Chapter 4: Teaching

reading to young

learnersNidya Marlyn Moncada Puente

What is reading?Reading is a set of skills that involves making sense and deriving meaning from the printed word.In order to read we must be able to decode (sound out) the printed words and also comprehend what we read.

Elements that impact readingThe child’s background knowledgeThe child’s linguistic knowledge of the target languageStrategies or techniques the child uses to tackle the text

Children who can read in their native language may also know that reading can be for both pleasure and information. By developing strong literacy skills in their native language, it will be easier for young learners to transfer those skills into English.

DecodingIn order to read, we must recognize the symbols that form or make up words. When readers decode, they decipher individual words. Many languages use a phonetic alphabet. In these languages, written symbols represent a specific sound or phoneme.English has 40 sounds but uses only 26 symbols.

ComprehensionThe aim of reading is comprehension. Just because a learner knows how to pronounce written words correctly, doesn’t mean that he can read.

Reading for pleasureStories provide enjoyment for readers of all ages. Bedtime stories are wonderful because children see themselves as getting a double treat, they are unaware that when they listen to a story being read aloud, they are being introduced to the idea that reading can be used as a form of entertainment.

Reading for informationReading for information can be as simple as reading a menu at a restaurant. If a young learner’s mother uses a cookbook, the child may help by reading different parts of the recipe to her mother. Reading for information can also give children pleasure.

Vision problemsWhen children with poor eyesight are learning to read in their native language, they can often decipher fuzzy or unclear symbols because they can draw upon their vast oral language knowledge to help determine specific patterns of symbols and words from context.

Behaviors that indicate vision problems

Squints, closes/covers one eyeHolds a book close to the faceHolds a book far away from the faceLoses places while readingComplains of headaches after readingComplains of double visionTilts head to one side

The development of reading skills

Phonics based instruction: intended to teach students the basic English-language phonics rules so that they can easily decode words. “The purpose of phonics instruction is to teach beginning readers that printed letters represent speech sounds head in words.”

Literature-based approach: It is designed to help young learners develop literacy skills within the context of literature. Currently, the value of picture books is continuing to be acknowledged in ESL and EFL programs.

Classroom techniques and activitiesPhonics: Introduce sounds and letters that are associated with specific nouns. There are many ways for YL to learn the initial sounds of words.Predictable stories and pattern books: The predictable story contains repetitive phrases and predictable language. Sight words: They are high-frequency words children can recognize on sight without having to decode the letters. Example: The, all, an, and I.

Print-rich environment: Hudelson (1994) points out that children who come from societies filled with print are likely to learn at a very early age that print serves different purposes or functions

Language experience approach

It is used to help native English speaking, ESL, and EFL children develop beginning literacy skills. Learners participate in a group activity and then describe what happened in their own words.

Reading in the classroomYoung learners should be taught comprehension strategies when they read pieces of text for information. Children often enjoy reading short magazine-style articles in their ESL or EFL course books.One of the things that is so nice about children’s picture books is that the pictures are often very engaging.

ConclusionThe two main purposes of reading were discussed-reading for pleasure and reading for information. The use of authentic materials including environmental print as well as materials which are intended for ESL and EFL learners.