on the reading speed of elementary EFL students. Participants’ ability to read affects their daily lives in significant ways. Thus, effective pedagogical methods of reading instruction are imperative. Memorizing lists of words by sight is especially difficult for participants who need multiple exposures to successful. Therefore, it is necessary to see different ways to teach participants who visit for multiple repetitions in an approach that will not lead to ennui or frustration.

Young children, for example, see people around them reading newspapers, books, maps, and signs. Parents can do a lot to foster an understanding of print by talking with their preschoolers about signs in their environment and by letting their children know they enjoy reading themselves. When reading to your preschooler, you should run your index finger under the line of print. This procedure is simple and helps children begin to notice words and that words have meaning. They also gain an awareness of the conventions of reading (e.g., one reads from left to right and from the top of the page to the bottom; sentence are made up of words; and some sentences extend beyond a single line of print).

For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.

Developing children’s language and literacy through modelling reading books aloud, or one on one discussion’s not only encourages conversations and collaborative thinking but also helps children gain a deeper understanding by being able to listen and absorb the language being used around them. Allowing children to be actively engaged with a book such as retelling a story though dramatisation or inviting children to play with objects related to concepts or characters in the book (Wasik & Bond, 2001) increases a child’s comprehension and language development. Early childhood settings base their pedagogy and practice around a play based program, I believe that children learn through hands on experiences as they experiment with the trial and error of their actions. John Dewey’s (1897) philosophy of progressive education redirected today’s early childhood education as it emphasizes the need to learn by doing, as he believed that human beings learn through a ‘hands on’ approach. Children must be able to interact and explore with their environment in order for them to adapt and learn, by creating a child-centred approach in an early childhood setting this allows for the child’s needs and interests to be catered for.

Oral language is an important and necessary cognitive developmental step in literacy. People, children as well as adults, adults use oral language on a daily basis. People use oral language as their primary form of communication. Children learn oral language before they learn written language. According to our text book, “Teaching Children to Read: The Teacher Makes the Difference” by Reutzel and Cooter there are four oral language developmental theories.

As an educator I can also informally assess for correct use of language structures and academic vocabulary. I will identify, teach, and post key academic vocabulary and structures for one content lesson each day because students need help to become more aware of how language functions in various modes of communication across the curriculum. My role is to make students understand well enough how language works and also to select materials that will help expand their students ' linguistic horizons. I also plan instructional activities that give them opportunities to