2)+The+effective+teaching+of+reading

=EFFECTIVE TEACHING OF READING =

** ACTIVITY: **
 * Reading **** can be defined as ‘The process of constructing meaning from print and from other symbols’ (Hill, 2006). As you read this site, are you sounding out each individual letter, or pulling out one sentence at a time and trying to guess what I’m trying to say next? Are you reading ahead? Or skipping words? The way one person reads and interprets is always different to another person’s visual learning, as each person is different and adapts differently to literacy and the way it is taught. Reading involves not just the illustrations or the print on the page, but becoming familiar with the language, style, understanding what is being described, and gaining knowledge of what’s being written about and possibly being able to link it to person/ previous experiences. Readers read one word at a time from left to right, but often scan back to double check or notice a connection between one sentence and another, this is an art and skill of being able to read. **
 * When Amy…........hurt her leg. **
 * She tried………. Back up the hill…….mum. **
 * Soon………got back up…….helped her…….hug. **
 * Thank you! Said……………………..never again! **
 * Are you able to construct meaning to this story? Which letters are missing? The syntax? A reader will create understanding differently to the interpretations of another person depending on their knowledge of the world, the possible meanings of the story, the sentence structure, and their own order of ideas, which is how everybody reads differently. **
 * When children tend to look at the actual print, they use cues which help them interpret. Semantic cues (meanings that come from knowledge), Syntactic cues (come from the structure of written language) and Grapho-phonic cues (individual letters). These cues are important in early stages of reading so that a child can become familiar with reading and then expand on their knowledge from their. **

Source of photo found at: [|http://www.cis.edu.sg/pyp/images/The%20Learning%20Centre%20(Small).jpg]


 * To teach reading effectively, many teachers like to organize their reading by following the four roles of a reader: Code Breaker: How do I crack the code? **
 * Meaning maker: How do I comprehend the text? **
 * Text User: What is the function and form of this text? **
 * Text Critic: What does the text want me to feel? **
 * These roles are vital, as early readers need to understand and experience in order to develop am fluent, flexible way of reading. Included in these are other concepts such as Phonemic awareness, where the child understands the conscious knowledge of spoken words and sounds in language. For instance, Phonemic awareness enable a child to sound out letters within their reading to help them understand how and why that letter belongs.

ACTIVITY: To become familiar with the letters of the alphabet, sound out each letter as you see them in the video. This activity will give you an idea how children of a young age will tackle a book, one letter at a time.

media type="youtube" key="LAy3KxJaKd0&hl=en" height="355" width="425" ** Source of video found at: http://www.youtube.com/watch?v=LAy3KxJaKd0

** ACTIVITY 2: How many small words can you discover out of this word?

HIPPOPOTAMUS

This activity is one of the many activities teacher's use to help children become familiar with words, and other word they can use within their writing. **
 * The ability to hear these sounds helps the child to understand what he/ she is trying to see. The way a teacher reads to a child really does determine how well they will learn. Before reading, during and after are all different, as children recognize their prior knowledge, learn to problem solve and recognize mistakes, and practice their learning so they become more independent. Prompts such as: What would make sense here? (meaning prompt), Do we say it that way? (syntax prompt), Check the end of the word (Visual prompt), are tactics teaches should get use to get children to think and recognize mistakes. **
 * When reading comprehension is concerned, it can firstly be described as ‘The act of simultaneously extracting and constructing meaning from the text’ (Hill, 2006). Both decoding and comprehending are necessary in reading. Teachers can help a child understand comprehension by recalling parts of comprehension or building a fun level of involvement, as repetition helps learning. A teacher needs to hold attention, be persistent and take time with each child so that they can reflect and learn in different ways. It is important to be patient, encouraging and ask questions so the children can be creative and innovative.

** Source of photo found at: http://www.ctf-fce.ca/images/Teaching%20in%20Canada/teacher_in_classroom.jpg