Beruflich Dokumente
Kultur Dokumente
Definition of reading:
a complex cognitive process of decoding symbols for the intention of constructing or deriving
meaning from a text read. It is a complex interaction between the text and the reader which is shaped
by the readers prior knowledge, experiences, attitude and language community which is culturally and
socially situated.
Knowledge and
sourcing
information
MAJOR PURPOSE:
The construction of
meaningcomprehending &
actively responding
to what is read
Self- improvement
Aims and
purposes
for reading
Improve one's
language skills
Pleasure
Types of reading
Aspects/Types
Definition
Reading aloud
An instructional
practice where the
reader (teachers,
parents etc.) read texts
aloud to children while
incorporating variations
in pitch, tone, pace,
volume, pauses, eyecontact, questions and
Intensive reading
Analytical reading;
involves close reading
of the text to
understand meaning in
greater detail with
specific learning aims
and tasks.
Extensive reading
Reading for general
knowledge and
pleasure where there is
no pressure for detailed
understanding or
comprehension of the
text.
comments to produce a
fluent and enjoyable
delivery.
-Engage children in the
literary process
-Builds and support
their listening and
speaking abilities
-Enhances their overall
language development
-In classreading
session by teachers
-At homebedtime
stories by parents
Advantages
Implementation
-Provide a wide
selection of reading
materials to cater to the
varied interests and
levels of the students
-Reading programs such
as:
- NILAM
- SSR
- DEAR
- FUR
-Teachers become role
models
Physical
maturity
Reading
readiness
An
appetite
for
learning
Mental
maturity
Signs: Has some general knowledge about the world around him,that is the child
is able to distinguish one object from another.
-
Teach the word of an object if the child knows the physical object
Child able to understand that sounds are represented by letters and
groups of letters make words
Learner's
first
language
literacy
Factors
influencing
reading
Background
knowledge
of learner
Degree of
proficiency
in English
Process
Bottom-up reading
Reading is a process of decoding a series
of written symbols into aural sounds.
Meaning is then derived from the
blending of sounds.
Readers process each letter as it is
encountered. The letters/graphemes are
then matched to a phoneme of the
language. The phonemes are blended
together to form words. Meaning is then
derived at the end of the process.
Meaning
Text processing
A.K.A
Top-down reading
Reading is conceptually-driven where
the readers use their background
knowledge to make predictions as they
read the text.
The reconstruction of meaning through
interaction of the text. Reader brings to
this interaction his/her knowledge and
expectations about how language
works, interest, motivation and attitude
towards the subject or content of the
text. The reader hypotheses or make
assumptions of the text using his/her
background knowledge to confirm the
hypothesis or assumption or reject the
propositions.
Reconstructed through interaction of
text
Linear
Inside-out/concept-driven/whole-to-part
Concept
Pros/Cons
Objective
Process
-Enable pupils to
associate the
appearance of each
sight word with its
sound/pronunciation
(sight to sound
correspondence)
-Read sight words in
context
-Recognize sight words
quickly and effortlessly
(rapid recognition)
Read sight words very
quickly
Memorization of sight
words
Language Experience
Approach
An approach where
pupils connect their life
experiences with
learning written words
by recording and using
pupils own words to
describe the event or
the activity.
-Effective for struggling
readers
- Promotes creativity (as
it allows creation of
fictional stories)
-Pupils have personal
connection with words
used
- Words/Vocabulary
used are familiar to
pupils; used in
meaningful context
Pupils choose an
experience they would
like to write about
Discuss the experience
Write the story down
as the pupils dictate it
Record on large
chart paper, repeating
the words as they are
written Writing neat
Phonics Approach
An approach that
teaches the relation of
the letters (graphemes)
to the sound
(phonemes) they
represent.
Learn relationship of
the letters to sounds
Pronounce printed
words by blending
sounds together
Able to recognize
familiar words and
decode new words
TOPIC 3 READING SKILLS IN THE MALAYSIAN PRIMARY SCHOOL ELC & SELECTING, ADAPTING &
PRODUCING ACTIVITIES & MATERIALS FOR DEVELOPING READING ALOUD & COMPREHENSION SKILLS
Refer to page 21, 22, 26, 27, 31, 33, 34
Criteria for Evaluating Text for Reading Development
Suitability of
content
Criteria for
evaluating
texts
Readiability
Exploitability
-facilitation of learning
-Pupils develop ability to extract the
content from the language that
expresses it
-Through? stimulating real-life
purposes use of authentic texts
Pre-reading
-To prepare learners for
the reading passage
they will be reading
-To develop their
confidence to read
Purposes
Activities
While-reading
-Reading activities
learners are expected
to do while reading the
text.
-Help learners develop
reading sub-skills
necessary to extract
message/meaning from
text
-Get the main idea
-Obtain specific
information
-Understand most /all
the message the writer
is trying to convey
-Enjoy a story
Post-reading
-To allow the pupils to
reflect upon what they
have read and to make
connections to their life
experiences/
knowledge of the world
-To allow time for them
to conceptualize what
has been taught/learnt
-To heighten and enrich
pupils interest in the
text
-Asking opinions
-Making generalizations
-Discussing moral
values of text
-Researching on related
topics
-Crafts/Poster drawing
Dependent on the
text
Guided reading /
Independent work
Teachers coaching,
prompting, questioning
pupils use various
strategies to figure out
individual words + work
out combination of words
( a sentence) means
Grouping
-Teachers work with small
groups of pupils of
homogenous ability
-Each group must be small
enough to receive
intensive support from the
teacher
-Groups will change as
childrens competencies
change
Text-selection
-Fiction/Non-fiction
-Appropriate to the pupils
learning needs, interest
and experience
-A text where the pupils
can read or work through
90-95% of the words
-The text offers new
-Write a short
poem/paragraph
-Write a
description based
on a photograph
-Rewrite the story
read from a
different POV
-Compile a word
bank of saying
words from
stories read
-Draw simple
cartoons with
simple dialogues
based on stories
read
Plenary
-Review of the
days lesson
-Pupils reflect on
their learning
-Talk about what
they have done,
how they have
done it
-Pupils talk about
what they enjoy
most
Developing
word attack
skills
Inferring
meaning from
context
Frequent
exposure and
repetition
Principles
pf T&L
vocabulary
Presentation
in context
Meaningful
presentation
Blending
word
-Individual sounds are combined
to make words
-Helps children to hear how
sounds are put together
-Will lead to children decoding
words independently when they
read
-Blending + segmentation
form two most essential
phonemic awareness instruction
activities provide children
with engaging opportunities to
discriminate sounds
-Repetition of the same pattern
-Good for emergent/beginning
readers
- Will help learners to
consolidate the concepts of
word patterns
-Help them develop phonemic
awareness
-To develop recognition of
symbols for vowel sounds
-Activity could be conducted as
board work for vowel sound ea
and oa
Ref pg 74 & 75
Ref 75 & 76
2. Contextual clues hints that the author gives to help define a difficult or unusual word
-Important that teachers teach pupils to recognize and take advantage of contextual clues to assist
them to decode challenging words when they read
Types of contextual clues
Meaning
Examples
Synonym
Using a word with the same
My opponents argument is
meaning that is found in the
fallacious misleading, plain
same sentence
wrong
Antonym
Using a word or group of words
Although some men are
that has the opposite meaning
loquacious, others hardly talk at
which reveals the meaning of an all
unknown term
Explanation
The unknown word is explained
The patient is so somnolent that
within the sentence or in a
she requires medication to help
sentence immediately preceding her stay awake for more than a
it
short time
Example
Specific examples are used to
Celestial bodies, such as the sun,
define the term
moon and stars, are governed by
predictable laws
Teaching vocabulary
techniques
Visuals
Pros
How? / Process
Suggestions/Activities
-A wide variety of
materials; easily
accessible
Flash cards
-Can be used to
introduce nouns, new
words
-Used as substitution
word cards in different
contexts
-Used flash cards can be
displayed on the word
wall facilitate and
reinforce further
learning used as
reference
Word wall
-May help children
learn rhyming word
families (at, hat, cat)
-Help children learn to
spell high frequency
and vocabulary words
and begin to use them
in their writing
-Will make pupils more
attentive
-Aid pupils in
communicating,
understanding and
participating during
lessons
-Have effect on
memorization (
Reinforced
memorization) how?
Caution
-Dont over use them
-Know exactly why you
are using them
-Plan exactly how you
are going to use it
-Vary the kinds of visual
you use
-Flashcards must be
seen by everyone
-Avoid
confusing/cluttered
pictures
How?
Make sure pupils
reproduce the gestures
while repeating the
words become more
active in their repetition
reinforce its trace in
memory
3 ways of learning
Auditory modality
-Provided by teachers
voice and repetition
Visual modality
-Exposed through
visualization of gestures
Kinesthetic modality
-Reproduction of
gestures (by pupils)
-Giving directions
Gestures associated
with a particular
thing/action can
leave out the oral
instruction handy in
a noisy setting
-Word meaning
-To elicit certain words
and phrases from
students
-Associate gestures with
words to help pupils
remember vocabulary
better
-Mime games
-Fun
-Pick strips of paper
containing action
Dictionary
-Effective component of
understanding a word
deeply
-Help pupils determine
the precise meaning of
a word
-Provide helpful
information about the
history of a word
-Reinforce the
interrelationship among
words in the same
meaning
-Usage notes explain
differences among
words the
appropriateness of one
words over another in a
particular context
-Contribute to an
interest in and attitudes
towards words that
teachers and the
students explore
-Thesaurus helps
learners make fine
distinctions among
concepts and words
Games
-Overcome the
challenging task of
learning new
vocabulary
-Will make learning new
words fun creating a
competitive
environment pupils
tend to put forth more
effort hence learn
more
-Explore dictionary
entries
-Words for which the
dictionary is essential
may be entered in a
students vocabulary
book
-Discussing usage notes
Cloze test
Open-ended questions
True-false questions
Ref 111-122
Designing test questions
5 reading powers
Reading powers rubric
Develop fluency
Practice reading
Remedial reading activities Varied depending on the needs of the readers and their level of
proficiency Teachers need to carry out a needs analysis to determine pupils needs and tailor activities
to meet that a problem Dont delay intervention
Reading problems
Activities
Elaboration
Phonemic awareness
Tapping syllables
Using different items such as
hand clappers, drums, tennis
rackets. Determine number of
syllables by tapping (eg: two taps
for sister. Tap a certain amount,
think of a word that contains the
same number of syllables
Head, shoulders, knees and toes Give pupils words 1-4 phonemes.
Have them stand up touch head,
shoulders, knees and toes as
they are saying the sounds in
words. For eg : word cat /c/
head /a/ shoulders /t/
knees
Phoneme jumping
Green, yellow, red mat on the
floor give a word with 1-3
sounds have they say the
sounds they hear as they jump
from mat to mat
Fluency
Words per minute partner read
-Select two pupils to work
together taking turns as the
reader and listener. Prepare a
set of cards with two labels;
words I can read and words I
need to practice
-Listener responsible for
timing and helping the reader
-After one minute, count cards,
take down the number. Do 2/4
times, exchange roles
Buddy reading
In pairs pupils read to each other
receive feedback and
guidance reading appropriate
text from their peers One
plays reader, one plays listener
Teacher sets a timer for a
Word recognition
Metacognition
skills
Comprehension
Vocabulary
building
Pros
-will lead to increased awareness
of words and how words work
-will heighten their
understanding of strategies and
approaches that assist word
recognition
Pros / Examples
Inferring
Self-questioning
Seeking clarification
Summarizing
-work simultaneously
-analyzing involves the reader
examining, questioning, and
probing ideas from their POV
-synthesizing combining new
ideas with existing information
to form conclusions about the
meaning of the text
-two skills work in tandem as
readers stop and think about
their reading / add new
information to existing one
make changes that will affect
their understanding / form new
conclusions
Evaluation
-make judgments based on their
understanding of the text,
knowledge and values
-judgment of the authors
attitude, purpose and position of
the issue brought forth
Activities to extend their already well-developed reading skills
Activities
Elaboration
Connecting to prior knowledge
-Before reading : Ask pupils to
spider web + KWL (what I
create a chart about a main
already know, what I want to
character/main idea in the
find out, what I have learnt)
passage
-After : Add new knowledge with
colored pen
K-before
W- while
Example
Mind map about tigers
Visualizing
Inferring
Self-questioning
L- after
-Reader transfer information
onto a graphic organizer ; flow
chart/timeline/mind map
-Use think aloud approach to
teach readers how to draw
inferences from text
Summarizing
- I think that
- why do you think that
- I dont believe, my opinion
Problems
Pupils of different levels
Large class
Dont understand English/use
mother tongue
Solution
Use different materials
Doing different tasks with the
same material
Use the pupils
Elaboration
Wean students
dependence on mother
tongue over time
Put up materials used in the
lesson
Straightforward task which
does not demand too much
detailed understanding
Remind them that overuse
of mother tongue means
that they have less chance
to learn English; denies
them chance to practice
Target pupils
What is it going to be taught/learnt
How is it going to be taught, with what
Objectives of the lesson
Why are these procedures used
What is the guiding teaching-learning theory behind them
Lastly
-Planning Involves prediction, anticipation, sequencing, organizing, simplifying
-Three phases offers teachers a framework help them develop the reading skill among the pupils
Stage
Pre-reading
Purpose
-arouse pupils interest
-help predictions
-provide some language
preparation for the text (key
words/ phrases)
While reading
Post-reading
How?
- introduce some background
information about the content
of the text to prepare them
for a later activity
-use relia, visuals, other
references to pupils
experiences help to arouse
interest activate any
knowledge they have about
the topic
-use questions help them
predict what they are going to
read
-Introduce certain key words
in text
-comprehension exercise
-transferring information to
graphic form
-completing lists
-sequencing pictures
-short summaries
-begin with a general
understanding of the text
move to smaller units
(paragraphs sentences
words) larger units provide
a context for understanding
smaller units
-Asking pupils their reaction to
the text
-consolidate or reflect upon
what has been read
-relate the text to the
learners own knowledge,
interests, or views
the text
-Ask pupils to draw a
picture/diagram
-Make a list of suggestions to
the problem relayed in the
text