A Teaching Method: Reading Approach

Written by:
Thety Anggraini (06081001003)
Lianasari (06081001004)
English Education Study Program
Sriwijaya University

INTRODUCTION

Nowadays, English becomes an international language. It demands all the society in every
background especially for students to master it well. Mastering English becomes a need for
students who want to be success later. In Indonesia, The government has already said that
English must be a prior language that should be taught as a second language. It shows that,
teaching English as L2 is a very important thing. Many experts give their opinion about the
condition of teaching English as a second language. They agreed that teaching English especially
in Indonesia is still not good. It is also have an impact to the English achievement of students
that still low.

The successful of teaching English as a second language comes from many factors, such as from
the teacher, students, or outside both of them like facilities, approaches which is used by teacher
etc. Here, we will talk about one of factor that gives a big influence to the successful of teaching
English that is Approaches. Approaches or method is the teacher’s way to transfer knowledge to
the students; the way to transfer is depend on the student’s need and teacher creativity. Teacher
should use an appropriate approach in order to achieve learning goal.

Reading approach is one of methods that can be used by teacher. It is one of way that will help
students to solve their problem in reading. In reading approach, students will improve their
knowledge and get something new because they are demanded to read more. Reading becomes
important because it is an active skill which involves inferencing, guessing, predicting etc. It also
has, more often than not, a communicative function. By reading students will know about the
tenses, kinds of tenses and how to use it. They also will know about the different of culture by
reading cross cultural understanding, and they will learn how to pronounce the words correctly.
In reading approach, many things that will be achieved by students and they can master English
well. So, Because of the important of reading that have already mentioned before, teacher
should teach and emphasized the students to read effectively by using reading approach.

READING APPROACH
A Brief History
Reading approach or reading method was first devised for English learners in India and French
or German learners in the United States of America who have not the time to master the “active”
or oral use of the language. It has also been advocated in England for pupils of inferior language-
learning ability. Reading approach is like GTM (Grammar Translation Method) since it also
stressed on written skills. Only the grammar necessary for reading comprehension and fluency
is taught. But, it was flexible approach as far as the teaching is concerned.
Theory of Language
q Reading approach is a way to start teaching beginning readers.

q It is based on cognitive theory originally conceptualized by Albert Bandura

Theory of Learning
 Reading Comprehension level of understanding
 Round Robin reading following a set order
Design
Objective
– The students are able to identify meaning rather than letters or words
– The students are able to understand and read the text quickly

– The students are able to read actively

Syllabus
The syllabus based on the development of reading skill. How to make students have the ability
to comprehend what they read.

Types of Teaching and Learning Activities

Skimming
It is an activity to read shorter texts to extract accurate detailed information. Skimming is used
to quickly identify the main ideas of a text. Skimming is done at a speed three to four times
faster than normal reading. People often skim when they have lots of material to read in a
limited amount of time. There are many strategies that can be used when skimming. Some
students read the first and last paragraphs using headings, summarizes and other organizers as
they move down the page or screen. The students might read the title, subtitles, subheading, and
illustrations. Consider reading the first sentence of each paragraph. This technique is useful
when the students are seeking specific information rather than reading for comprehension.
Skimming works well to find dates, names, and places. It might be used to review graphs, tables,
and charts.

Scanning
It is a quickly reading a text to get the gist of it. Scanning is a technique that often use when
looking up a word in the telephone book or dictionary. The students search for key words or
ideas. Scanning involves moving eyes quickly down the page seeking specific words and phrases.
Scanning is also used when the reader first find a resource to determine whether it will answer
the questions. Once you’ve scanned the document, you might go back and skim it.
When scanning, the students look for the author’s use of organizers such as numbers, letters,
steps, or the words, first, second, or next. They look for words that are bold faced, italics, or in a
different font size, style, or color. Sometimes the author will put key ideas in the margin.

Extensive reading
Extensive reading is a reading longer text, usually for pleasure. Extensive reading is an approach
to language learning, including foreign language learning, by the means of a large amount of
reading. The students view and review of unknown words in specific context will allow the
student to infer the word’s meaning, and thus to learn unknown words. While the mechanism is
commonly accepted as true, its importance in language learning is disputed. We can consider
extensive reading as private reading in width at a pace suited to the individual’s ability, taste,
and mood. Extensive Reading is the free reading of books and other written material that is not
too difficult nor too easy! Extensive Reading is sometimes called Free Voluntary Reading.
Why use it? ESL students always want to learn more words, acquire more grammatical
structures and be better readers and writers. Doing extensive reading will help students with all
of the above, along with motivating them to enjoy reading and learning independently.

The role of extensive reading in language learning:

1. It can provide ‘comprehensible input.

2. It can enhance learners’ general language competence.
3. It increases the students’ exposure to the language.
4. It can increase knowledge of vocabulary.
5. It can lead to improvement in writing.
6. It can motivate learners to read.
7. It can consolidate previously learned language.
8. It helps to build confidence with extended texts.
9. It encourages the exploitation of textual redundancy.
10. It facilitates the development of prediction skills

Intensive reading
It is a quickly going through a text to find a particular piece of information. It is essentially
reading in depth and is usually done in the class with each pupil having the same text. Intensive
reading involves students reading in detail with specific learning aims and tasks. It can be
compared with extensive reading, which involves students reading texts for enjoyment and to
develop general reading skills. The Intensive Reading Technique is reading for a high degree of
comprehension and retention over a long period of time. For example, the students read a short
text and put events from it into chronological order.

Kinds of instructional experiences and materials

 Reading aloud by the teacher is an important component of the struggling reader’s literacy
program. Teacher is as model in reading process and students listen and respond to the
teacher. Teachers should select stories, poems, and informational texts to read aloud that
help expand and strengthen the background knowledge of their students.
Materials: storybooks, content materials, poetry, charts.
Choice: usually teacher’s choice.
Grouping format: usually whole group.
Purposes:
– To stretch students beyond their reading levels, particularly in content areas under study;
expand vocabulary; develop concepts.

– To expose students to varied forms of text (fiction, nonfiction, poetry)

– To enlist varied forms of response (discussion, writing, drama, art, movement, etc.)

– To study various genres, literary devices, writer’s craft.

Struggling readers benefit from listening, responding, and expanding their knowledge,
vocabulary, and concepts.

 Shared reading. Teacher leads and students participate. This is extremely valuable for the
child who is having trouble figuring out what reading is all about. The teacher reads a text
while the student observes and follows along silently. This method helps build reading
fluency and comprehension.
Materials: primarily enlarged texts visible to students; may include content materials,
storybooks, charts, poems, songs.
Choice: usually teacher’s choice.
Grouping format: whole group or small group.
Purposes:
– To teach concepts about print and print conventions.

– To teach comprehension and interpretation.

– To analyze textual features: word study (e.g. phonics, word analogies, structural analysis)

Struggling readers benefit from highly visible demonstration of the reading process. Concepts
and conventions of print are made very accessible for them. Examination of textual features
(letters, words, and part of words) helps develop an understanding of the alphabetic principle
and the nature of written language.

 Word study. Teacher leads and students participate. Word study fosters recognition of the
individual sounds of words and an understanding of the alphabetic principle and its
application to reading and spelling. Activities involve phonemic awareness, phonics,
structural analysis, and the development of sight vocabulary.
At prekindergarten level: largely oral activities fostering phonemic awareness.
At kindergarten level and above: phonics, structural analysis, and sight vocabulary.
Materials: core program, trade books, charts, environmental print.
Choice: usually teacher’s choice.
Grouping format: whole group or small group.
Purposes:
– To provide systematic, focused instruction at the word level.

– To provide additional support for students who need it.

Struggling readers benefit from focused instruction and direct experiences applying the
alphabetic code and sight vocabulary. The examination of textual features and linguistic
patterns helps to support reading and spelling.

 Guided reading involves teachers’ structuring learning situation in which children work in
small group on material that is modestly challenging to them. Teacher monitors for
application of strategies. A student reads with the assistance of an instructor as it is needed.
 When an unfamiliar word appears, the instructor either tells the student the word or assists
the student in decoding the word. During the story, the teacher stops at certain points and
questions the student in order to determine/guide comprehension. This helps build practice
in comprehension, decoding, sight word vocabulary, and oral reading.
Materials: books or materials that modestly challenge the reader.
Choice: usually teacher’s choice.
Grouping format: small group.
Purposes:
– To practice application of specific strategies/skills in highly focused manner.

– To provide opportunity to teacher-monitoring of application of skills and strategies.

– To provide instruction as close as possible to students’ instructional levels while gradually

increasing the difficulty of the material.

Struggling readers benefit when they read materials with which they can practice what they have
learned.

 Independent reading is as important for low-achieving children as for any others.

Independent reading is what struggling readers most need to practice. Struggling readers
should be encouraged to select books that match their interest and reading abilities. Teacher
can assist them in finding appropriate books by giving them tips on how to select books on
their own. Teacher monitors for time on task.
Materials: books or materials with minimal challenge; varied types.
Choice: usually student’s choice; maybe negotiated choice (teacher and student agree).
Grouping format: individual, pairs, small group (response circles).
Struggling readers develop fluency, automatically, and confidence from frequent, intensive

practice in reading familiar or new texts of minimal challenge.

Learner Roles
– Recognizing the script of a language.

– Translating the text.

– Deducing the meaning of unfamiliar lexical items.

– Understanding explicitly stated information.

Teacher Roles
Teacher should create situations in which learners are most suggestible and then to present
linguistic material in a way most likely to encourage positive reception and retention by
learners.
– Motivating learners

– Encouraging to set reading strategies

– Supporting the students to develop reading comprehension

The Role of Instructional Materials

– to get meaning from whole chunks of text

– To have good vocabulary and integrate naturally with other class work.

Procedure
The students/ readers decode (figure out how to pronounce) each word in a text and
automatically comprehend the meaning of the words, as they do with their everyday spoken
language. There are specific comprehension strategies that some teachers are now using in the
classroom.

1. The teacher teaches students about prior knowledge. Prior knowledge is using what you
already know to help understand something new. To help students comprehend and learn
from a specific reading material, they can access their prior knowledge on a subject to help
them relate to the subject that they are learning at the moment.
2. Making a connection is when a student can relate a passage to an experience, another book,
or other facts about the world. Making connections will help students understand what the
author’s purpose is and what the story is about. The teacher can use connections with any
fiction or non-fiction text that the students read.
3. Questioning is another strategy that will greatly benefit a student. Dr. Neil Postman has said,
“All our knowledge results from questions, which is another way of saying that question-
asking is our most important intellectual tool” (Response to Intervention). There are several
types of questions that a teacher should focus on: remembering; testing understanding;
application or solving; invite synthesis or creating; and evaluation and judging. Teachers
should model these types of questions through “think-alouds” before, during, and after
reading a text.
4. Visualization is when a student can create a picture or movie in their mind while reading
text. Use terms like “mental image” and asking sensory questions will help students become
better visualizers. Another way of looking at visualization, is to think about bringing words
to life.
5. Summarizing is a comprehension strategy that also needs to be taught. Summarizing is
telling what is important about the text. A summary might include the answers to who, what,
where, when, why, and how. You can have students summarize any text that you are using
the classroom.
6. Evaluation is about making judgments on what you read and then explaining why you made
those judgments (Into the Book). Some activities to help with evaluating can be as easy as
having a small group book talk or having students rate a book. Evaluating non-fiction texts
can be done by using a criteria checklist (i.e. table of contents, index, titles, headings, etc.) to
help students rate a text.
7. Synthesizing is putting the pieces together to see them in a new way (Into the Book).
Students will take what they already know about a subject along with their reflections from
the book to create their own interpretation and ideas about a certain text.

Advantages of Reading Approach

There are some benefits in utilizing reading approach:

1. Reading approach can be used in a big class.

2. In reading approach, students can know much vocabulary because they have to read the
passage.
3. Students focus what they are studying because they only learn grammar.
4. The reading method requires little teaching skill since the lesson-form is a standardized and
fixed procedure.
5. The reading method is economical of time since the pupils all read simultaneously.
6. The reading method does not demand deep knowledge of the language on the part of the
teacher, since the teacher does not have to compose the sentences and questions: everything
is supplied in the book.

Disadvantages of Reading Approach

Reading approach also has limitation since there is no single teaching method that is
chategorized as the best based on some consideration such as: the curriculum, students’
motivation, financial limitation, number of students, etc.

The main disadvantages of reading approach are as follow:

1. Since reading approach is only focused on written skill, this approach is lack in speaking
skill.
2. Reading approach is oppressive approach because the vocabularies and grammar are
controlled.

CONCLUSION

There are many factors that influence the successful of teaching English. One of them is
approach. Approach is the way of teacher to transfer the knowledge to the students besides
encourages their motivation to learn. Teacher should be creative and smart in choosing and
using an appropriate approach. Teacher can use Reading approach as the way they teach.

In this approach, students focus on identifying meaning, understanding the text quickly, and
reading actively. Reading approach also has some weakness and some benefits. It is a fact that
no approach or method is perfect, But the important thing that can not be ignored is reading is a
very important thing. By doing reading students will get many things, and can understand
everything related to the language learning especially English. So, it is important to know how to
read effectively by using reading approach.

https://novaekasari09.wordpress.com/2011/06/12/a-teaching-method-reading-approach/
Approaches to teach reading
1. 1. APPROACHES TO TEACH READING 1. Azrina 2. Naziha 3. Khavitraa
2. 2. APPROACHES TO TEACH READING LANGUAGE EXPERIENCE
3. 3. LANGUAGE EXPERIENCE APPROACH  Language experience approach is suitable for all levels
of learners. By using the Language Experience Approach (LEA) to teach beginning readers how to
read, pupils can connect their life experiences with learning written words.
4. 4.  The unique factor about this approach is that the pupils own words are recorded or used as they
describe the event or activity. This allows them to interact with the text and gain knowledge and
understanding through their experience.  The LEA can be used with individual pupils or group. While
it is most commonly used with young emerging readers, it is also effective for teaching struggling
readers
5. 5. Language-Experience Approach  It is an approach to reading in which the child’s own language
and experiences is used to create reading material.  Students dictate a story based on an experience
they have had.  The teacher writes the dictated story.  Through discussion, the teacher can help
students organize and reflect on their experiences.
6. 6. Language-Experience for ELL  Accept the child’s language and show that it is valued.  If the
teacher edits it, it becomes the teacher’s language, not the child’s.  However, if mispronounced, the
teacher should spell correctly.  As children grow in language, they will have opportunities to develop
fuller knowledge of verbs, contractions, and pronunciation.
7. 7. Advantages  It integrates the four language processes.  It is child centred which brings new
reader to the text rather than the other way around.  Aids comprehension:  the reader and composer
are one and the same person. The child understands that text carries meaning  It is enjoyable and
allows the child and his or her life to become known.
8. 8.  Highly motivating.  Boosts self esteem  Incorporates emotion and fun  Can be used to
develop sight vocabulary and comprehension via cloze exercises.
9. 9. How to conduct a LA approach in class? PROCEDURESPresent the topic for discussion. This might
be based on a previous field trip, as story that was read to the class, a video, or some other
experience shared by the class. Write down the title on large lined chart paper with a marker.
Encourage careful observations . Elicit and extend oral language relating to the students' thoughts and
observations. Encourage students to listen and respond to their peers' observations. As the discussion
occurs write down students' statements on the chart paper, repeating what you write in the process
and making note of the speaker's name. Make sure the students attend to this process. Read what you
have written. The whole class reads what you have written. Individual readings, using a pointer to
indicate the words as the Follow-up activities. Develop basic skills through word banks.
10. 10. APPROACHES TO TEACH READING PHONICS APPROACH
11. 11. Phonics Approach  Teaches the relation of the letters (graphemes) to the sounds (phonemes)
they represent.  The theory behind the phonics approach is based on two assumptions: most
languages have consistent phonemes (sound) to grapheme (letter) correlation.  Once children have
learned the relationships of the letters to the sounds, they can pronounce printed words by blending
the sounds together.  Knowing these relationships help early readers recognizes familiar words
accurately and automatically "decode" new words. TSL3106 Module
12. 12.  Utilizes explicit, teacher-directed instruction to introduce skills and strategies.  Provides
distributed practice and cumulative review.  Emphasis to reinforce phonic elements or linguistic
patterns.  Tightly controlled vocabulary and are used primarily for struggling readers.  Selections
are unnatural so it is difficult to use context clues.
13. 13. Program Goals  Increase students’ phonemic awareness.  Strengthen letter-sound
associations.  Increase decoding skills for single syllable and multi-syllabic words.  Increase instant
recognition of high frequency words.  Improve spelling of single syllable and multi-syllabic words. 
Promote passage reading fluency and related comprehension
14. 14. APPROACHES TO TEACH READING SIGHT WORD APPROACH
15. 15. Sight Word Approach Sight words are words that are recognized instantly and without any
analysis.
16. 16. Many sight words can’t be sounded out because they don’t follow decoding rules.
17. 17. Sight words are high frequency words – the words most frequently occurring in reading materials.
18. 18. Why do we teach sight words? Students who learn sight words have a good base for beginning
reading instruction.
19. 19. When do we teach sight words?  Sight word instruction usually begins in kindergarten and
continues into primary and secondary school, although struggling readers continue learning sight
words beyond secondary school.
20. 20. Approaches Language Experience Phonics Sight Words Definition the child’s own language and
experiences is used to create reading material. Teaches the relation of the letters (graphemes) to the
sounds (phonemes) they represent. words that are recognized instantly and without any analysis.
Target Group individual pupils group (struggling readers) Young learner (initial stages of developing
reading ) Adult learner (lack of reading proficiency) struggling readers
21. 21. Language Experience Phonics Sight Word Characteristics develop fuller knowledge of verbs,
contractions, and pronunciation. -help early readers recognizes familiar words accurately and
automatically "decode" new words. -can pronounce printed words by blending the sounds together. -
high frequency words -can’t be sounded out (don’t follow decoding rules) -a good base for beginning
reading instruction.
22. 22. Approaches Language Experience Phonics Sight Word Activity •Word Or Letter •Picture Match
•Video & Songs •Phonic Stories •Listening Activity •Antonyms •Synonyms •Homophones •Parts of
speech •Same double consonant words •Word family words •Beginning sounds and vowel sounds
23. 23. ACTIVITY FOR LANGUAGE EXPERIENCE APPROACH (LEA)
24. 24. Word or letter “hunts”:  Teacher prepare word or letter (and sound) that he/she would like the
students to recognize.  Teacher then ask the students to find it in other chart story.  Then, students
will circle, box in, underline or etc. on the words/letters that are the same.
25. 25. Picture Match  A few sentence strips pasted on the board.  Teacher will prepare a few pictures
and distribute it to the students.  Then, the students need to match between the picture that already
distributed with the sentence strips pasted on the board.  They will be asked to read aloud the
sentence.
26. 26. ACTIVITY FOR SIGHT WORD
27. 27. Use the poems and lessons to:  Integrate language skills  Antonyms  Synonyms 
Homophones  Parts of speech  Same double consonant words  Word family words  Beginning
sounds and vowel sounds
28. 28. Benefits 1. Easy to Use Lessons  Minimal preparation  Few outside resources required  Sight
words are identified in boldface type in poems  Enjoyable, hands-on activities
29. 29. Benefits 2. Versatility of Use  Can be used to introduce, practice, review and/or assess  Can be
used for whole-class or small-group instruction
30. 30. We Are Opposites We are opposites, And I’ll tell you more! I say after, And you say before. I look
up, And you look down. I like to walk, You run to tow
31. 31. I think it’s hot, You think it’s cold. I say it’s new, You say it’s old. I come in, And you go out. We are
opposites, Let’s give a shout! We are opposites It’s like I said before. Think of your own. If you want
any more!
32. 32. Opposites Pyramid Objective  to identify and read the antonym of a given sight word
33. 33. Video
34. 34. ACTIVITY FOR PHONICS
35. 35.  Songs and Chants  Blending  Phonics Stories, http://www.kizphonics.com/phonics/mouse-
cow/
36. 36. Video
37. 37. Video.
38. 38.  http://www.slideshare.net/cindyjbj79/teaching- reading-through-phonics  http://esl-
methods.wikispaces.com/file/view/LANGUAG E+EXPERIENCE+APPROACH.pdf 
http://www.education.com/reference/article/Ref _Phonics_Language/
Approaches to Reading Instruction

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This book is written for parents to help them select an appropriate reading approach to teach their
children. It is written by practicing teachers at Ashland University. The book contains nine
approaches. Each approach includes an introduction,the definition of the approach,the benefits of
the approach,the excellent reading approach links, and references.

Approaches to Reading Instruction[edit]

 Alphabet Spelling
 Audio-Visual
 Experience
 Kinesthetic
 Look and Say
 Non-Oral Reading
 Oral Reading
 Reading Aloud
 Word-Attack

Basal Reading Approach

These materials generally include a sequential set of reading texts and workbooks, flash cards,
and assessments. Although most programs are based on reading progression from primers to
eighth grade, some developers are changing to an approach based on the stages of reading.
Basals use either a meaning-emphasis or a code-emphasis and most recommend a directed
reading approach. These programs must be modified to meet the needs of students with
reading problems. The first series of basal readers was created by William McGuffey and
emerged into the school setting in the 19th century. The primary books followed an approach to
teaching reading that relied on phonemic awareness and decoding.

Literature-Based Reading Approach

In this approach, good children's literature and trade books are leveled according to specific
criteria according to reading stages or by grade level. This approach was developed to allow
students to read literature and be motivated to read. Some of the typical components include
reading by the teacher to the class; student oral reading, shared reading and sustained silent
reading. Literature-based reading instruction involves teaching reading through exposure
to literature. In other words, students learn how to analyze texts byreading and analyzing texts.
The focus of literature-based instruction is to help children develop literacy skills through
having real-life literary experiences.
Phonics Approach
Word recognition through learning grapheme-phoneme relationships is the basis for this
approach. Phonics can be taught in a synthetic approach, learning that letters represent certain
sounds in isolation, or an analytic approach, teaching that letter sounds are integral parts of
words with students learning words. Research indicates that the teaching of phonics benefits
low readers, especially using a synthetic and systematic instructional approach. Phonics was
first proposed as a teaching method by John Hart in 1670.

Linguistic Approach
The linguistic approach emphasizes mastery of words instead of isolated sounds. Materials
used in the linguistic approach often lack pictures that may distract students from their reading.
Linguistic approach to translation focuses primarily on the issues of meaning and equivalence
(same meaning conveyed by a different expression). Linguistics thus tries to discover 'what'
the language actually means. It is then the work of the philosophy of linguistics to understand
'how' the language means.

Whole Language Approach.

According to Goodman, the whole language concept uses students' language and experiences
to increase their reading ability. Reading is taught in a meaningful context in an integrated
approach around themes and units. Kenneth Goodman (born December 23, 1927) is Professor
Emeritus, Language Reading and Culture, at the University of Arizona.[1] He is best known for developing the
theory underlying the literacy philosophy of whole language.

Language Experience Approach.

This approach integrates the development of reading skills with listening, speaking, and writing.
Students dictate stories to the teacher and they become the basis for students' first reading
experiences. In the language experience approach, it is assumed that writing is a secondary
system derived from oral language, while whole language looks at writing and reading as
structurally related.

The Language Experience Approach (LEA) is a method for teaching literacy based on a child's existing
experience of language.
Some of the components of the LEA were used in the 1920s, and this approach to initial literacy has been more
widely used for the past thirty years. Especially in the context of open learning, teachers use the students'
existing language and prior experiences to develop reading, writing and listening skills.[vague]
Roach Van Allen, first described his approach in the 1960s; he indicated how this strategy could create a
natural bridge between spoken language and written language by stating:
What I can say, I can write
What I can write, I can read
I can read what I write and what other people can write for me to read.

Individualized Reading Approach.

Students select their own reading materials and progress at their own rate. The teacher meets
frequently with each student, listening to oral reading and comprehension progress. The
teacher's role is to diagnose and prescribe. This method is difficult for students with learning
problems since it involves self-learning and lacks a systematic check of developmental reading
skills. Personalized Reading was a specific approach to individualized reading. The major
goal of Personalized Reading was to develop a greater and more long-lasting interest
in reading (Barbe, 1961). A formal, clearly defined program
ofindividualized skill instruction was developed to enhance students' readingabilities.

Developmental Reading
1. 1. Approaches in Teaching Beginning Readers Joanne L. Verola UPHSL BS EED- Special Education
2. 2. 1. Phonics approach - most soundly supported by research for effective instruction in beginning
reading • Must be explicitly taught • Must be systematically organized and sequenced • Must include
learning how to blend sounds together
3. 3. 2. Multi-Sensory Approach - effective for special needs • Uses all possible senses – tracing, saying,
listening, looking • Typically called VAKT • Visual, Auditory, Kinesthetic, Tactile • Can be used with
either Phonics or Whole Language
4. 4. 3. Linguistic Method - supported only by "qualitative research" instead of quantitative research •
Teaches "whole words" in word families • Students are not explicitly taught that there is a relationship
between letters and sounds for most sounds
5. 5. 4. Language Experience - called "Whole Language“ • Expects child to learn reading as "naturally" as
speech • Uses child’s oral language as content for reading • Uses child’s oral language as basis for
spelling instruction • Children learn to "read" by reading and re- reading "big books" together with the
teacher and then the teacher gradually withdraws prompts so child appears to be reading that book
6. 6. 5. Reading Comprehension Support - Explicitly teaches strategies and techniques for studying texts
and acquiring meaning
7. 7. Approaches to teaching reading All good literacy practice starts with the needs of the individual
student. The materials you use are crucial for addressing the specific needs of the student and for
maintaining motivation and interest. It is sometimes difficult for new tutors to grasp that there is no
curriculum to follow. The ‘language experience’ approach or 'Cloze' procedure discussed in this
section demonstrate what effective materials might look like.
8. 8. 1. The Language Experience Approach The language experience approach uses a student’s own
language and grammar to create reading materials. In simple terms, they tell you a story and you write
it down for them to read.
9. 9. What are the advantages of using language experience? • It is based on the student’s own
vocabulary. • It involves the student and gives them a sense of ownership of the material. • It provides
instant reading material for beginner readers. • It can provide a bank of essential sight words. • It can
encourage writing activities.
10. 10. How do you generate the text? • Use open-ended questions to generate discussion with your
student. • Write down verbatim a few sentences which have been dictated by the student. • Do not
change grammar or syntax, but clarify with the student that you have written down what they intended
to say.
11. 11. How can you use the text? • Discuss the piece with your student and show an interest in the text. •
Read the piece to the student and then read the piece together. • Point out unusual words. • Cut out
the first sentence and ask the student to read it. • When the student seems confident reading the
sentence, cut it up into individual words. • Mix the words up and see if the student can put them
together to form the sentence. • Repeat this exercise with the other sentences. • You can also ask the
student to create new sentences with the cut up words and to read them aloud.
12. 12. 2. Cloze Procedure • Cloze procedure is a method which encourages learners to develop and rely
upon their own ability to predict meaning in what they are reading, through the use of context clues
and their own previous knowledge. • The method involves deleting certain words or letters from a text
and leaving an underlined blank space. Learners can then read the passage to themselves, guessing
at the missing words or letters and filling in the blanks. It should be emphasized that there are no right
or wrong answers – whatever makes sense when read back is okay.
13. 13. 2. Cloze Procedure It is important to avoid leaving too many blank spaces because the reader may
become frustrated by the break in the flow of their reading. About one deletion for every ten words is
the maximum recommended. Read the Cloze passage yourself to check that it isn’t too difficult and
that not too much meaning has been lost through deletion.
14. 14. The Cloze method can be used for a number of different purposes: • To assess comprehension.
Using Cloze procedure gives a good idea of the reader’s potential for understanding a passage.
Clozecan test: • - word recognition • - the use of semantic and syntactical information to predict • -
ability to seek meaning outside the context of the immediate sentence
15. 15. The Cloze method can be used for a number of different purposes: • To develop prediction skills
for reading. It is best to eliminate words central to the meaning of the passage, so that an appropriate
word should spring easily to mind. • To emphasize grammatical points. In this case it is best to leave
out only those words that are the same part of speech (e.g. adjectives, adverbs, prepositions etc.). •
To highlight spelling patterns. As with grammatical points, you can eliminate words that begin or end
with the same letter combinations, vowel sounds or rhyming patterns.
16. 16. Four Main Methods of Learning to Read Four main methods used to teach students how to read
are explained below. This is a guide only and you must work out which methods suit you and your
child/students. You may like to try each one for a few weeks and record the results or you can combine
two or more methods together like the 'phonics' and the 'look and say' method. Whichever way you
choose be patient, consistent and above all creative. Creativity is very important to keep any child's
interest and enthusiasm at all times.
17. 17. Method 1: Phonics • The phonics method is probably the best known and widely used method to
teach reading and writing in the English language. It relies on children being taught the alphabet first.
They learn the names of the letters and the sounds they make. Once they have learnt the letter sounds
they will begin to blend two letters together to make simple words then three letters, then four and so
forth.
18. 18. a-t i-t o-n i-f c-a-t s-a-t m-a-t r-a-t f-l-a-t p-l-a-t t-h-a-t p-a-t
19. 19. • For children to learn the phonics method they need phonically written books using regular words
that are interesting to young children. Each word must be sounded out by the child in order to achieve
the highest level outcome.... eg. The cat sat on the mat. ..... The hen is in a pen.
20. 20. • Learning the sounds and their blends may be disinteresting for young children so you should
keep it short and entertaining. Often children are so busy concentrating on sounding the words and
blending the sounds that they don't learn the meaning of the word, making it boring for them. Ensure
you explain the meaning or expound on the words to keep interest and enthusiasm for learning.
21. 21. • You can introduce one letter a day or one letter a week but the one letter a day method works
quite well and it does not become boring, whereas one letter a week tends to drag out and the child
often loses the plot halfway through. This in turn gives you a sense of failure and you will become
bogged down.
22. 22. • Don't be disheartened if two or three days or even a week is needed to master one letter,
students will improve and before long you will find there is no stopping their young brain. Children are
natural learners and are more than willing to please you thus doing well in their learning experience.
Using the phonics method, most children will learn to read basic words and sentences within three to
six months. The phonics system had been used successfully in the USA and Europe for many years to
teach children how to read. It supplies the student with tools to expand their vocabulary.
23. 23. An alphabet table using each letter sound. a ape a antelope a armadillo b bear c civet c cat d deer
e emu e elephant f fox g gerbil g goldfish h hippo i ibis i inchworm j jaguar k kangaroo l lizard m
monkey n nightingal e o okapi o ostrich p peacock q quail r rabbit s snake t tiger u unicorn u umbrella
bird v vole w walrus x ox y butterfly y yak z zebra
24. 24. Method 2: The Look and Say Method • With the 'look and say' method children learn to recognize
whole words or sentences rather than individual sounds. Your student will look at a word which you
sound, and in turn will repeat the sound (the word). Flashcards with individual words written on them
are used for this method often accompanied with a related picture.
25. 25. Method 2: The Look and Say Method • If you don't use a picture with the word the child will
probably make a wild guess as to what it says trying to remember what sound you made previously.
This is not a good method if you don't include pictures. • It is also recommended with this method to
use whole short sentences rather than individual words. Write a short sentence representing the
picture displayed. Say the sentence and ask the child to repeat it while pointing and looking at each
individual word as he/she repeats what you said.
26. 26. Method 2: The Look and Say Method • By making word cards you can create different sentences
again and again. You can use each word card first to learn individual words and then laying the word
cards together to form a sentence. You may need to make several word cards using the same word;
e.g. the - and in order to form proper sentences.
27. 27. Method 2: The Look and Say Method • The look-see or whole-language approach (also known as
"psycholinguistics") was developed by modern psychologists and denies the students the tools used in
 the Phonics system but teaches them to learn through rote memorization. • Students could become
poorer readers due to being forced to "learn to read" with the look-see methods, but if you have the
teaching skills to combine both it would benefit your students enormously.
28. 28. Method 2: The Look and Say Method The rat is on the mat.
29. 29. Method 3: The Language Experience Approach • The language experience approach is the third
method you may like to use. This particular method actually uses student's own words to help them
read. Your student may draw a picture of Dad in the car. In that case you would write underneath the
drawing; Dad is in the car.
30. 30. Method 3: The Language Experience Approach • You continue to collect drawings your student
makes and write a short sentence underneath each drawing. A picture of a playground would read; We
went to the park or playground. A picture of a cat could read; The cat sat on the mat. A picture of
walking the dog could read; Mum walks the dog to the park.
31. 31. Method 3: The Language Experience Approach • When you've collected enough pictures you
make them into a book for your student to read again and again. Write underneath the drawing a
description your student gives for the drawing. This way your student will remember much better what
is written. • First you will write every word and sentence. Slowly your student will begin to trace over
the words you have written and finally the student will write the words
32. 32. Method 3: The Language Experience Approach • Some people use this method as a first approach
to reading in order to help their student understand that what they've drawn and what you have written
is a form of communication between the student and yourself. • The language experience approach
supports children's concept development and vocabulary growth while offering many opportunities for
meaningful reading and writing activities through the use of personal
33. 33. Method 4: The Context Support Method • When your students are just learning to read it is
important to choose books that really interest them. If boys like cars, choose a book with pictures and
simple words about cars. This will keep their interest and they will enjoy learning with you. If girls like
dolls, obtain a book with doll pictures and simple words. Again it will encourage enthusiasm because
they are actually looking at something they can relate to
34. 34. Method 4: The Context Support Method • Some books are especially written to support this
method of learning. You will find a longer sentence on one side of the page while the other side has a
single word or maybe two to three words for your student to read. You will read the longer sentence
while your student reads the simpler version.
35. 35. Method 4: The Context Support Method • You may like to try this method of long and short text or
maybe combine it with one or all of the other methods above. The debate still rages among educators,
parents, and experts. Which approach to teaching reading works best? That is something only you can
answer and it comes with practice and experience.
36. 36. Method 4: The Context Support Method • Most children learn to read reasonably well between the
ages of four and eight. Check the following 10 point checklist, which was originally written for parents
to help ascertain if students are heading in the right direction. 1. Do you read regularly with your child?
(five or six days a week) 2. Do you give your child time to browse through a book before attempting to
read it? 3. Do you show confidence in your child's abilities? Your lack of confidence may affect your
child's
37. 37. Method 4: The Context Support Method 4. Don't tell your child you are worried about his/her
reading progress. This will only fuel your child's problem. Discuss with your partner or other
homeschool parent for advice. 5. Does your child ever read to anyone else besides you? Try a
grandma, neighbour, uncle, aunt, friend etc. It could make a big difference with your child's confidence
to read. 6. Do you expect too much to soon? Don't push too hard for immediate results. It takes time!
7. Are you always rushed? Do you give your child enough time to read or write? 8. Do you provide
opportunities for your child to write? Such as shopping lists, names on the top of letters to friends or
relatives, the child's own name
38. 38. Method 4: The Context Support Method 9. Are you using books at the correct level. Use easy
books to encourage your child's abilities, making sure it is not too easy or you will undermine your
child's confidence in him/herself. Don't choose books too hard, that also may undermine your child's
confidence in him/herself. 10. If you do all the above and you are still worried, your child's hearing or
eye sight may have something to do with the reading problem. Visit your doctor for a check-up
because hearing or eyesight could affect
39. 39. References: https://www.nala.ie/tutors/top-tips/teaching- reading/approaches
http://www.teachingtreasures.com.au/homeschool/rea ding-methods/context-support-method.html
http://www.hishelpinschool.com/reading/appteachrea ding.html