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Phil - Reading printed text involves word recognition, comprehension of words, and speaking or reading the fluently.

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to gain information and learn lessons.

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Morphology helps learners understand word meanings through roots, prefixes, and suffixes, while contextual analysis aids in deciphering unfamiliar words using surrounding text.

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Reading is an excellent skill to have and maintain throughout your life. Especially during the years of education, when your ideas are forming and changing quite quickly. It serves us to clarify some concepts and to express ourselves on a deeper level than spoken.

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The purpose of reading is to attach meaning to printed text. The process involves recognition and comprehension of words, decoding letters and letter blends, and applying alphabetic principles

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process:

Make sense of the sentences and ideas in the text. Think about what the text means and what you can learn from it.

purpose:

Learn new things: Like facts or information.

Think deeply: Question ideas and learn new viewpoints.

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Dilna - Reading helps learners with comprehension and deriving meaning and making connections from text which is the base of critical thinking, once the information is processed you're able to evaluate, analyse and make judgements.

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1. Teaching phonemes systematically through direct instruction.

2. Incorporating visual, auditory, and kinesthetic activities (e.g., tapping out sounds and using manipulatives).

3. Comparing and contrasting similar-sounding words to highlight phonemic differences.

4. Teaching ELs to break down words into phonemes and blend them to form words.

5. Reinforcing phonemic awareness with vocabulary instruction to strengthen comprehension.

6. Recognizing phonemes in both languages and addressing phonemes unique to English.

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Morphology and contextual analysis take on an even greater role in upper grade levels. By using morphology, students can breakdown words into morphemes, the sections with meaning, and then use these prefixes, suffixes, base words, and roots to help decipher or work out a words meaning. They can also use the words and sentences around the word to help figure out its meaning.

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Well-developed language skills. Vocabulary, grammar, syntax...

Higher-order thinking process. Critical thinking, inference, analysis...

Self-correction. Recognize errors, adjust strategies...

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to read a written text. comprehension is the main focus of reading, but also enhances decoding, recognition, and fluency.

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Sounding Out Words: Help students hear and say the sounds in words, like “cat” = /k/ /a/ /t/.

Rhyming: Practice words that rhyme (like “cat” and “hat”) to help with sound recognition.

Blending Sounds: Say individual sounds slowly (like /c/ /a/ /t/) and have students blend them together to say the word.

Counting Sounds: Have students count how many sounds are in a word (e.g., “fish” has 3 sounds: /f/ /i/ /sh/).

Sound Sorting: Group words by their beginning, middle, or ending sounds to help students hear differences.

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An English Learner’s first language (L1) can serve as a bridge to learning English. For instance: Code-switching strategically: Allowing students to discuss a text in their native language before summarizing in English can support comprehension.
Leveraging a student’s home language helps reduce cognitive overload and makes English phonics more accessible.

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Morphology helps readers to recognize the parts of the word - for example, the root word, the meaning of prefixes and suffixes, and changes in the structure of words that come with changes in verb tenses. Contextual analysis allows readers to look for internal and external cues for deciphering meaning. For example, a root word inside a word is an internal cue, while the sentence or paragraph that the word is contained within provides external context

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1. Finding similar phonemes across languages to build confidence.

2. Allowing translations into a different language to ensure understanding.

3. Parent involvement. Ask families to engage in phonics practice.

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teachers can make connections between sounds and patterns that are common in their native language and their new language and use familiar vocabulary from their home language to practice phonics.

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Dilna - Students firstly feel more safe, secure and confident to take in language learning if there are options to speak their native tongue but this can be managed for example I encourage students to use the english they know (even if it's wrong) then use actions to help express themselves and as a final solution use their native language.

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Multisensory learning: Engaging multiple senses (e.g., listening to audiobooks while following along with the text) benefits struggling readers.

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Scaffolding: Using sentence frames (“The main idea of this passage is...”) and guided reading questions to support understanding.

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Use pictures and charts: Visuals help understand text better.

Work together: Let students talk about what they read to understand better.

Teach sounds and letters: Focus on how letters make sounds to help with reading.

Use sight, sound, and touch: Help students learn through different senses.

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Some of languagues such as spanish and french uses Roman alphabet so there are similarities with some letter-sound correspondences in English. It will be helpful for students to find common sounds to start with.

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1. Rhyme games and exercises - example: create rhymes, rhyming lyrics, recognize rhymes etc.

2. Phoneme segmentation: Breaking words into component parts and sounding out each piece before stringing them back together.

3. Comparing and contrasting sounds, consonant blends, and pronunciation between words within the same language, and, where appropriate, between languages.

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Morphology aids students in breaking down words into meaningful parts, while contextual analysis utilizes textual clues to infer word meaning.

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Scaffolded Instruction

Explicit Vocabulary Instruction

Graphic Organizers

Structured Literacy Approaches

Repeated Readings

Culturally Relevant Texts

Interactive Discussions

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It will be helpful to repeat reading and the activities over and over. Repetition allows students to focus on meaning by new vocabulary.

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Dilna - some EBPs are:

Modelling and explicit instruction

Blending and segmenting sounds

Phoneme isolation

Visual aids

Repetition

Rhymes and Songs

Small Group Instruction

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Necessary Components for Effective Comprehension

Strong vocabulary, syntax, and background knowledge.

The ability to analyze, infer, synthesize, and evaluate text.

Self-monitoring comprehension, asking questions, summarizing, and making connections.

Recognizing misunderstandings and using strategies to clarify meaning (rereading, checking context).

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Phil - You can help ELL students strengthen and support their English learning by pointing out similar root or base words that are used in both English and their native language.

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Teachers can identify shared phonemes and sounds between the student's native language and their second language. We can also explicitly teach new sounds that exist in English that do not exist in the native language of the student.