Much like the approaches to writing, teaching reading starts off as a whole class activity and gradually becomes an individual activity as the children become more confident. The Teaching Approaches to Reading are as follows:
Modelled Reading The teacher would read to the entire class “a range of different text types”.These texts would be “pitched at a more complex level than they can read” (Hill, p73). The teacher models good reading skill such as fluency, phrasing, and enjoyment. Shared Reading This is similar to modelled reading but with a greater instructional approach. Usually with a group of less skilled readers. Guided Reading Children are grouped together with children of similar needs, in groups of around 4 to 6. All students would be “reading individual copies of the same text” (Hill, p80). The students would read a text that they would be able to read 90-94% unassisted. The teacher moves to each child and assists them where necessary. “Guided reading helps students develop greater control over the reading process” (Bradbury et al, 1997, p52) by allowing them to have a go themselves and take advantage of having the teacher on hand to help. Independent Reading The idea is to “build fluency and motivation for reading” (Hill, p83), as the texts are not too hard but hard enough so that the students are still challenged and learn.
Asking students questions are a good way to prompt students to help them decode texts. Questions can relate to multiple topics;Visual Information- Does the word look right? What do you notice about the word?Phonology- Does the word sound right? How does that pattern of letters sound?Sentence Structure- Does it sound right if I say it like this?Semantics- Does this make sense? As students become more confident and able to read, the teacher gradually provides less support.
TEACHING READING
Teaching Approaches
Modelled Reading
The teacher would read to the entire class “a range of different text types”. These texts would be “pitched at a more complex level than they can read” (Hill, p73). The teacher models good reading skill such as fluency, phrasing, and enjoyment.
Shared Reading
This is similar to modelled reading but with a greater instructional approach. Usually with a group of less skilled readers.
Guided Reading
Children are grouped together with children of similar needs, in groups of around 4 to 6. All students would be “reading individual copies of the same text” (Hill, p80). The students would read a text that they would be able to read 90-94% unassisted. The teacher moves to each child and assists them where necessary. “Guided reading helps students develop greater control over the reading process” (Bradbury et al, 1997, p52) by allowing them to have a go themselves and take advantage of having the teacher on hand to help.
Independent Reading
The idea is to “build fluency and motivation for reading” (Hill, p83), as the texts are not too hard but hard enough so that the students are still challenged and learn.
Asking students questions are a good way to prompt students to help them decode texts. Questions can relate to multiple topics; Visual Information- Does the word look right? What do you notice about the word? Phonology- Does the word sound right? How does that pattern of letters sound? Sentence Structure- Does it sound right if I say it like this? Semantics- Does this make sense? As students become more confident and able to read, the teacher gradually provides less support.
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