Teaching+Reading

TEACHING READING
Teaching reading effectively involves being aware that children’s learning encompasses many different modes, and that children develop at different rates. Human beings come to understand the world empirically, that is, through the five senses (Catherwood, 1999). Some children connect to the world aurally, through the sounds they hear and the sense they make of these sounds (Hill, 2006). Other children are visual learners; they understand the world through colour, light, movement and pictures (Hill, 2006). For other children, the sense of touch is important, and how something feels textually conveys meaning about the world. According to Barton, Hamilton, Ivanic (2000, pg. 718), “Literacy is not a singular construct; literacy learning involves learning multiple types of literacy practices that are differentially useful in various contexts”.

The effective teaching of reading requires the teacher to firstly identify the child’s way of perceiving the world, and secondly, to design teaching strategies that draw on this understanding to enhance the learning experience. For example, the teacher engages in close observations of student’s behavioural responses to certain stimuli, and from these observations, develops lesson plans that take into account the diverse nature of understandings within the classroom. The aim here is to provide the best possible methods of learning that meet the holistic needs of a diverse group of students. Henderson (2007) notes that although conducting classroom observations of students has been a standard approach to understanding patterns of learning in children, the observer (teacher) must also be mindful of their own ‘lens’, that is, the teacher’s own worldview, and how this can colour the interpretation of the observation. One of the ways teachers (especially novices) can manage this issues is by seeking supervision from senior, experienced teachers, who can provide feedback and critique (Lunenburg, 1998).

A Short Video Demonstration of Effective Teaching of Reading
media type="youtube" key="Xsl_sf4DoRo&amp;hl=en" height="355"

Scaffolding
Hill (2006) describes a “scaffolded approach” to literacy in which teachers “model, share, and guide and encourage independence in reading and writing ( p.72)”.

In modeled reading the teacher reads aloud to the students, and in doing so demonstrates, or models, competent reading. The teacher generally selects texts that are more complex than the children themselves can read, and this provides syntax models, and meanings and vocabularies that the children “may not hear in everyday conversations, but then become part of their talk and writing” (Hill, 2006, Pg. 73).
 * Modeled Reading**

Shared reading is an activity that is usually conducted in a group setting, and while it may be led by the teacher, children are engaged in the reading in various ways, including “choral reading and reading theatre” (Hill, 2006, pg.73). As with modeled reading, the choice of text may be more complex than some students are able to read, however the point here is that group members can provide support for the individual reader.
 * Shared Reading**

Guided reading is also conducted as a group activity. The teacher works with small groups of four to six children who are engaged in reading the same text. In this activity, the text is selected by the teacher to be at the same level of the children’s current ability. Over time, the complexity of the texts are increased, thus there is “a careful gradient of difficulty” (Hill, 2006, pg. 80).
 * Guided Reading**

In independent reading children are given texts to read that match their reading level, and their achievements are praised and rewarded with positive feedback. The aim here is to develop independence and fluency in reading, and provide motivation to continue ascendancy to reading competence.
 * Independent Reading**

Walsh (2008) observes a direct correlation between the quantity of shared book reading, and increased children’s vocabulary. Teale et. al (2007) point out that reading instruction in many schools has focused so predominantly on word recognition, phonemic awareness, phonics, and that comprehension, vocabulary, and writing have been given less emphasis. Teale et. al suggest that teachers should use a range of teaching activities, from discussion and questioning activities through to writing, vocabulary and fluency activities to develop children's literacy skills, and ability to critique text. Lyons (2003) suggested that we "provide opportunities for children to take risks without fear of failure" (p. 92). Lyons explained that we must reassure children that we will help them when they need it. It is important that we encourage children, and seek ways to support them in problem solving.

Traditional Media

 * Picture Books**

“Picture books offer young children the visual context and additional information that is conveyed in longer novels through complex language. Many beginning readers do not have the reading skills to unlock complex information, so the picture book provides this information. Picture books provide an aesthetic adventure, providing both visual and language experience” (Hill, 2006, pg 95). Pictured below are some popular 20th century story books which have helped many children to read.


 * The Cat in The Hat, By Doctor Seuss and Alice in Wonderland, by Lewis Carroll**

“Stories help children to explain, interpret and understand their emotions. Through literature, children extend their experiences and the boundaries of their vision" (Hill, 2006, p.95). The following animated images of classic characters from much loved children’s stories help to bring alive the emotions of joy, happiness and childhood exuberance.


 * MODERN MEDIA: Animations and online games**



The game (linked below) ..."teaches letter-sound relationships by providing a kid-friendly navigation system that explicitly focuses on each letter of the alphabet. This explicit instruction is most effective in kindergarten and for ESL and special education students when it is combined with exercises in phonemic awareness. When learning to read, students who understand the basic sounds of the language can apply letter-sound relations with greater ease."(http://www.starfall.com/n/level-k/index/play.htm?f)

Click on the Link Below to Test out The Game
[|Literacy Educational Game]