Teaching+Children+to+Read

__ Teaching children how to read __

 Before they are able to read a whole text, it is necessary for them to be able to sound out words as a problem-solving strategy to help them read harder texts. Here is how a teacher helps her students sound out words:

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To help the children to have a proper understanding of how to read properly, the teacher would normally organise it in four parts. The four parts include: modelled reading, shared reading, guided reading and independent reading. Here is a more detailed explanation of the four parts  This is an example of how the teacher incorporates shared reading into her class lesson:
 * Modelled reading- The teacher picks a text and reads-aloud for the class to listen. This helps the children to ‘engage with texts pitched at a more complex than they can read.’ (Hill 2006, pg. 73) As the teacher is reading aloud, it provides the children a syntax model (refers to ‘the rules for how words work in phrases, clauses and sentences’. (Hill 2006, pg.21)), vocabulary and meaning which the children are not normally exposed to in their everyday lives. Modelled reading will help the children ‘speak and write using the figurative language and complex sentence structures they have heard when the teacher reads aloud. (Hill 2006, pg.73)
 * Shared reading- This is where enlarged books are used to ‘explore the conventions of print sand the reading process.’ (Hill 2006, pg. 73) For shared reading, it usually involves the whole class and although the teacher is still the ‘leader’, the children participate in the reading in various ways. The focus is on the meaning of the text as well as enjoying the reading process and ‘increasingly draw[ing] [the] children’s attention tot eh print and how it works by using a pointer beneath the words being read.’ (Hill 2006, pg.74)

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 As well as reading a text, it will also introduce new words to the children which will help with their writing abilities, as well as helping them with their reading abilities. This is an example of putting it into practice:
 * Guided reading- This involves the teacher working with a group of four to six  children, all reading the same text. The children have some challenges while reading the text, which the teacher then prepare them to us a range of problem-solving strategies in order to read the text.
 * Independent reading- The purpose is to build fluency and motivation for reading. Whilst reading, this will help the children practice reading by themselves as well as their rate of fluency. The children are also ‘challenged to read [by themselves] for a sustained period of time.’ (Hill 2006, pg.83)

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Using all of these different reading lessons, the children will be able to read (hopefully!) with accuracy and fluency with the correct syntax structure.

