TEACHING READING TO YOUNG LEARNER
by Ifti LD
1.
What is reading?
Reading is a set
of skills that involves making sense and deriving meaning from the printed
word. We must be able to decode words and comprehend what we read. For 2nd
language learners there are 3 element which impact reading: background
knowledge, linguistics knowledge of target language, and strategies or
technique that children use.
2.
Background to
the teaching of reading
Teaching
children how to derive meaning like analyze and synthesize what they have read
is important process. Children who have vision problem are much more difficult
to decipher unclear symbols in English. When teaching decoding, the use of
block letter is more difficult to read, it is easier to use lower case letter. There
are two reasons people read:
a.
Reading for
pleasure
Is reading for
enjoyment or entertainment. If students get pleasure from reading in their own
language, they may be able to make connection that reading in general can
provide pleasure. E.g : stories
b.
Reading for
information
Is reading to
get information. E.g. restaurant menu, cookbook, and instruction.
3.
The development
of reading skills
a.
Phonics-based instruction
Is intended to
teach students the basic English-language phonics (sound-letter correspondence)
rules so they can easily decode words. Phonics is the teaching of sounds as
part of decoding, while pronunciation is the way one articulates specific
sounds. Characteristics of effective phonics instruction are: matches what is
read with concept and strategies, engage children, includes writing, different
lesson based on children need, and exposes children to a variety of texts.
b.
Literature-based
approach
Is designed to
develop literacy skills, appreciation and enjoyment within the context of
literature.
4.
Classroom
techniques and activities
a.
Phonics: by
introducing sounds and letters that are associated with specific nouns.
b.
Predictable
stories and pattern books: story contains repetitive phrases and predictable
language, so that children are exposed to the same words frequently.
c.
Sight words: are
high-frequency words children can recognize on sight without having to decode
the letters (the, an, I)
d.
Names: Children’s
names can be a sight words
e.
Print-rich
environment: environmental print is the print that is seen all around us, it
can encourages and invite children to develop literacy skills.
f.
Learning centers:
are places within a classroom where children can work alone, in pairs, or
groups.
g.
Language
experience approach: learners participate in a group activity and then describe
what happened in their own words.
h.
Own word: Teacher
ask the children to come up with their own words related to the topics.
i.
Questioning techniques:
to check comprehension and several strategies that have helped children to
improve their comprehension.
j.
Comprehension
strategies: strategies or technique help children focus on the meaning
represented by the words.
a)Context clues: learning how to use context. E.g
teacher cover a picture, then children may guess, so they are focused on
decoding. Print conventions: e.g children should be taught capital letter and
punctuation.
b)
Graphic
organizers: to help learners visually organize the information, tackle, and
comprehend texts.
5.
Reading in
classroom
a.
A variety of
strategies: before begin the lesson, help children use context clues to
determine meaning. Make sure children look for the environmental print. Direct
students to pay attention.
b.
Engage learners:
draw children’s attention to interesting and imaginative illustrations as a way
to make reading a pleasurable experience.
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