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Modified Extensive Reading Programme
Transcript of Modified Extensive Reading Programme
Most pupils used the chunking strategy correctly
Weak readers needed more personal coaching time Weak readers were still struggling as they needed a lot of help from the teachers
One teacher will not be able to assess the application of the strategy / word list for the whole class From Term 2 reading HA to Term 4 Reading HA
Pre Test and Post Test
HM level progression Pupil’s Background Considering difference in pre-school experience
Varied reading ability among pupils
Pupils are not reading before morning assembly Objectives Bridge the gap of reading competencies of weaker pupils
Cultivate love for reading through M-ERP Preliminary Approach Group them into 4 levels
Use of Fry’s list (Term 1 Reading HA, 100 word) Preparation of Resources HM readers graded themes (3,4,5,7,8,9)
Word list for every book
Reading record card to involve parents
Other resources to carry out the lessons Eg. Websites, software, video clips, book review sheets, etc USe of mixed media:
Interactive story with subtitles
Starfall website (chunking hen)
Town for kids software (2-letter blends)
Pupils sat according to ability levels Cycle 1 Not able to see kids applying the skills (chunking / blending)
HA pupils finished reading the intended books faster than the rest 1st Observation from Cycle 1 Provide a word list for pupils to practise chunking
Pre and post test based on a 5-word list for LSP and below levels to track learning for the target group, in one lesson
Book review Improvements to cycle 1 –
chunking strategy Similar to Cycle 1
Another video with running text
3-letter blends Cycle 2 Observation from Cycle 2 Segmenting of syllables through clapping
Made use of letterland Living code cards to teach diagraphs and consonant blends (storyline)
A few specific examples to show how chunking can be done
Between double letters (Eg. hap/py)
Words they can read. (but/ter/fly)
Consonants + vowel in a chunk (tea/cher) Further Modifications Results Conclusion Majority of pupils can read, although not able to comprehend Challenges Reading cannot be taught in a single lesson
Constant monitoring of weak pupils
Weaker pupils lack parental support
Varying needs of pupils More intensive & focused attention given to weak readers Aidil | Hairina | Serene
Hazel | Sharon | Gayle
Farhana | Illia | Qiu Hang Introduction The complexity of reading acquisition as a problem-solving process is well documented irrespective of L1 or L2 situations (Gough & Turnmer, 1986; Grabe, 2004).
Depending on the positions that writers take, reading can be regarded as a process where the centrality of meaning is almost axiomatic (Smith, 2004) or as a process where the primacy of decoding is emphasized (Gough & Turnmer, 1986).
Similar to Singapore as a nation, the linguistic situation in Yumin Primary school is a complex one. As teachers we are always concern to how our pupils learn to read in English, as we assume that these learners might have different repertoires of strategies in learning to read in English.
With this in mind our level decided to embark on these modified extensive reading programme. Literature Review A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Dr Lawrence Jun. Zhang, Peter Yongqi. Gu, Guangwei. Hu
The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies.
The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies.
The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.
Segmentation was strongly correlated with attainment in reading and spelling at the end of first year of school. Recommendation English Department to use HM books for P1 2013 Reading Programme
P2 2013 will focus on reading with understanding References Foorman, B., Francis, D., Dhaywitz, S., Shaywitz., B., & Fletcher, J. (1997). The case for early reading intervention.
Zhang JL, Gu YP, Hu G, (2008), A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial andSpecial Education, 7(1), 6–10.
Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44–69.
Smith, F. (2004). Understanding reading (6th ed.). Mahwah, NJ: Erlbaum.
Morrow, L., Gambrell, L., & Pressley, M. (2003). Introduction. In L. Morrow, L. Gambrell, &M. Pressley (Eds.), Best practices in literacy instruction (pp. 1–8). New York: Guilford. Modified Extensive
Reading Programme Primary 1 Children who fail to acquire adequate reading skills in first grade often continue to have difficulties and may never catch up.
(Foorman et al, 1997) Thank you!