1+-+Teaching+Approaches+to+Reading

  **Teaching Approaches to Reading **  Learning to read occurs well before school starts. Babies are shown books by their parents, they look at colours and pictures, and as they grow older, have ‘bed time’ stories read to them. Having an awareness of print and the structure of books reinforces the relationship of print and ideas. Using big books is a good option to start with, and using finger to print reading also shows that there is a relationship with the print as to what you are reading aloud. There are different approaches to teaching reading that begin with increased support and then little to no support. They are (from highest to lowest level of support): <span style="color: rgb(108, 137, 21)"><span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; color: rgb(150, 193, 21)">

<span style="color: rgb(150, 193, 21)">**Modelled Reading** <span style="color: rgb(0, 0, 0)"> Modelled reading involves the teacher selecting an appropriate text and reads it to the whole class. In this instance only the teacher reads, and he/she models skilled reading behaviour - fluency, phrasing & intonation, enjoyment & interest in a range of different styles of writing and types of text.



<span style="color: rgb(150, 193, 21)">**Shared** **Reading** <span style="color: rgb(0, 0, 0)"> Shared reading aims to engage students in problem-solving on texts using meaning, structure, and illustrative information cues. Shared reading provides opportunities for the teacher to model reading while providing a high level of support where children are asked to interact by joining in reading where and when they can. By introducing texts and brainstorming before reading, children are therefore more likely to attempt problem solving and ask questions about the text when conducting shared reading.

<span style="color: rgb(0, 0, 0)"> Guided reading involves a teacher working with a group of children reading individual copies of the same text (Hill p.80). The teacher prepares the children to use a range of problem-solving strategies with an unseen or unfamiliar text. Guided reading groups are usually 3-6 students of the same instructional level determined by records and students’ reading behaviours. Usually the focus will be on issues that the children have with reading, i.e. retelling or fluency. Each student has one copy of the text and they read independently and not in round robin. The teacher moves to each individual child, teaching (and or prompting) at point of need. It is a good idea to talk through the plot of a narrative or the organisation of a factual text and introduce new vocabulary at the beginning of the session if necessary.
 * [[image:reading-guided-full.jpg width="340" height="218" align="left"]]<span style="color: rgb(150, 193, 21)">Guided **<span style="color: rgb(150, 193, 21)"> **Reading** **Reading**

At emergent and beginning reader levels,focus is on meaning,and the emphasis is the strategies required to read the text. – one-to-one matching – directionality – locating known words – predicting using prior knowledge & clues – monitoring using comprehension (listening) – searching – checking (using original or modified prediction) – self-correction

This video shows how a<span class="black_regular1"> teacher implements guided reading strategies in the the grade 3-5 classroom media type="custom" key="693191" <span style="color: rgb(0, 0, 0)"> In teaching reading, and also to help students self correct and comprehend using the following 3 elements when using guided reading will aid in student development.

//Meaning// <span style="color: rgb(0, 0, 0)"> Does that make sense? What is the story about? What is the picture telling us?

//Structure// <span style="color: rgb(0, 0, 0)"> Does that sound right? Do we speak like that? What would make it sound right? etc.

//Visual// <span style="color: rgb(0, 0, 0)"> What word does it look like? What shape is the word etc <span style="color: rgb(0, 0, 0)"> • It provides opportunities to cater more accurately to children’s needs by grouping children of similar ability together. • It enables children to practice strategies with the teacher’s support • It helps deepen comprehension. • It enables the teacher and children to talk and think their way through a text, so that the child begins to understand the plot and structure of the text.
 * There are several positive benefits from Guided** **Reading:**

<span style="color: rgb(0, 0, 0)"> With Reciprocal reading, the teacher begins to model the 4 strategies that students will then take on when reading. They are: <span style="color: rgb(0, 0, 0)"> The teacher first predicts the content of the text from the title, modeling predictions. The teacher indicates a section of the text to be read silently. Predictions are checked against the text. <span style="color: rgb(0, 0, 0)"> The teacher seeks to clarify any vocabulary of text and makes links to sections of text already read. This clarification occurs at any time during the session to provide opportunity for all students to maintain understanding of the text. <span style="color: rgb(0, 0, 0)"> The teacher formulates a thought-provoking question regarding an aspect of the text, modeling the process to the students and bringing them in on the discussion. <span style="color: rgb(0, 0, 0)"> The teacher summarises the passage, highlighting the main ideas or purpose. Group members are encouraged to add to the teacher’s ideas at any time. This stage aims to assess the level of comprehension of the text, thus the teacher is able to determine if children have learnt any new vocabulary and if they understand the meaning of the text. (ECL210, 2008,  <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(108, 137, 21)"><span style="color: rgb(0, 0, 0)"><span style="font-family: 'Trebuchet MS',Helvetica,sans-serif"> Lec 3  <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif"><span style="color: rgb(0, 0, 0)">)
 * Reciprocal Reading**
 * Predicting**
 * Clarifying**
 * Question generating**
 * Summarising**