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
If the environment is peace and calm, the learner will be able to concentrate in the text. Not only the class environment but also the home environment of the learner. Holdaway (1979) states that children learn to read naturally in the home environment and interaction with parents. The child’s home background has much to do with his predisposition to the reading process. Homes from which children come differ as to the high socio-economic status, the youngsters receive affectionate care and come to school with good habits of speaking and listening (Baingan, 2006).
To achieve these goals with all children, an effective classroom program of beginning reading instruction must provide children with a wide variety of experiences that relate to a number of important aspects of reading. Some of these experiences focus on meaning. For example, children take part in oral language activities that concentrate on concept and vocabulary development; children hear good stories and informational texts read aloud; they read and discuss with other children what they read, often under the guidance of their teachers. Other experiences focus on word recognition of printed words as children engage in print awareness, letter recognition, writing, and spelling activities. Children take part in phonics lessons and word-recognition strategy instruction.
Teacher gives students information related to the text and explains about the purposes for reading the text. The second stage is reading, students begin reading using reading strategies, the examination of illustrations, reading from beginning to end, and note taking. The third stage is responding, the students respond to what they read through reading logs, journals, or grand conversations. In this stage, teacher lets the students
Horn (2005) says that it enriches their understanding of story and “book language”. Another very important reason is that it invites children into the learning process. Stage 2. “I spy”- children are placed in small groups of 3-4. Each group is given a paragraph from the story.
One advantage when teaching reading in a second language is that the learners most likely already know how to read in their first language and they probably have some strategies for it which help when learning to read in a new language (Pinter, 2006, p.68). During the field study day some of the students mentioned that they read English books but it was hard since they did not know all of the words and could have a hard time understanding some bits. As a teacher it could therefore be important to make sure that the students read books on their level, so they do not lose their interest. Also make the students aware of the ability to understand content from the context and not stop at every single word they do not understand.
Self-monitoring It is considered essential to report about how self - monitoring helped students verify their understanding by identifying comprehension problems and finding appropriate solution during the reading task using the self- assessment protocol. Self- monitoring aims to provide learners with a plan at the moment to read, taking the stages of before, while and after the reading, also during reading they should read the strategies in order to have them in mind and solve the reading task using as many reading strategies they considered useful in their individual processes. Indeed, at the beginning learners did not have a clear idea about the process of reading they just read because it was a task. Learners reported their comprehension
During it they verify their predictions. They judge based on what they heard students. Answer comprehension questions while listening to text. C. post-listening activities These activities extend student’s listening skill so they play an important role. It helps students to connect what they have heard to their own ideas and create critical listening and reflective thinking 2.4.2 Reading Comprehension During the late 1960s and throughout the 1970s, reading comprehension was largely taught by asking students questions following reading or by giving skill sheets as practice for reading comprehension skills like following directions, getting the main idea, determining the sequence, noting details and cause and effect relationships.
Reading skills include skills acquired through reading, such as comprehension, fluency and independence. Overall, these skills give students the ability to turn words on a page into a clear meaning. Maynor ( 2016 ) Swanson (2001) indicated that research shows that children learn about reading before they enter school. In fact, they learn in the best manner-through observation. Young children .
The lesson is designed to address the aspects of reading comprehension and fluency for three students. There is a total of three activities. The first activity is Model Reading. The second activity is Think-Alouds and the third activity is a Story Structure. The purpose of these activities is to improve reading comprehension and fluency.