Introduction to Reading PDF

DEFINITION OF READING  WHAT IS READING? Reading is a multifaceted process involving word recognition, comprehension, fl uency, and motivation. Reading is making meaning from print. It requires that we: Identify the words in print – a process called word recognition....

DEFINITION OF READING  WHAT IS READING? Reading is a multifaceted process involving word recognition, comprehension, fl uency, and motivation. Reading is making meaning from print. It requires that we: Identify the words in print – a process called word recognition. Construct an understanding from them – a process called comprehension. Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fl uency WORD RECOGNITION To develop word recognition, children need to learn:  How to break apart and manipulate the sounds in words – this is phonemic awareness example: feet has three sounds: /f/, /e/, and /t/  Certain letters are used to represent certain sounds – this is the alphabetic principle example: s and h make the /sh/ sound.  How to apply their knowledge of letter-sound relationships to sound out words that are new to them – this is decoding example: ssssspppoooon – spoon! WORD RECOGNITION  How to analyze words and spelling patterns in order to become more effi cient at reading words – this is word study example: Bookworm has two words I know: book and worm.  To expand the number of words they can identify automatically, called their sight vocabulary example: Oh, I know that word – the! COMPREHENSION To develop comprehension, children need to develop:  Background knowledge about many topics example: This book is about zoos – that's where lots of animals live.  Extensive oral and print vocabularies example: Look at my trucks – I have a tractor, and a fire engine, and a bulldozer.  Understandings about how the English language works example: We say she went home, not she goed home. COMPREHENSION  Understandings about how print works example: reading goes from left to right  Knowledge of various kinds of texts example: I bet they live happily ever after.  Various purposes for reading example: I want to know what ladybugs eat.  Strategies for constructing meaning from text, and for problem solving when meaning breaks down example: This isn't making sense. Let me go back and reread it.  MAKING MEANING FROM THE PRINT Sometimes we can make meaning from print without being able to identify all the words. Messy handwriting? You may have understood it, even though you couldn't decipher all the scribbles. Sometimes you can identify words without being able to construct much meaning from them. Read the opening lines of Lewis Carroll's poem, "Jabberwocky. 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.  MAKING MEANING FROM THE PRINT Sometimes we can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process. For example: It isn't as if the words are diffi cult to identify or understand, but the spaces make you pause between words, which means your reading is less fluent. READING (Nuttal, 1978) Reading is…. According to Nuttal (1978), reading is … 1. decode, decipher, identify,etc. 2. articulate, speak, pronounce, etc. 3. understand, respond, meaning, etc. How to help readers to :- Decode, decipher Encouraging teachers to help students identify the foreign words and to familiar with the second language code. Articulate The 'reading aloud' feature that helps a lot to second language beginner learners. Teachers should use this tool, to teach pronunciation, practice fl uency says the author. Understand & respond The transfer of a message from writer to reader.  MOTIVATION TO READ To develop and maintain the motivation to read, children need to:  Appreciate the pleasures of reading  View reading as a social act, to be shared with others  See reading as an opportunity to explore their interests  Read widely for a variety of purposes, from enjoyment to gathering information  Become comfortable with a variety of different written forms and genres STAGES IN READING LEARNING TO READ Learning to read means learning to pronounce words. learning to identify words and get their meaning. learning to bring meaning to a text in order to get meaning from it. READING AS A COMMUNICATION PROCESS? Reading as a Communication Process  Active, fluent process which involves both the reader and the reading material – why and how these two are connected?  Reading is a complex interaction between the text, the reader and the purposes for reading, which are shaped by the reader’s prior knowledge and experiences, the reader’s knowledge about reading and writing language, and the reader’s language community which is culturally and socially situated. Communication Process Reading as a Communication Process LANGUAGE Language enables individuals to It is a code system used by give expression to their feelings, humans to communicate. ideas, and concerns. And as there are languages, As they mature, it is through there are diversities in the language that they will code system or symbol system communicate their personal as devised by man. needs and claim their rightful It uses of complex systems of place in society communication, particularly the human ability.  READING AS A COMMUNICATION PROCESS Reading is a means of language acquisition, communication, and of sharing information and ideas. Whenever you read a book, what do you read? You read all the author’s knowledge, opinion, messages or anything he/she wrote from that book.  READING AS A COMMUNICATION PROCESS You read all the author’s knowledge, opinion, messages or anything he/she wrote from that book. 1) A transfer of message from the author to the one who read the book (you), 2) and when you react upon receiving the message, it is what we called communication process. PURPOSES OF READING  WHY DO WE READ?  Reading of different purposes requires different skills and strategies.  Reading is normally done based on these three main purposes :-  Survival  Learning  Pleasure  READING FOR SURVIVAL  Reading in response to our environment, situation  It can be a matter of life and death.  Serves the wider role of extending our general knowledge of the world.  Examples?  READING FOR LEARNING  As a means of finding out information on a strictly utilitarian basis.  It is goal-oriented reading.  To learn something new – to remind ourselves about half-known facts or vaguely formulated opinions.  Examples?  READING FOR PLEASURE  Reading is done for our own sake.  Own enjoyment. COMPONENTS OF READING THE READING FRAMEWORK  5 ESSENTIAL COMPONENTS OF READING  Learning to read is one of the most important skills children can learn.  When your child takes their first steps in their learning to read journey, it’s important to keep in mind the fi ve essential components of reading that every child needs in order to grow into a confident and fluent reader.  COMPONENTS OF READING PHONEMIC AWARENESS  Phonemes, the smallest units making up spoken language, combine to form syllables and words.  Phonemic awareness is literally ‘sound’ awareness, which refers to the student’s ability to focus on and manipulate these phonemes in spoken syllables and words.  They need to learn on how to break apart and manipulate the sounds in words  Before children learn to read, they need to be able to recognize that words are made up of speech sounds, or ‘phonemes’.  COMPONENTS OF READING PHONEMIC AWARENESS Phonemic awareness includes:  recognising words that begin with the same sound (e.g. ‘ball’, ‘big’ and ‘bag’ all start with the sound /b/)  identifying the first or last sound in a word (e.g. the first sound of ‘dog’ is /d/ and the last sound is /g/)  combining separate sounds to make a word (e.g. /b/ plus /u/ plus /s/ makes ‘bus’)  breaking up a word into its separate sounds (e.g. ‘sit’ breaks into /s/ plus /i/ plus /t/).  COMPONENTS OF READING PHONICS  Phonics is the relationships between the letters of written language and the sounds of spoken language.  Phonics instruction teaches students how to use these relationships to read and spell words. It teaches kids to connect letters with sounds, break words into sounds, and blend sounds into words.  It helps children hear, identify and use diff erent sounds that distinguish one word from another in the English language.  The National Reading Panel indicated that systematic phonics instruction enhances children’s success in learning to read, and it is significantly more eff ective than instruction that teaches little or no phonics.  Written language can be compared to a code, so knowing the sounds of individual letters and how those letters sound when they’re combined will help children decode words as they read.  Children are taught to read letters or groups of letters by saying the sound(s) they represent.  Children can then start to read words by blending the sounds together to make a word.  Understanding phonics will also help children know which letters to use when they are writing words.  Phonics involves matching the sounds of spoken English with individual letters or groups of letters. For example, the sound k can be spelled as c, k, ck or ch.  Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by sounding them out. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: “tap”, “taps”, “pat”, “pats” and “sat”.  COMPONENTS OF READING FLUENCY  Fluent readers are able to read orally with appropriate speed, accuracy, and proper expression.  Fluency is the ability to read as well as we speak and to make sense of the text without having to stop and decode each word.  Guided oral reading and repeated oral reading had a significant and positive impact on word recognition, reading fluency, and comprehension in students of all ages.  ‘Psycholinguistic guessing game’  First, readers make use of three cue systems represented by three levels of language within the text – graphophonic, syntactic and semantic.  Second, they draw on knowledge of syntactic constraints – possible kinds of word order in English  Third, they are aware of semantic constraints related to knowledge of the meaning of words and what kinds of words collocate with others. Examples : 1.What syntactic and semantic cues are there in this text to provide help in filling the gaps? The coffee came and with it a slice of ______. Burden eyed it____________. It was some time since he had ______ and there was a long ahead. Readers, in reading aloud, may miscue on any or all three levels of language identified as cueing systems. The readers may read ‘He caught his small ball’ as :- He cough his small ball. (graphophonic miscue) He caught the small ball. (syntactic miscue) He caught his little ball. (semantic miscue)  READING AS A UNITARY AND SELECTIVE PROCESS  Unitary skill - holistic process.  Reading is a unitary skill which we use to process texts.  Integration of skills.  At the same time, this unitary skill can be analyzed in terms of component sub-skills.  Sub-skills function simultaneously, not separately.  INTEGRATION : THE KEY PROCESS  THE DIMENSION OF READING COMPREHENSION  Level 1: Literal Comprehension  The understanding of information and facts directly stated in the text.  Level 2: Interpretation  The action of explaining the meaning of something.  Level 3: Evaluation  Content or theme  Elements of style  Level 4: Integration  Involves logical and intentional connections between skills and strategies within instruction.  Level 5: Creative Reading  COMPONENTS OF READING VOCABULARY  Vocabulary development is closely connected to comprehension.  The larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text.  Vocabulary can be learned incidentally through storybook reading or listening to others, and vocabulary should be taught both directly and indirectly.  Students should be actively engaged in instruction that includes learning words before reading, repetition and multiple exposures, learning in rich contexts, incidental learning, and use of computer technology.  COMPONENTS OF READING COMPREHENSION  Comprehension is the complex cognitive process readers use to understand what they have read.  Vocabulary development and instruction play a critical role in comprehension.  Young readers develop text comprehension through a variety of techniques, including answering questions (quizzes) and summarization (retelling the story).  It is a complex skill that requires time and practice to develop fully, but inevitably reaps great rewards.