(Department of Education, Science, and Training, 2005). Effective reading instruction occurs when a child successfully learns to read fluently, confidently, with full comprehension of meaning and context. A teacher should understand the developmental aspects of how a child learns to read, but also how to engage a modern day child with rich, authentic texts that motivates them and connects to their social backgrounds. An educator should incorporate curriculum and also be open to choose, adapt, and structure approaches using techniques that best fit their teaching styles and situations. Approaching literacy with a balanced approach of both meaning and skill orientated methods, supports a child’s phonological awareness development and comprehension skills, and supports the elements that surround these components.
Basic Concept of Reading Dadzie (2008 cited in Owusu & Acheaw, 2014) states reading is the ability to understand words that help students’ knowledge growth and develop. In addition, Weaver (2009) states that reading is a process to determine students’ brain, emotion and belief bring to get knowledge or information. From both of statements, it can be assumed that reading is an activity to understand text that determines students’ ability, intelligence to get or gain information of what they read. Likewise, following Cline, Johansen & King (2006) reading is decoding and understanding written texts. Decoding means how the students translate the text in order to understand the information from text.
Activities for prosody could be for students to read orally and to have students think-aloud as they read. Teachers can also model for students to show expression, phrasing, volume, smoothness, and pace (Rasinki, T. V., & Padak, N. D., 2008). Fluency is important because it allows readers to identify words automatically while utilizing word-identification strategies to decode the unfamiliar words. This allows the reader to spend less time identifying words and more time reading and comprehending the text.
Once the basic reading and language skills are acquired and learned and problems with reading comprehension are identified, students can begin to make meaning of text. Researchers believe that using specific reading comprehension strategies help students understand text and become strategic readers.
Reading is a complex task which incorporates several elements for teachers to effectively teach students to read. Reading is the process of constructing meaning from text and using the student’s prior knowledge and experience to make sense of the context. A balanced approach to reading is the most effective way to teach students to read as it gives student’s the correct learning opportunities to become engaged and passionate readers. A balanced approach to reading involves the effective use of both phonics and whole language. The elements of the two are combined into a program aimed at educating students to be proficient and lifelong readers.
An important element of learning to read and spell is synthesizing and blending together the sounds the letters make. The letters are linked together, producing individual speech sounds which are called phonemes. When a young learner learns the process of reading through Synthetic Phonics,
Teaching Students how to read Learning to read is an on going process. Aesthetic and Efferent reading are the two types of reading a student can do. Aesthetic reading is when people read for their own enjoyment and to make their own visuals and interpretations in their head. Efferent reading is when students read for a specific purpose, for example finding the answer to a test in their textbook. With both types of reading, there are many steps a student has to be made aware of as they are learning.
Both attempted to explain the role of decoding in reading by introducing a simple model where reading equals the product of decoding and comprehension. The Simple View of Reading is now a viable theory of reading (Kirby & Savage, 2008), which is centered around the idea that reading comprehension (RC) comes from developing skills in the areas of decoding (D) plus l... ... middle of paper ... ...at teachers must be very aware of their students reading abilities and to watch the correct development of their reading progress as they advance. Teachers must be informed of ways to provide early reading instruction which will insure that students become strong decoders. Once decoding is understood and strong, the there is no limit to reading comprehension unless the student doesn’t understand or has knowledge of the subject they are reading about and their ability to figure out the information. We should also recognize that learning to read is shaped by a child’s language development, and their knowledge, also by their understanding of word meanings and experience of written language.
Another approach to teaching reading is balanced literacy which, unlike whole language, “fuses the literature-based approach with some phonological instruction but only on an “as needed” basis” (Walsh, Glaser, Dunne 10). Mixing these two conc... ... middle of paper ... ... the student must understand the difference between an uppercase and lowercase letter and when to use them in different situations. Independent exercises are important in the learning process for children because it makes them feel like they have accomplished something on their own, and they show what the child truly knows. There are many different approaches to teaching language arts to young learners. It is important to understand that every classroom and every child is different.
Phonics is an important part of the school’s curriculum. Converting letters to recognizable print can be taught through phonics instruction and can lead to students comprehending the meaning of text. Phonics is an approach in which children are taught to decode words by using and applying their knowledge of the relationship between letters and individual sounds to read. In planning phonics instruction you will have to decide among several forms of phonics instruction. All the approaches include instruction in letter-sound relationships but vary in the explicitness of the instruction and how organized the process is in determining the sequence of instruction.