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    The Teaching and Assessing of Reading Skills

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    popopino13
    This document outlines principles of teaching reading and assessing reading skills. It discusses reading readiness, which includes print motivation, phonological awareness, vocabulary, narrative skills, print awareness and letter knowledge. It also describes stages in a reading lesson, including pre-reading, during reading and post-reading phases. Principles of teaching reading include exploiting background knowledge, using intensive and extensive reading, following reading strategies like SQ3R, incorporating bottom-up and top-down techniques, and building vocabulary and assessment into lessons.

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    The Teaching and Assessing of Reading Skills

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    popopino13
    531 views22 pages
    This document outlines principles of teaching reading and assessing reading skills. It discusses reading readiness, which includes print motivation, phonological awareness, vocabulary, narrative skills, print awareness and letter knowledge. It also describes stages in a reading lesson, including pre-reading, during reading and post-reading phases. Principles of teaching reading include exploiting background knowledge, using intensive and extensive reading, following reading strategies like SQ3R, incorporating bottom-up and top-down techniques, and building vocabulary and assessment into lessons.

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    This document outlines principles of teaching reading and assessing reading skills. It discusses reading readiness, which includes print motivation, phonological awareness, vocabulary, narrative skills, print awareness and letter knowledge. It also describes stages in a reading lesson, including pre-reading, during reading and post-reading phases. Principles of teaching reading include exploiting background knowledge, using intensive and extensive reading, following reading strategies like SQ3R, incorporating bottom-up and top-down techniques, and building vocabulary and assessment into lessons.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    531 views22 pages

    The Teaching and Assessing of Reading Skills

    Uploaded by

    popopino13
    This document outlines principles of teaching reading and assessing reading skills. It discusses reading readiness, which includes print motivation, phonological awareness, vocabulary, narrative skills, print awareness and letter knowledge. It also describes stages in a reading lesson, including pre-reading, during reading and post-reading phases. Principles of teaching reading include exploiting background knowledge, using intensive and extensive reading, following reading strategies like SQ3R, incorporating bottom-up and top-down techniques, and building vocabulary and assessment into lessons.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 22
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    The key takeaways are the principles of teaching reading, stages of reading lessons, strategies for teaching reading and assessing reading.

    The six steps in reading readiness are print motivation, phonological awareness, vocabulary, narrative skills, print awareness and letter knowledge.

    The principles of teaching reading include exploiting background knowledge, using intensive and extensive reading, following SQ3R reading strategies, including bottom-up and top-down techniques, and planning pre, during and post reading phases.

    THE TEACHING AND ASSESSING OF READING SKILLS

    Prepared by: Nursyazwani bt Adang Nur Syazwani bt Khamis Nur Syakirah bt Mohd Nafis

    Overview
    Principles of Teaching Reading Reading Readiness (first steps) Stages in a Reading Lesson Strategies in Teaching Reading Integrated Activities Assessing Reading

    PRINCIPLES OF TEACHING READING

    PRINCIPLES OF TEACHING READING


    1. 2. 3. 4. 5. 6. 7. 8. Exploit the readers background knowledge. Use both intensive and extensive reading. Follow the SQ3R. (reading strategies) Include both bottom-up and top-down techniques. Plan on pre-reading, during-reading and post-reading phases. Build an assessment aspects into your techniques. Build a strong vocabulary base and for comprehension. Strive for continuous improvements a reading teacher.

    1. Exploit the readers background knowledge. Includes :


    Life experiences Educational experiences Cultural background

    2. Use both intensive and extensive reading.


    Intensive reading Extensive reading

    Aims to build knowledge

    more

    language Aims to build reader confidence and enjoyment.

    Focus on linguistic or semantic Extensive reading is always done details of a reading.(inside the for the comprehension of main text) ideas, not for specific details Classroom based Materials : -short texts -level of difficulty & topics chosen by the teacher An extra-curricular activity. Materials : -same topics but different materials - teacher guides students in choosing a variety of materials of their interest

    From :http://fis.ucalgary.ca/Brian/611/readingtype.html

    3. Follow the SQ3R.


    Teacher must work towards finding a balance between assisting students to improve their reading rate and developing reading comprehension skills. SQ3R
    Survey : skim the text for an overview of main ideas. Question : the reader asks questions about what he/she wishes to get. Read : read the text while looking for answers the previously formulated questions Recite : reprocess the salient points of the text through oral or written language Review : assess the importance of what one just read and incorporate it in long-term associations.

    4. Include both bottom-up and top-down techniques.


    Bottom-up techniques Top-down techniques

    Starting from sounds and letters to Comprehension make meaning reader

    resides

    in

    the

    Identify words and structures

    Reader uses background knowledge and makes predictions

    Focus on vocabulary, grammar

    Teacher focus on generating activities. 2008)

    meaning(Anderson

    5. Plan on pre-reading, during-reading and post-reading phases.


    PRE-READING PHASE Previewing the text DURING-READING PHASE Keep an important question in mind Re-read to find details POST-READING PHASE Critical analysis and evaluation Reflection and integration

    6. Build an assessment aspects into your techniques.


    Aspects : 1. Doing 2. Choosing 3. Transferring 4. Answering 5. Condensing 6. Extending 7. Duplicating 8. Modeling 9. Conversing

    7. Build a strong vocabulary base and for comprehension.


    recent research emphasized the importance of vocabulary to successful reading Vocabulary development activities : Using a dictionary Recognizing word forms Identifying affixes and roots Guessing meaning from context Monitoring comprehension is essential to successful reading. Questioning the author (Beck, McKeown, Hamilton,Kucan 97) is an excellent techniques for engaging students in meaningful cognitive and metacognotive interactions with text and for assisting students in process of constructing meaning from text.

    8. Strive for continuous improvements a reading teacher.


    Need to be passionate. Integrating the key principles discussed. Teacher actively teaches students what to do Need to understand the nature of the reading process (Anders, Hoffman and Duffy, 2000)

    READING READINESS (FIRST STEPS)

    Reading readiness has been defined as the point at which a person is ready to learn to read and the time during which a person transitions from being a nonreader into a reader. Other terms for reading readiness include early literacy and emergent reading

    Six steps in reading readiness.


    PRINT MOTIVATION

    PHONOLOGICAL AWARENESS

    VOCABULARY

    NARRATIVE SKILLS PRINT AWARENESS LETTER KNOWLEDGE

    PRINT MOTIVATION
    Childs interest in and enjoyment of books and reading. Positive experiences with books encourage children to be more motivated to seek out more books and reading experiences.

    PHONOLOGICAL AWARENESS
    Awareness Awareness Awareness Awareness words of of of of syllables rhymes phonemes sounds that start or end

    VOCABULARY
    Refers to knowing the meaning of words and connecting words to things, events, or ideas in the world. (words we must know to communicate effectively) Has two parts : oral vocabulary and reading vocabulary As a childs vocabulary and word knowledge grow, they also developing knowledge about the world. It is very important because children must know what words mean to understand what they are learning to read.

    NARATIVE SKILLS
    The ability to understand stories, tell stories or describe events. Understanding that stories have a beginning, a middle and an end. Who and what character are and why they do what the do. Aides a childs ability to comprehend and predict. After reading, talk about the story. Use action rhymes and songs.

    PRINT AWARENESS
    Refers to knowing how to use a book or a piece of.(to open and close, how to hold it.) The symbols on a page are called letters.(when together called words and have meaning) The title Pictures A book has a front and back, a top and a bottom.

    LETTER KNOWLEDGE
    Recognizing and naming letters of the alphabet. Knowing the similarities and differences between letters. Knowing the specific sounds go with specific letters. A common school readiness skill.

    REFFERENCES
    http://www.nflrc.hawaii.edu/RFL/October2002/day/day.html http://www.marliustel.com/2011/07/principles-of-teaching-reading.html http://www.lexpublib.org/page/ready-to-read-the-six-reading-readinessskills http://www.torontopubliclibrary.ca/ready-for-reading/activities-that-buildreading-readiness.jsp S. P. Anne. (2000). Ten Proven Principles for Teaching Reading. National education Association

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