Teaching Reading Concepts by Beáta Kalinová

phonics

10507188 — 2024-10-03 08:54:16 UTC

the knowledge of sound-letter relationships and their use in reading and writing

patterns of sounds
two letters make one sound together
our examples:
- in 0 grade learning the sounds of letters with physical gestures
- in 1st grade learning the patterns and pronounciations of words with -a-e (take, make, ...), -ai- (rain, plain, ...)
  
  (page 35, 38)

phonemic awareness

10507188 — 2024-10-03 08:56:49 UTC

the ability to recognize the sound units of language and their manipulation
for example recognising that there are three phonemes in the world tree, scat and hat rhyme, can starts with the same sound as car

(page 36, 37, 38)

automaticity

10507188 — 2024-10-03 08:57:26 UTC

the ability to automatically recognise individual words
decoding skills become automatised and comprehension increasingly draws on a broader range of different language skills e.g. content knowledge, grammatical structure and higher-level text processing skills, such as inference generation and comprehension monitoring
our examples: students in higher grades using automaticity to decode certain words when reading a text

(page 39)

decode vs. encode a word

10507188 — 2024-10-03 08:57:37 UTC

decoding

reading a word
decoding written language into sound by sub-vocalising to make the word meanings apparent

encoding

spelling or writing a word
for example method look-cover-write-say-check
our examples: a dysgraphic student having trouble encoding words to write them down correctly

(page 33, 36, 37)

our questions

10507188 — 2024-10-03 09:31:22 UTC

pronounciation and accent

To what extent and how do you deal with the impact that different accents have on pronounciation? (or if you do)

struggling with reading

Besides enforcing automacity by asking them to practice reading more, are there some other strategies you as a teacher could implement in order to improve students´ reading?