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1. Providing a model for imitation
2. Introducing words and structures necessary for writing and speaking in a meaningful context
3. Creating a context for generating spoken and written discussion

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1. Give all pupils same text but differ the questions
2. Form mix ability groups
3. Do jigsaw reading
4. Work on a long-term basis
5. Supplementary readers
(refer page 133)

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Pre reading

- Stimulate interest
- to introduce language or concepts

While reading

Post reading

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Not to leave reading skills but each pupils in graded levels of difficulty

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Reading-while-listening (Pupils listen to good reading of the text while they look at the words being read)

For Diagnostic purposes

Get weak students to read to you (one by one)

Play reading

Choral reading

Individual reading to teacher

Audience reading ( get pupils to select something of their own to read to the class)

Reading aloud as part of feedback

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Provide variety of activities

Physical activity

Make sure all children involved all the time

Use play techniques

Give them many opportunities to understand the meaning of a word

Do not use flashcards of words until pupils know the meaning of the words on the flashcards

Lot of audio-visual

Create an environment that supports learning to read

- e.g. label everything in classroom, keep attractive books for pupils

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1. Create activities that show the usefulness of reading in English

2. Be sensitive in current interests

3. Include questions that ask for their personal reactions

4. Devise interesting activities in themselves and promote integrated learning

5. Vary the kinds of materials given to pupils

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Form of responses:

1. Verbal

2. Non-verbal

Verbal:

1. Reading aloud

2. Silent reading

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Involves;

recognizing structures, words

Predicting outcomes, guessing word meanings

Applying reading strategy

Making connection within text

Thinking while reading

affective reaction to text

Building up familiarity with many kind of texts

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SELECTION OF TEXTS FOR DEVELOPING SILENT READING SKILLS

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SELECTION OF TEXTS FOR DEVELOPING SILENT READING SKILLS

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Balance - every pupils will love - content varied for different interests and needs

boys and girls interest

Suitability of Language

Concepts in the text - appropriate to age of students

Level of reasoning required

Content

Pedagogic suitability

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Rumelhart 1980
Carrell 1981
Hudson 1982

Characteristics:

identified through research based

comprehend and learn from text

organizaition of understanding concept

Benefits:

helps deepen understanding

create independent readers

3 types of schema:

Content- background knowledge about topic related

Formal

Linguistic- readers prior knowledge e.g. verbs,punctuation

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SELECTING READING SKILLS IN THE SYLLABUS

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SELECTING READING SKILLS IN THE SYLLABUS

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Issues in skill selection:
1. What to select
As in  Malaysia we should follow the MoE syllabuses that set up for us like KBSR and KBSM so we can't select syllabus. We select when, in what order and combination skill to teach
2. How to combine integrate skills

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Terminal objective of KBSM

Helps pupils to become independent readers

Develop response to text

Help pupils read with adequate understanding

Help pupils read at appropriate speed

Help pupils read silently

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Improving motivation

Increasing awareness of different reading purposes

Developing different reading strategies

Improving comprehension skill

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1. Reading readiness

2. Early reading

3. Development reading

4. Mature reading

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Child needs:

develop his knowledge of english language

motivation to learn to read in english

ability to discriminate between shapes to recognize letters and words

print has meaning

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Involves:
1- Motivation: to create a positive attitude to reading among learners
e.g. story telling, provide many books (colourful & pics)
2- Developing language and comprehension skills; build up pupils' knowledge of spoken english
3- Learning the print conventions of english; all about the book
e.g. read from front page to the end, read from left to right, paging
4- Word recognition skills

sight word skill (enable students recognize word instantly)

word attack skill (enable readers recognize unfamiliar words) using: contextual clues, phonic analysis, picture clues

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students learn the print conventions of English
(all about the book)
e.g. read from left to right, front page, page numbering

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enable learners to pronounce and derive meaning from text
skills: 1.sight word skill
2.word attack skill

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Reader can recognize on sight or without any need to think about what they could be

Guidelines:
1- Provide many oppurtunities for the pupils to see the word
2- Give pupils opportunities to use old word & new to make sentences of their own
3- Select appropriate basal readers to help pupils get a sense of achievement reading a 'whole book"

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1. Configuration clues

read a word,phrase or short sentence to pupils

Get pupils to sort and match shapes

Get pupils to trace word shapes

make pupils feel,with their fingers, shapes of words cut out in sandpaper

2.Picture clues

3.Dictionary
4.Contextual clues
5.Structural analysis (suffixes,prefixes)
6.Phonemic clues
Theory

that the language being learnt is phonemically regular

that once a child has learned the phonemic elements,he can obtain the pronunciation of the printed word by assembling the sounds together in blended squence

that once he gets the pronunciation of the word, he will understand what he has read

*further guideline on pg100

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Use child's own language & experience

Involve simultaneous dev of all 4 language skills

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1. class gather together to share one book
2. 18 inch X 12 inch
3. Guidelines:
pupils sit on mat with the big book in front of them on a stand
teacher prepares for reading
e.g. talking about the picture
teacher/good students reads the story while pointing to the words
during sec read, tcer still reads but pointing & flipping task given to good pupil
read several times (get pupils volunteer to read)

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selection of texts for early reading practice

books learner himself will read

books people will read to him

Features:

appropriate language (simple and direct)

simple but interesting content

illustrators and colours

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to assist classroom teachers in developing comprehension question or test question

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Literal comprehension

Reorganization

Inferential comprehension

Evaluation

Appreciation

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Rumelhart,D 1985
Bar,Sadow & Blachowicz 1990
Ruddell & Speaker 1985

Characteristics:

integration of B.U & T.D

need printed text & readers background knowledge

readers have ability to use context clues

Benefit:
low student have opportunity to understand & develop vocab range
-ve:
Failure to use BU + TD = misunderstanding

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Flesch 1955
Gough 1985
LaBerge & Samuels 1985

Characteristics:

part to whole process

Decoding

identify letter features

instructs students of their level

Benefit:
promotes auditory,visual & kinesthetic
-Ve:
need concrete practices

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Goodman,K 1985
Smith,F 1994

Characteristics:

students making assumption

invoke background knowledge

reading for meaning

use meaning & grammatical cues to identify words

Benefit:
help low students
-ve effect:
can result an incomplete reading of the text

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1. Find suitable text and identify skills you want to teach
2. Think of a sequence of activities
3. Work out details of the activities
(rubrics,AVA)
4. Look through the sequences of activities
5. Work through all the activities yourself
6. Check on the timing of activities
7. Make sure that you have all material you need before you start the lesson.

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1. Recognition of words - translate orally, symbol -> vocal word

2. association of meaning with symbols - recognize different concept

3. literal comprehension - skills reading for facts, central ideas, noting

4. interpretation - combine ideas with past experience (making inferences)

5. critical reading - analyze,evaluate, synthesize

6. creative reading - come up with new/ effective alternative ideas