Professional Documents
Culture Documents
EPR2603
Guided reading
Content Page:
Contents
Pages
Cover page ......
.... 1
Introduction ..;...
.. 3
Analyzing reading approach: .
3-4
Top down approach. .
.4
Bottom up approach..
... 4
Recommendations .
.5
References
. 6
Appendix
7-10
Appendix
A
7
Appendix
B
.7
Appendix
C
2
.8
Appendix
D
.8
Appendix
F
.9
Appendix
E
.9
Appendix
M
.10
Introduction:
Reading has a great influence to develop language and literacy. Teachers
have to promote students reading because through reading can develop
their listening, cognitive, and speaking skill. The best way to achieve that is
to look at different approach of reading and select the best for your student.
In this essay, I will write about one effective approach my MST used for grade
one which is guided reading approach.
again and again, so the student stored theses words in his memory from his
prior knowledge and connect the new knowledge to the prior knowledge in
his brain. According to Schema theory attempts which that schemata
represent the knowledge structures in readers minds, and these structures
allow readers to connect new information with what they already know.
(Biddulph, 2002)
Consequently, she/he can understand the meaning of the word and interact
with the story which that is a target of reading story. According to Nuttall,
who think that top-down approach is a complementary method of processing
written text in which readers draw on their intelligence and experience to
understand a text. (Nuttall, 2005)
My MST was very nice in using the terms of top-down approach. She
enhanced the student learning reading by providing the class with a rich
environment of high-frequency word on the wall, used flash card before
reading, and the picture in the story in order to construct the meaning in the
students brain.
- Bottom up approach.
On the other hand, bottom approach key idea is decoding the letters and
words. Also, it is to look at individual meanings or grammatical
characteristics of the most basic units of the text, (e.g. sounds for a listening
or words for a reading). ("Top down", 2016) From my view, bottom-up
approach is essentially more than top down because if the child is unable to
understand how letters are linked to sounds (phonemes) to form letter-sound
correspondences and spelling patterns. As a result, he will be unable to read
individually!. So through guided reading the teacher is preparing the child to
learn how to read independently in order to be able to recognize sounds in
words and be able to spell them correctly.
While my MST was working with the group, I found that she is focusing more
in decoding letters hence if the child stopped in a long word she began to
chunk the word for him which that develop his phonemic awareness. From
decoding the word the teacher provided the student with the key knowledge
and skill in order to ensure that the student applies that knowledge in their
reading.
The reason on focusing on phonics returned to many reasons which are;
beginner learners can never spell the words correctly if they arent aware of
the sound. Increase the child reading fluency, since the child practicing many
times while reading. Also, it is connected to top-down approach because it
improves the child comprehension skill because it is impossible for a child to
understand a word that he is not properly pronounced so when he pronounce
the word correctly can comprehend what he read.
5
Recommendations:
With guided reading they are many interactions occurs between teacher and
the student, students, and student or peer. For instance, Students discuss
with each other about the story, and later the teacher talked with them to
engaging them to have a conversation about the story. Also, when teacher
read aloud the student listen to her, predict the events, and asking
questions. As well some students reaction with the reading story were
amazed they tried changing their intonation according to the character of the
characteristics wither it was happy or sad.
I would like to recommend using some strategies with guided reading to
have effective learning for kids. First, say for your child to read with voice
that your friend behind you heard you instead of saying reading silently
because I saw some students just looking at the print of the book, and trying
to misbehave in the class, wasting time because they lose the elements of
engagement through reading orally, needing more practice, and extra
support because they had weakness on reading. Reading orally could help
the teacher to see the weakness of the students, and monitoring the
students either they are reading or not.
I suggest appropriate feedback for your student effort in reading. As I was
with the student, MST said the same phrase to all of the student, say for
most of their work excellent which that send a message to the student that
we did, didnt mean anything to the teacher. I prefer to providing students
with meaningful feedback in order to enhance greatly learning, encourage
the student to do more, and improve student achievement. According to the
research about the impact of feedback on reading showed that students who
received lots of immediate feedback were better able to comprehend the
material they had just read.
In the end, seek to use guided reading approach because it is a powerful
approach that teachers can use to develop the students literacy.
References:
1- What is Guided Reading? - Definition & Levels | Study.com. (2016).
Study.com. Retrieved 17 March 2016, from
http://study.com/academy/lesson/what-is-guided-reading-definitionlevels.html
2- Top down. (2016). TeachingEnglish | British Council | BBC. Retrieved 18
March 2016, from https://www.teachingenglish.org.uk/article/top-down
3- Nuttall, Christine E. Teaching Reading Skills In A Foreign Language.
Oxford: Macmillan Education, 2005. Print.
4- Biddulph, J. (2002). The Guided Reading Approach (1st ed.). New
Zealand: Learning Media Limited. Retrieved from
http://learning.gov.wales/docs/learningwales/publications/130718guided-reaching-approach-en.pdf
Appendix
Appendix A,
The student trying to decoding the word.
Appendix B,
Appendix C,
This picture showed that they have a lot of high-frequency word
that help the student read fluency.
Appendix D,
The word wall, have the word of high-frequency word. It
made a rich classroom environment.
Appendix F,
Discussion activity after reading the book
10
Appendix E,
My notes during observation
Appendix M
The book labeled as level
11
12