Effective Reading Instruction PDF

CHAPTER 9: EFFECTIVE READING INSTRUCTIONS Science and Development of Reading – Week 13  Intended Learning Outcomes At the end of the lesson, the learners are expected to: Understand the principles of effective reading instruction; Discuss differentiated instruction for diverse learner...

CHAPTER 9: EFFECTIVE READING INSTRUCTIONS Science and Development of Reading – Week 13  Intended Learning Outcomes At the end of the lesson, the learners are expected to: Understand the principles of effective reading instruction; Discuss differentiated instruction for diverse learners; Demonstrate strategies for promoting reading fluency; Explain the importance of vocabulary development; Analyze comprehension strategies and text structures; and, Apply effective reading instruction in real-world contexts.  Reading Instruction A reading instruction encompasses different methods and approached aimed at developing individuals’ reading skills and comprehension. It is designed to teach learners how to decode written language, recognize words, and understand the meaning of texts. Additionally, it is essential for the development of literacy skills.  5 Components of an Effective Reading Instruction The National Reading Panel (2000) has identified the five pillars of reading instruction, which are considered as the foundation for developing strong reading skills. Phonemic awareness Phonics Fluency Vocabulary Comprehension  Key Principles of an Effective Reading Instruction 1| STUDENTS LEARN TO READ FROM READING CONTINUOUS TEXT. They need a massive amount of practice solving words “on the run” while maintaining meaning. Only by reading can they learn to integrate and arrange the strategies needed to process text efficiently. Reading through a continuous text leads readers to locate, synthesize, and interpret information. 2| STUDENTS NEED TO READ HIGH-QUALITY TEXTS TO BUILD A READING PROCESS. There must be a classroom collection stocked with a variety of genre and levels of challenge. These should offer students captivating and well- written texts that they will enjoy and remember to expand children’s language and thinking abilities. 3| STUDENTS NEED TO READ A VARIETY OF TEXTS TO BUILD A READING PROCESS. A steady diet of any one kind of text will NOT help children adjust their reading behaviors to accommodate different kinds of texts. An effective processing system is created over time in response to the variety of reading tasks and purposes teachers design for their students. 4| STUDENTS NEED TO READ A LARGE QUANTITY OF TEXTS TO BUILD A READING PROCESS. Students must do a lot of reading every day in order to make progress at a grade level pace. The more texts they read, the more information they are able to acquire. 5| STUDENTS NEED TO READ DIFFERENT TEXTS FOR DIFFERENT PURPOSES. Your purpose for reading influences the kind of reading you do. Students must have the opportunity to read for a variety of purposes and become aware of the changes they make in their processing to achieve that purpose. 6| STUDENTS NEED TO HEAR MANY TEXTS READ ALOUD. When students engage in listening to someone read, they are free from some of the aspects of reading process (decoding and pronouncing words for example) and can concentrate more on the meaning. Listening to a text being read aloud expressively also provides a model of the fluency and expression that students must use in their heads as they read to themselves. 7| STUDENTS NEED DIFFERENT SUPPORT AT DIFFERENT TIMES. LEVELS OF Students at every grade level are still learning how to read. In order to take on these new challenges, students will need the support of small group instruction and individual conferencing. There should be right amount of support to students with ongoing and timely feedback as they make progress. 8| STUDENTS NEED TO SEE THEMSELVES AS READERS WHO HAVE TASTES AND PREFERENCES. Ultimately, readers must learn to make their own choices and choice leads to engagement. The goal is to help students become aware of their own preferences and skills so that they take ownership for their reading lives. “No single instructional program, approach, or method has been found to be effective in teaching all students to read.”  Differentiated Instruction It is an approach to learning that attempts to address the diversity of learners through varied strategies, techniques, and assessment rather than using the traditional approach in teaching that assumes that all learners learn the same way. Learners are given the freedom to choose what they want to learn, how they want to learn, and express what they have learned.  “We differentiate instruction to honor the reality of the students we teach. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.”  Three Areas of Differentiated Instruction CONTENT also known as inputs, involves what the learners must know and understand about the lesson varying the most relevant and essential components of the lessons through providing them choices suited to the learners’ needs providing different texts depending on the level of understanding of the students which may range from simple to more advanced PROCESS how the learners make sense of the inputs provided to them how the teacher teach and how the learners learn can employ different flexible teaching and learning strategies, can customize the complexity or abstractness of the tasks, and can engage the learners in critical and creative thinking PRODUCT how learners demonstrate their understanding of the content should reflect the learning styles of the students must be provided with a wide-range of choices to really fit the learner  Reading Fluency It is the ability to read accurately, smoothly and with expression. Fluent readers recognize words automatically, without struggling over decoding issues. Fluency is important because it builds a bridge between word recognition and comprehension.  Prosody Development Prosody development is needed so students can focus beyond word reading recognition and rate of reading. The elements are: Intonation Stress Expression Smoothness Volume Phrasing  The ability for students to appropriately chunk their words while they read helps them make sense of text. Reading the text with appropriate emphasis that matches the context of the words is essential for comprehension.  Average Reading Fluency Rates (Grade Level and Age) 1st grade (6 to 7 years old) – 53 to 111 wpm 2nd grade (7 to 8 years old) – 89 to 149 wpm 3rd grade (8 to 9 years old) – 107 to 162 wpm 4th grade (9 to 10 years old) – 123 to 180 wpm 5th grade (10 to 11 years old) – 139 to 194 wpm 6th to 8th grade (11 to 14 years old) – 150 to 204 wpm Highschool (14 to 18 years old) – 200 to 300 wpm College (18 to 23 years old) – 300 to 350 wpm Adults – 220 to 350 wpm  Reading Strategies for Fluency Choral reading – reading in unison. Assisted reading – reading along with a recorded text. Partner reading – reading along with another child Reader’s Theatre – playing characters, as in a play. Child/adult reading – The adult models, then the student practices.  Importance of Vocabulary Development It enhances reading fluency and comprehension. It enhances the development of students’ emergent reading skills. It is strongly associated with concept learning. Words help us think. These are tools of thought used to represent, manipulate, and extend our thinking.  Six Steps in Vocabulary Building Provide examples or explanation. Ask students to restate the explanation, description, or example in their own words. This is an important step in creating long-term memories. Ask students to draw a picture or some graphic representation of the word. According to the work of poverty expert Ruby Payne (2009), if students cannot draw it, they really do not understand it.  Provide several engagements, such as writing the words in their notebooks, drawing them, and discussing them. Informally discuss those terms. For instance, in small groups, let students share when they have heard, used, or read the word. Play games with the words. Games are a brain- compatible strategy for reinforcing learning.  Strategies in Developing Vocabulary Intentional instruction of vocabulary words Repetition and multiple exposures to different vocabulary words Reading materials that have rich contexts Incidental learning Dictionary use Morphemic Analysis  Reading Comprehension Comprehension is the ultimate goal of reading. It is the ability to understand and make sense of written text. When students have good reading comprehension, they are able to understand the meaning of the words they are reading and make connections between the text and their prior knowledge.  Strategies in Developing Reading Comprehension Using prior knowledge or previewing Predicting Identifying the main idea Making a summary Questioning Making inferences Visualizing  Text Structure Strategy (TTS) It refers to a set of cognitive processes and techniques that readers employ to comprehend and analyze the organization of written information within a text. Understanding the structure of a text is essential for readers as it helps them navigate and make sense of the content more effectively. There are seven common types of text structures. Narrative Definition or description Comparison and contrast Problem-solution Process or sequence Cause and effect  Phonics It is the study of the relationship between sounds and letters. It involves the skills of hearing, identifying and using the patterns of sounds or phonemes to read written language. Phonetics is different from phonics. Phonetics is the study of speech sounds in a language and is focused purely on pronunciation. Phonics is a method of learning to read English by developing an awareness of the variety of sounds that letters represent in different positions and combinations.  Types of Phonics Instructional Methods and Approaches Analogy phonics – analyzing the letter-sound relationship through previously learned words Embedded phonics – learning the letter-sound relationship through authentic reading experiences Phonics through spelling – segmenting words into phonemes and selecting letters for these phonemes Synthetic phonics – converting letter into sounds and blending the phonemes to form words  Whole Language Approach It asserts that language is whole and that learning complete words rather than its constituent parts is paramount. It is based on all aspects of language learning: reading, listening, speaking, and writing. It prioritizes teaching children to read whole words and make sense of their reading using their previous life experiences. Learning to read should be closely connected with authentic life experiences, activities, and a student's own learning goals.  PHONICS WHOLE LANGUAGE APPROACH Stresses letter and sound Prioritizes making relationship meaning from complete More explicit and words sequential Use of authentic texts and finding meaning  Balanced Literacy Approach It is about balancing explicit language instruction with independent learning and language exploration. Five components of balanced literacy approach: (1) reading aloud, (2) engaging in guided reading, (3) participating in shared reading, (4) experiencing independent reading, and (5) gaining exposure to authentic text. BALANCED LITERACY IS A COMBINATION OF PHONICS INSTRUCTION AND WHOLE LANGUAGE APPROACH.  References Effective Reading Instruction. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/r eadingviewing/Pages/effectivereading.aspx A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers. (2004). https://files.eric.ed.gov/fulltext/ED512569.pdf Gambrell, L. B., & Morrow, L. M. (2014). Best Practices in Literacy Instruction, Fifth Edition. Guilford Publications. Differentiated instruction and how to Implement it | Learning A-Z. (n.d.). https://www.learninga- z.com/site/company/what-we-do/differentiated-instruction AlHashmi, B. & Elyas, T. (2018). Investigating the Effect of Differentiated Instruction in Light of the Ehrman & Leaver Construct on Grammar Learning. Arab World English Journal (AWEJ), 9(3), 145-162. https://files.eric.ed.gov/fulltext/EJ1312956.pdf Gentry, R. (2013, November 18-20). Differentiated Instructional Strategies to Accommodate Students with Varying Needs and Learning Styles [paper presentation]. The Urban Education Conference: Jackson State University, Jackson, Mississippi. https://files.eric.ed.gov/fulltext/ED545458.pdf  What Is Reading Fluency? And why Is It Important? - My Learning Springboard Reading Fluency Intervention Strategies | Houghton Mifflin Harcourt. hmhco.com Johnson, A. P. (2015b). 10 Essential instructional elements for students with reading difficulties: A Brain-Friendly Approach. Corwin. Diamond, L. & Gutlohn, L. (n.d.). Teaching Vocabulary. https://www.readingrockets.org/topics/vocabulary/articles/teaching-vocabulary Comprehension. https://www.readnaturally.com/research/5-components-of- reading/comprehension Implementing the Text Structure Strategy in Your Classroom. https://www.readingrockets.org/topics/comprehension/articles/implementing-text-structure- strategy-your-classroom Phonics Instruction. https://www.readingrockets.org/topics/phonics-and- decoding/articles/phonics-instruction Explaining Phonics Instruction An Educator’s Guide (2018). https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics- instruction-an-educators-guide.pdf What Is The Balanced Literacy Approach? https://k12teacherstaffdevelopment.com/tlb/what-is- the-balanced-literacy-approach/