Different Approaches To Teaching Reading
Holkham Hall - the rooms inside The Libraries - book shelves (Photo credit: ell brown) brown)
by Hannah
McCarthy
Identifying the most effective way of teaching reading to young children has been the subject of fierce debate for many decades. The two mos mostt pop popula ularr met method hods s hav have e bee been n the 'ph 'phoni onics' cs' app approa roach ch and the 'wh 'whole ole lan languag guage' e' approach. These two methodologies approach teaching reading in very different ways, which has led their proponents to attac each other's approach as misguided or even detrimental to a child's learning. !ut what are the characteristics of each approach and how do they aim to build the reading sills of young learners" #urthermore, is it really possible to argue that one is better than the other" Here's an attempt to answer those $uestions. Phonics-based
teaching
The phonics approach tries to create an association in the child's mind between the 'graphemes' %written symbols& and 'phonemes' %sounds& of language. Through the use of repetitious eercises to drill this lin between tet and sound, teachers teachers aim to build a famil familiarity iarity and comfort with the basic building blocs of written tets. (nce the child has achieved this proficiency, teachers then encourage them to blend the individual written elements together to produce whole words) this is nown as the 'synthetic approach'. *s such, synthetic phonics is described as a bottom+up approach which builds towards comprehension through a journey from the smallest elements of written tets. *dvocates of synthetic phonics claim that an emphasis on the child's ability to 'decode' written tets is essential for creating a foundation on which an understanding of meaning can be constructed. Its detractors, on the other hand, decry the rigour and repetition of phonics, arguing that children are often bored and disengaged by the slavish focus on rules and individual sound+tet associations. The discipline re$uired for this approach gives it a traditionalist, bac+to+basics $uality that has a recurring appeal for generations of educators.
Whole-language
teaching
The whole language approach focuses on comprehension from the outset, with children being given continuous tets to read in order to build an understanding of vocabulary and meaning. These tets will be short, often with words being repeated to help develop familiarity with certain ey terms and concepts. * teacher will initially read with the children, but will gradually say less to encourage more independence on the part of the young learners. lacing trust in children's ability to build associations between words and draw conclusions from the tet, whole+language teaching has been identified as a top+down approach which places less emphasis on the rules and minutiae of language. Those in favour of whole+language teaching praise its student+led approach, arguing that it is both more engaging and more meaningful for young learners. Critics claim that such an approach places a strain on teachers and that it lacs the structure and clear objectives of the phonics method. A
balanced
approach?
-ith the differences between advocates of the two approaches at times appearing intractable, some have argued that a mi of the two methods is most appropriate, allowing teachers to combine the best of both worlds. This may be true, although it could be argued that a divided focus on bottom+up and top+down approaches can be confusing for young children. -hatever the solution, it's generally agreed that different children have different preferences when it comes to learning to read, so teachers would be well+advised to monitor to which methods children respond best and tailor their teaching accordingly. Hannah McCarthy wors for ducation City, a leading supplier of e+/earning software for schools in the 01. ducation City offers comprehensive curriculum+based resources for teachers, including a range of literacy activities and a new /earn nglish module for teaching nglish as an additional language. *rticle 2ource3 http3445ine*rticles.com4"epert6Hannah7McCarthy http3445ine*rticles.com4"8ifferent+*pproaches+To+Teaching+9eading:id6;<=>?@=
APPROACHES TO TEACHING READING
Phonics approach – most soundly supported by research for effective instruction in beginning reading •
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Must be eplicitly taught Must be systematically organi!ed and se"uenced Must include learning ho# to blend sounds together
Multi-$ensory Approach – effective for special needs •
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%ses all possible senses – tracing& saying& listening& loo'ing Typically called (A)T
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(isual& Auditory& )inesthetic& Tactile
*an be used #ith either Phonics or Whole +anguage
+inguistic Method – supported only by ,"ualitative research, instead of "uantitative research •
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Teaches ,#hole #ords, in #ord families $tudents are not eplicitly taught that there is a relationship bet#een letters and sounds for most sounds
+anguage perience – called ,Whole +anguage, •
pects child to learn reading as ,naturally, as
speech •
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%ses child.s oral language as content for reading %ses child.s oral language as basis for spelling instruction *hildren learn to ,read, by reading and rereading ,big boo's, together #ith the teacher and then the teacher gradually #ithdra#s prompts so child appears to be reading that boo'
Reading *omprehension $upport – •
plicitly teaches strategies and techni"ues for studying tets and ac"uiring meaning
http://www.hishelpinschool.com/reading/appteachreading.html
*pproaches to teaching reading You are here Home Tutors Top Tips Teaching reading Approaches to teaching reading ›
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All good literacy practice starts with the needs of the individual student. The materials you use are crucial for addressing the specic needs of the student and for maintaining motivation and interest. It is sometimes dicult for new tutors to grasp that there is no curriculum to follow. The ‘language eperience! approach or "#lo$e" procedure discussed in this section demonstrate what e%ective materials might loo& li&e.
1. The Language Experience Approach
The language eperience approach uses a student!s own language and grammar to create reading materials. In simple terms' they tell you a story and you write it down for them to read.
What are the advantages of using language experience? o
It is (ased on the student!s own voca(ulary.
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It involves the student and gives them a sense of ownership of the material.
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It provides instant reading material for (eginner readers.
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It can provide a (an& of essential sight words.
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It can encourage writing activities.
How do you generate the text? o
)se open*ended +uestions to generate discussion with your student.
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,rite down ver(atim a few sentences which have (een dictated (y the student.
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-o not change grammar or synta' (ut clarify with the student that you have written down what they intended to say.
How can you use the text? o
-iscuss the piece with your student and show an interest in the tet.
o
ead the piece to the student and then read the piece together.
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oint out unusual words.
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#ut out the rst sentence and as& the student to read it.
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,hen the student seems condent reading the sentence' cut it up into individual words.
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0i the words up and see if the student can put them together to form the sentence.
o
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epeat this eercise with the other sentences. 1ou can also as& the student to create new sentences with the cut up words and to read them aloud.
. !lo"e #rocedure
#lo$e procedure is a method which encourages learners to develop and rely upon their own a(ility to predict meaning in what they are reading' through the use of contet clues and their own previous &nowledge.
The method involves deleting certain words or letters from a tet and leaving an underlined (lan& space. 2earners can then read the passage to themselves' guessing at the missing words or letters and lling in the (lan&s. It should (e emphasi$ed that there are no right or wrong answers 3 whatever ma&es sense when read (ac& is o&ay. It is important to avoid leaving too many (lan& spaces (ecause the reader may (ecome frustrated (y the (rea& in the 4ow of their reading. A(out one deletion for every ten words is the maimum recommended. ead the #lo$e passage yourself to chec& that it isn!t too dicult and that not too much meaning has (een lost through deletion. The #lo$e method can (e used for a num(er of di%erent purposes: To assess comprehension. )sing #lo$e procedure gives a good idea of the
o
reader!s potential for understanding a passage. #lo$ecan test:
* word recognition * the use of semantic and syntactical information to predict * a(ility to see& meaning outside the contet of the immediate sentence To develop prediction s&ills for reading. It is (est to eliminate words central to
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the meaning of the passage' so that an appropriate word should spring easily to mind. To emphasi$e grammatical points. In this case it is (est to leave out only
o
those words that are the same part of speech 5e.g. ad6ectives' adver(s' prepositions etc.7. o
To highlight spelling patterns. As with grammatical points' you can eliminate words that (egin or end with the same letter com(inations' vowel sounds or rhyming patterns. https://www.nala.ie/tutors/top*tips/teaching*reading/approaches
APPROACHE TO REA!"#$ This introduction to reading skills is best discussed and worked through with two or three colleagues. It aims to generate discussion on the key issues in reading we need to consider as well as giving readers the opportunity to pick one another's activity closets for those real gems we all have tucked away. HO%E
LA#$&A$E
THE '"LL
Readin is an active skill which involves inerencin* +essin* ,redictin etc "t also has* more oten than not* a comm+nicative +nction .e rarel/ answer 0+estions ater readin a te1t e1ce,t in a lan+ae class* b+t we do write answers to letters* ollow directions* choose resta+rants and holida/s* solve ,roblems and com,are the inormation to o+r ,revio+s knowlede or the knowlede o others !o /o+ think /o+r st+dents are eective readers2 .h/2 Or are the/ ineective readers2 .h/2 E33ECT"4E REA!ER A amiliarit/ with eective and ineective readin strateies can hel, the teacher look or eective readin behavio+rs in learners* enco+rae wider +se o these strateies* and be on the looko+t or learners +sin less eective strateies An eective reader is one who can select the correct strate/ or the ,+r,ose and te1t t+dies have shown that most eective readers: 5 discover the distinctive eat+res in letters* words and meanin 5 tr/ to identi/ meanin rather than letters or words 5 +se their knowlede o the world 5 eliminate +nlikel/ alternatives thro+h inerence and ,rediction 5 have a clearl/ deined ,+r,ose 5 locate to,ic sentences 5 distin+ish main ,oints rom s+bordinate ones* and act rom o,inion 5 are aware o cohesion and reerence 5 are aware o e1,licit and im,lied relationshi,s between sentences and ,arara,hs 5 are aware o the im,ortance o ar+ment* tone and +nction 5 are able to work o+t the meanin o +namiliar vocab+lar/ rom conte1t 5 have conidence in their own abilit/ and take chances .hich o the above do /o+r st+dents do well2 .hat activities do /o+ +se to develo, these strateies2 "#E33ECT"4E REA!ER On the other hand* ineective readin is oten ca+sed b/: 5 6mo+thin6 5 word-b/-word readin
5 ina,,ro,riate translation 5 inacc+rate lin+istic anal/sis 5 ,a/in attention to +namiliar words which are not relevant to the ,+r,ose o readin 5 ,anic and thereore these st+dents do not take chances .hich o the above to /o+ see in /o+r classes2 How do /o+ hel, /o+r st+dents overcome these tendencies2 HO. !O .E REA!2 %atch the col+mn on the let with the deinition on the riht and decide which are most a,,licable to the above cateories kimmin
readin shorter te1ts to e1tract acc+rate detailed inormation
cannin
0+ickl/ readin a te1t to et the ist o it
E1tensive readin
0+ickl/ oin thro+h a te1t to ind a ,artic+lar ,iece o inormation
"ntensive readin
readin loner te1ts* +s+all/ or ,leas+re
.HAT '"LL !O .E #EE! TO REA! &CCE3&LL72 Look at the ollowin s+bskills* consider each at two dierent levels (e advanced and beinners) and then n+mber the ten most im,ortant skills or each level 8 Reconisin the scri,t o a lan+ae 8 !ed+cin the meanin o +namiliar le1ical items 8 &nderstandin e1,licitl/ stated inormation 8 &nderstandin conce,t+al meanin 8 &nderstandin the comm+nicative val+es o sentences and +tterances 8 &nderstandin relations within the sentence 8 &nderstandin relations between sentences thro+h rammatical and le1ical cohesive devices 8 "nter,retin te1t b/ oin o+tside it 8 "denti/in main ,oints in a disco+rse 8 E1tractin salient ,oints to s+mmarise 8 9asic reerence skills (contents* inde1* abbreviations* orderin) 8 kimmin 8 cannin 8 Transcodin written inormation to tab+lar or diaram orm and vice versa
THE PROCE O3 REA!"#$ CHE%A THEOR7 One o the most inl+ential models o readin in recent /ears has been the Ps/cholin+istic %odel described b/ $oodman and drawin heavil/ on to,-down ,rocessin "t is based on a consideration o schema theor/ which sa/s that com,rehension de,ends on the activation o schemata These are ,ict+res or rameworks o a sit+ation which hel, +s to +nderstand the sit+ation "n other words* as soon as we bein to read* we orm a schema triered b/ the title* ormat* irst sentence etc and based +,on o+r ,revio+s knowlede This schema will be reinorced* ada,ted or discarded as we contin+e to read This model has ,roo+nd im,lications or the ,rocess o readin "t is essentiall/ a selective ,rocess which involves a minimal sam,lin o the te1t The conirmation o the schema chosen ma/ render m+ch o the lan+ae red+ndant 9OTTO%-&P PROCE"#$ This ,rocess relects the old models o readin as a sim,le ,rocess o decodin words into tho+hts However* it acce,ts that words m+st irst be reconised and* havin been decoded* the tho+hts m+st then be remembered "t is an a,,roach which works rom the ,arts to the whole* b+ildin +, rad+all/ in a ,rocess o rowth TOP-!O.# PROCE"#$ This model states that readers bein with e1,ectations and ideas abo+t a te1t* based on its title* ormat and st/le* beore the/ bein to look or words that will s+bstantiate or re+te these e1,ectations "t is an a,,roach which beins with a ,ict+re o the whole and deals with the ,arts in terms o this Are /o+r st+dents ,rimaril/ to, down or bottom +, ,rocessors2 Or is there a health/ mi1t+re2 .h/2 .h/ not2 ho+ld we make st+dents aware o their own readin ,rocesses2 .h/2 .h/ not2 How can an awareness o the theories above hel, +s as teachers2 PRO9LE% "# REA!"#$ There are basicall/ three ,ositions in the literat+re o toda/ The Processin Problem - ar+es that L; learners ma/ be ,roicient in the lan+ae* b+t the/ still have ,roblems readin Thereore* the core o the ,roblem is the ail+re to transer readin strateies rom the L to the L; ; The Lan+ae Problem - states that L; readin is ver/ dierent rom L readin "t ar+es that the L; reader has ,roblems with memor/ s,an* mistakes are likel/ to lead to hesitation* and there is a ,ossibilit/ o L intererence < The hort Circ+it Problem - aims to strike a balance between the irst two and states that L; readers brin a reat deal with them to hel, in the readin ,rocess* b+t it concedes that the lan+ae ,roblem is o +ndamental im,ortance "n other words* ood L readers are theoreticall/ able to transer their readin skills* b+t when lan+ae com,etence is limited there is a short circ+it There is no concl+sive
evidence or this theor/ as /et* b+t the idea is int+itivel/ a,,ealin Readers* who do not know eno+h o the lan+ae* cannot transer skills rom their L beca+se the/ need to be more ,roicient in the L; to activate the skill .hat ,roblems do /o+ ind /o+r classes have2 .hat activities do /o+ +se to overcome these ,roblems2 hare /o+r avo+rite and most s+ccess+l readin classes THE THREE PHAE "# A REA!"#$ LEO# PRE-RE!I"# 8 to introd+ce and stim+late interest in the to,ic 8 to motivate st+dents b/ ,rovidin a reason or readin 8 to ,rovide lan+ae ,re,aration or the te1t $%I&E-RE!I"# 8 to clari/ content and vocab+lar/ o the te1t 8 to hel, st+dents +nderstand the writer6s ,+r,ose 8 to hel, st+dents +nderstand the str+ct+re o the te1t P(T-RE!I"# 8 to consolidate and relect +,on what has been read 8 to relate the te1t to the st+dents6 own knowlede=interests=views 8 to ,rovide a stim+l+s or other lan+ae activities PO"9LE TA$E O3 A REA!"#$ LEO# 9elow /o+ will see a n+mber o ,ossible staes or a readin lesson These staes are in a >+mbled order Please re-arrane the staes accordin to what /o+ consider to b e an a,,ro,riate order (#ote that in an/ ,artic+lar lesson some o these staes miht be omitted and=or other staes added) a t+dents ask the teacher abo+t +namiliar vocab+lar/ b t+dents work ver/ 0+ickl/ in order to work o+t the answers to one or two eneral 0+estions c t+dents work o+t the meanin o selected words and e1,ressions rom the conte1t d t+dents ,redict the content o the te1t rom the title=,ict+re=irst line e The teacher draws attention to some o the rammar in the te1t t+dents com,lete a detailed tr+e=alse e1ercise t+dents locate to,ic sentences in some ,arara,hs h t+dents disc+ss to,ics related to the content o the te1t i t+dents scan the te1t to ,ick o+t ,ro,er names ACT"4"T"E 3OR !E4ELOP"#$ REA!"#$ '"LL - Preview=Predict=Antici,ate - cannin - kimmin - Com,rehension ?+estions (e @wh-@ 0+estions)
- isaw Readin (>+mbled and re-order) - "normation Transer (e draw diaram=ra,h=ma,=,lanB com,lete a table) - !irections = "nstr+ctions (e ollow directions* com,lete a task* arrane somethin) - Cloe - !isa,,earin Le1is - C-Test - Reerence "dentiication (,rono+ns* ana,horic* cata,horic) - "nerence - .rite Headlines - .rite=Com,lete +mmaries - %ake=Com,lete #otes (e tree diarams* mind ma,s) - "nterated kills activities (e oral s+mmar/* ,ara,hrase te1t* re-write in own words) ELECT"#$ TEDT .e sho+ld decide i we are oin to +se narrow-anle te1ts or wide-anle te1ts beore we look or a s,eciic ,assae #arrow-anle te1ts are those which are drawn rom the st+dent6s s,ecialist ield The/ are ,re,ared* a+thentic and re0+ire intensive readin The/ tend to be hihl/ motivatin* ood or vocab+lar/ and interate nat+rall/ with other class work .ide-anle te1ts* on the other hand* oer a reater rane o choice and le1ibilit/ The/ are a+thentic* oten re0+ire less ,re,aration and can be +sed eectivel/ with e1tensive readin e1ercises However* we need to know o+r st+dents well to choose a,,ro,riatel/ t+dies have concl+ded that the teacher can enco+rae eective readin thro+h the care+l selection o te1ts and settin o tasks Panic can be minimised thro+h the +se o concrete* realistic tasks and ro+,work How do /o+ select te1ts or /o+r classes2 .hich te1ts do /o+ ind work best2 .hich te1ts do /o+ ind all lat2 Are there an/ ,artic+lar so+rces /o+ ind es,eciall/ +se+l2 7o+ co+ld +se the two lists below to >o /o+r memor/ .HAT !O .E REA!2 Tick the cateories /o+ eel a,,l/ to /o+r st+dents and n+mber them in order o im,ortance Add an/ +rther cateories or e1am,les /o+ eel sho+ld be incl+ded 8 #ovels* literar/ te1ts (e essa/s* biora,hies etc) 8 Pla/s 8 Poems 8 Letters (,ostcards* telerams* notes) 8 #ews,a,ers and maaines (dierent articles and eat+res) 8 Re,orts* technical and s,ecialised articles* ,am,hlets etc 8 Handbooks* te1tbooks* +idebooks 8 Reci,es
8 Adverts* broch+res* catalo+es 8 P+les* ,roblems* r+les or ames 8 "nstr+ctions* directions (e how to +se )* notices* warnins* r+les and re+lations* sins* orms* tickets* ,rice lists* men+s 8 Comic stri,s* cartoons 8 tatistics* diarams* charts* tables* ma,s 8 Tele,hone directories* dictionaries* ,hrase books* ood labels 'E7 ?&ET"O# 3OR REA!"#$ TEACHER Here is a s+mmar/ o ke/ 0+estions we need to ask o+rselves as teachers 5 .h/ do ,eo,le read2 5 .hat do ,eo,le read2 5 .h/ do we teach readin2 5 .h/ do st+dents need to read2 5 How do we read2 5 .hat skills do st+dents need in order to read eectivel/2 5 .hat diic+lties do st+dents ace when readin2 5 How do we teach readin2 '?R This techni0+e or teachin readin is based on a to,-down ,rocessin model and involves the ollowin ste,s: ' or 6'nowlede o the .orld6 This means that beore readin a ,assae st+dents sho+ld be iven the chance to activate their backro+nd knowlede o the to,ic or 6+rve/6 t+dents sho+ld look thro+h the ,assae to ind o+t how lon it is* what charts* ,ict+res* headins etc it contains* and think abo+t what the/ can learn rom it* how +se+l the inormation miht be and how it relates to them and their class ? or 6?+estion6 Each headin is t+rned into a 0+estion R or 6Read6 t+dents read ,+r,ose+ll/ to answer the 0+estions The/ also +nderline the main ideas and ,+t a 0+estion mark beside an/ sentence the/ did not +nderstand R or 6Recite6 Ater readin a ,arara,h* the st+dent covers it and checks i the main idea can be e1,ressed in their own words " not* it is marked with a 0+estion mark to show rereadin is necessar/ R or 6Review6 Ater inishin the ,assae* the st+dent looks back at the markins and reviews the main ideas noted An/ sections 0+estion marked are reread R or 6Relect6 Ater readin the whole ,assae* the st+dent relects on how +se+l the inormation will be* ,a/in attention to the connection between the ,assae and the st+dent6s own knowlede http://www.philse4support.com/reading8approaches.htm
The different approaches to teaching reading: 1our pre*reader is showing the signs and the interest in learning to read' so it!s time to start' right9 There are two main approaches to reading: phonics and sight word. There is also a third approach which com(ines the two. I tend toward the third approach' with a little more emphasis on the phonics. irst' let!s ta&e a (rief loo& at each.
What is a Phonics Approach to Reading? A phonics approach teaches the relationships (etween the letters 5graphemes7 and their sounds 5phonemes7 so that a child may ;decode< words and sound them out piece (y piece. honics may (e taught systematically 5teaching sets of phonemes as groups (efore (eginning reading instruction7 or analytically 5analy$ing the words in a tet' loo&ing for familiar phonemes and learning new ones as you go.7 =ome phonics approaches are very intensive' others are not. A phonics approach gives a child the a(ility to sound out new words with the (uilding (loc&s they have already learned.
What is a Sight (or Whole Word) Approach to Reading? A whole word approach to reading teaches &ids to recogni$e whole words (y sight' (eginning with high fre+uency words and moving on from there. A whole word approach does allow young &ids to learn a great deal of words very +uic&ly' (ut can hinder a child!s a(ility to decode new words on their own.
Taking a balanced approach to teaching reading: =ome people' li&e myself' li&e to use a com(ination of these two approaches. As adults' we recogni$e words (y sight' we only sound out words when we come across new words we have never seen (efore. This is' of course' our ultimate goal in reading 3 to develop successful readers who can read 4uently and have the tools to decode new words with ease. 1ou will pro(a(ly nd a great deal of variety among those who choose to (lend these two approaches together. I prefer a strong phonics foundation (ut not an intensive one. I don!t prevent my children from recogni$ing and reading words (y sight' I encourage it. With each of $y children % too& an approach that went so$ething li&e this' •
2earn the alpha(et and their sounds
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ractice sounding out simple words 5with the use of word families7
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Adding (lends 5(l' fr' etc.7 and diagraphs 5ch' sh' th' etc.7
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ractice reading simple sentences
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eading with simple readers' learning new words' sight words' new phonemes as we encountered them.
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Advancing to leveled readers and then short s&ill level tets.
How to teach phonics: The thought of teaching phonics can (e daunting to some. Honestly' when I thin& a(out an intensive phonics approach it is a (it daunting for me' too>> I ta&e a laid (ac& approach to phonics' that is' we learn
them and then we use them. ,e don!t memori$e' write and recite all the ;rules< and so on. ,hen you teach your child the di%erent sounds the letters of the alpha(et stand for' you!re already on the road to teaching phonics> ?ecause I li&e to ta&e a multi*sensory approach to teaching and (ecause I li&e to consider my child!s learning style as well' I use a variety of methods and tools to teach phonics. ,e use 4ash cards' rhyme games' ll in the missing letter type wor&sheets' computer games and other games. 5or eample' phonemes or simple words written on note cards can placed on the 4oor and then hopped onto when the teacher calls it out.7 ?e creative> And have fun with it. #hone$es' •
#onsonants 3 The sounds of the consonants' don!t forget the hard and soft ‘c! and the hard and soft ‘g.!
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@owels 3 long sounds' short sounds' diphthongs 5li&e ‘ow! and ‘oy.! 3 and all the other vowel com(inations
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#onsonant (lends 3 where two vowels wor& together to ma&e a sound (ut you can still hear (oth sounds 5li&e ‘(r.!7
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#onsonant digraphs 3 where consonants 5and may(e some vowels7 wor& together to ma&e a new sound 5li&e ‘ti! says ‘sh!.7
This is not ehaustive' there are other phonemes you will encounter as you (egin reading 5li&e the ‘sc! in ‘science! says ‘s! instead of ‘s&! and ‘igh! which ma&es a long ‘i! sound>7 Those #es&y (ight Words)
ven if you li&e a strong phonics approach' there are some words you 6ust HA@ to remem(er and recogni$e (y sight. ,ords li&e
;one'< ;said'< and ;are.< Also words that we don!t say the way they are spelled 5‘come! is not pronounced li&e ‘com(.!7 0a&ing lists of irregular ;sight< words' playing games with them and practicing reading them can help.
Sitting down to read – Ptting the pieces together! As we started learning the (uilding (loc&s we started putting them together in practice. =itting down with a very simple reader' we would (egin to read. Though it may not loo& much li&e reading at this point' I assure you' this is reading> I would have my child loo& at the rst word and try to say it' if they already &new it' or correctly decoded it' we would &eep going. If they sounded unsure or if they were very close' I would help them sound it out and then pronounce it for them correctly and have them repeat it. If they guessed and got it wrong or didn!t &now' we would (rea& it apart into pieces and decode it. Bnce we reached the end of the sentence we would go (ac& and read the sentence 4uidly together. And this is how it would go' plodding through carefully and intentionally. As we continued the &ids would (egin to recogni$e more words and (egin ma&ing more guesses' sometimes correct and sometimes not. In the (eginning this frustrated me' until I (egan to recogni$e this as the (eginning of the transition from sounding out words to simply &nowing them. If they guessed correctly I would let it go' (ut if they got it wrong I would tell them they needed to sound it out and see if they got it right. Bver time' the accuracy rate goes up as well. ,hen the error rate starts
increasing' it!s time to slow down and sound things out again. ?efore you &now it your child is really reading and it loo&s li&e it' too> Tips for this phase of reading'
C.
Ta&e it at your child!s pace> There are a lot of phonemes and rules and eceptions to remem(er>
D.
0a&e it fun' so they en6oy learning.
E.
Appeal to your child!s learning style. #onsider hands on word cards' ver(al games' and things they would personally en6oy.
F.
raise success 3 do whatever you can to (uild their condence. Gnowing they can do this ma&es a (ig di%erence>
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Include (oo&s and stories that appeal to their interests' encouraging them to read.
When The" Strggle This is (y far the hardest phase of learning to read. ?efore this' they are (asically matching and sorting' matching sounds with letters and sorting (y patterns. After this' they are practicing what they have learned and epanding their reading voca(ulary. ?ut this phase right here is the most dicult' ma&ing the transition from learning the pieces to using them' and using them correctly. If your child isn!t ready' this stage will (e eceptionally dicult as they struggle to ma&e the transition. If you hit this stage and your child is frustrated and struggles to progress' they may need a (it longer to digest the information or mature to readiness or develop condence. 1ou may discover genuine diculties at this point 5such as dysleia or a need for glasses.7 1ou may discover some denitive preferences and needs your child has for learning 5such as needing to wal& or wiggle to thin& or preferring to thin& aloud or in their head.7 egardless of whatever o(stacles you uncover' the (est thing to do at this stage of
the reading process is to watch your child for cues. 1our child' even if he doesn!t understand them' will give o% clues to what he needs to succeed at this point in his reading 6ourney. ,hile our children wor& to decode the words on the page' we can o(serve and decode our childrens! signals and cues. http://www.classichousewife.com/DJCD/CJ/CK/approaches*to*teaching*reading*CJ* days*of*how*to*teach*your*child*to*read/
