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Teaching Reading to Young Learners

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Fakhira A. R

on 22 April 2016

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Transcript of Teaching Reading to Young Learners

Learning to Read in an EFL Context
Fakhra Al-Mamary
Ministry of Education, Oman
Aims:
1. EFL students learning to read - considerations
2. Language Experience Approach
3. Modeled Writing
4. Developing Reading Fluency
EFL Learners
Points to consider:
1. Focusing instruction on key reading components has clear benefits.
(Task2)
2. Literacy in first language has a an advantage in the acquisition of second language.
3. Considering the similarities and differences between first and second language should be considered while planning literacy in second language.(Examples?)
Task3
Task 4: Employ the experience from the previous task to demonstrate the modeled writing process.
Language Experience
Approach
Language Experience Approach:
A natural bridge between spoken and written language (What I can say, I can write, what I can write, I can read)
Is centered around a learner generated text.
The rational behind LEA is that materials with familiar vocabulary & ideas are more meaningful and accessible than texts found in pre-prepared books.
A Language Approach Lesson:
1. A shared experience
2. Creating the text
3. Read and revise
4. Read and reread
5. Extension (Comprehension questions,
illustrations, etc...)
Task:
Think of an experience that you may have with students in grade one and discuss how you could use it later for writing. Remember to use the themes of the units in Grade One.
Reading Fluency
Learning to ride a bike:
It was difficult at first and Dad had to be by my side to provide support. There were also the training wheels in my bike. The most difficult part was using balancing and using the pedals. I sometimes focus so intently on balancing that I fail to watch the direction and end in hitting something.
Learning to Read
I know that words are made up of sounds. I can recognize all the phonics. I know how to blend sounds to read words. Yet when I start reading a short simple story, I'll be so busy decoding that I would not be able to understand what the story is all about!
I know that words are made up from sounds
Phonemic awareness
I can recognize all the phonics
Phonics knowledge
I can blend the sounds to read words.

Decoding skills
Yet, I'll be very busy decoding that I fail to understand what the story is all about!
Comprehension
Reading Fluency
is the ability to read words in a text with sufficient accuracy, automaticity and expressiveness to lead to good comprehension.


Fluency requires the reader to:
1. Use phonics and spelling knowledge automatically
(Fluency within words)
2. Automatically integrate phonics and spelling knowledge to recognize entire words(fluency at word level)
3. Link recognized words into natural phrases with appropriate emphasis (Fluency in connected text)
Characteristics of effective fluency Practice:

1. Explicit instruction
2. Model Reading Fluency
3. Reading Practice
4. Access to appropriately challenging materials
5. Wide and
Repeated Reading
Let's have an example!
What happens in a modeled writing lesson?
1. Teacher sets the purpose of the lesson eg( we need to make a shopping list for our buddies who are coming tomorrow).
2. Teacher elicits students' ideas on what to include into the list.
3. Use the think- aloud strategy while talking and spelling out the words on the board.
4. Work on the list.
5. Place the list on the wall.
You have already modeled the writing of the text. It is ready on the board for students to read. Model reading the text fluently and with expression. Students listen. Read the text phrase by phrase while students repeat after you. Repeat the reading until you feel that students can read it fluently. Get some groups to read. Get individuals to read.
How can you ensure that students are not recalling but rather reading the text??
One last thing!
Fluency unlocks the door to reading but it doesn't open it!
Teaching Reading to Young EFL Learners
Fakhra Al-Mamary
Task One
Full transcript