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H00283490

EPR2603

Coursework- essay about:

Guided reading

Done by: Aysha Ahmad


ID number: H00283490

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
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Appendix
E
.9
Appendix
M
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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.

Describe Reading Approach:


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Through my observation in Teaching Practicum, I obtained some knowledge


about guided reading which means a small group of students reading the
same text by engaging them with discussions and activities with teacher or
group work. According to study website they introduced guiding reading as a
practice in which you, as the teacher, assist your students in navigating the
reading process. Reading is about more than just recognizing and reciting
words on a page: it's a conscious effort to understand what's being read.
("What is Guided Reading? - Definition & Levels | Study.com", 2016)

MST way in teaching guided reading: [Activities and


strategies]
1- Divided the class into groups with same ability in each group.
2- Distributed the same book to all of the students.
3- Teacher used flashcard and giving the group background information
about the story in order to extend their knowledge and have a desire to
read a story.
4- Teacher was reading aloud first and then asked students to read
silently, and pointing on the words that they read.
5- Going into each group monitoring the student level as reading in order
to give enough support.
6- Teacher Asking questions for to discuss the text and have fully
comprehended to the text.
7- After reading the teacher asked the student to ask each other about
the story. For example, what the most part you like? Or what the new
words in the story? Etc.

Analyzing reading approach:


Through guided reading the students were used two kinds of approach which
are top down approach and bottom up approach, which both aims to develop
reading skill. In accordance with British Council web, both approaches help to
develop reading skill by helping the student to understand the text. ("Top
down", 2016)

- Top down approach.


Through guided reading the teacher used the terms of whole language
approach [top down] which it defined as a process of language occurs when
some use his background information to predict the meaning of language
they are going to listen to or read. ("Top down", 2016) As I was in TP, I saw
the student reading fluency because some of the words in the story repeated
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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.
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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,

Teacher supported the student by pointing on the picture in order


allowing the student guess the word.

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

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Appendix E,
My notes during observation

Appendix M
The book labeled as level

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