teaching reading
DESCRIPTION
TRANSCRIPT
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TEACHING
Presented by:
Pono, JacquelineCantoria, AlissaChua, Charisse
Cotiangco, KhamilleBonita, Nikki
Cabrillos, Rosemarie
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WHAT IS READING?
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READING AS CONSTRUCTING MEANING FROM TEXT
Reader
Reading Material
Reading Situation
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PROCESS OF READING
Word Recognition
Comprehension
Fluency Motivation
Reading
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STAGES OF READING
Pre reading Stage
Initial Reading Stage
Stage of Rapid Progress
Stage of Extended Reading Experience
Stage of Refinement in Reading Abilities, Attitudes and Tastes
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THEORIES IN READING
Bottom-Up
Top-down
Interactive Approach
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WHY DO WE NEED TO LEARN HOW TO
READ?
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“Critical literacy requires that readers be able to do
something, not merely know something…”
- Graves, Juel and Graves (1998)
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CRITICAL LITERACY CURRICULUM
“Critical literacy requires attaining a deep-understanding of what is read,
remembering important information, and linking newly-learned information to
existing schemata, knowing when and where to use that information , using it
appropriately in varied contexts in and out of school, and communicating effectively with others. Critical literacy requires that
readers be able to do something, not merely know something…”
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COMPONENTS
Knowledge about Print
Decoding
Vocabulary
Comprehending
Narratives
Comprehending and Learning
Exposition
Reading and
Writing
Building Connection
s
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HOW DO WE TEACH READING?
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INSTRUCTIONAL PRINCIPLES IN TEACHING READING Building positive attitudes and
perceptions
For learning to occur, students must have positive attitudes about themselves as learners, about their ability to succeed in school, and about the instructional goals, that they, their teachers, and their schools set
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Grouping
Proficiency groups
Deliberate heterogeneo
us group
Formal cooperative
group
Interest group
Literature groups or
literature circles
Project groups
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Traditional Principle
Active teaching and Active learning
Practice and Instruction
Proactive teaching vs. Reactive Teaching
Feedback
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HOW TO TEACH READING TO STRUGGLING STUDENTS Emphasize reading
Teach students the strategies that good readers use
Make assessment ongoing and an integral part component of instructionExplicit Strategy InstructionThinking Aloud Strategy
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Provide a balanced instructional framework
local knowledge- phonological awareness, sight word knowledge, word identification strategies, and understanding word meanings
global knowledge- understanding, interpretation, and response to reading; strategies for enabling understanding and response; and awareness of strategic use
affective knowledge- love of reading
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Provide consistent instructional structure and use time effectively
Provide text that students can read successfully
Provide time for word study
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Encourage independent reading
Include writing as part of the lesson structure
Keep the size of the group as small as possible
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Coordinate intervention instruction and classroom instruction
Build rapport by fostering acceptance, security, and success
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END
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SOURCE Graves, M., Juel,C., & Graves,B. (2007).
Teaching reading in the 21st Century. (4th Ed.). Boston: Pearson Education Inc.