Teaching+Reading

= = **__ TEACHING __****__ READING __** **__USING THE FOUR ROLES OF A READER__**

Beginner readers learn the alphabetic code and try to work out the meaning for it.Students take on four different roles when they begin to read, these are:


 * Code breaker-** using knowledge of sound-letter links and high frequency sight words to translate print. The more the children write is the more they can make out the sound letter relationships.


 * Meaning maker-** this is where the children read to understand the book. They look at pictures and print and try to make meaning out of them.


 * Text user-** this is where the children try to determine what kind of genre the book is, therefore working out how they will read the book. For example if the reader knows it is a rhyming book, they will look for the rhymes.

**__SUPPORTING SELF-MONITORING __** There are three main steps in reading lessons.

Teachers should build up the students knowledge by discussing the front cover, blurb and what they think the book is about.
 * Before reading**

Teachers will try to use questions and prompts to help the students enjoy and join in the storytelling process. Teaching prompts such as meaning, syntax, and visual helps the children figure out the print.
 * During reading**

Planned activities to make the children understand the book and engage them so they are able to become independent readers faster.
 * After reading**

by using teaching prompts through reading, the children gain independence as well as guidance into their own knowledge and how they can work their owbn way through a book, with a touch of help when needed along the way.teachers use prompts to engage children in the book and gain their attention through meaning, syntax and visual information in the book.
 * __Teaching prompts during reading__**

Various prompts to highlight the meaning of the text would be to ask “what does this mean?”, or “what else would make sense here?”.
 * Meaning**

Syntactic information can can be supported by asking “does this sound right” or “is that how we say it”.
 * Syntax**

To support the use of visual information in the text, the prompts that can be used are things such as “look at the beginning of the word”, “now look at the end of the word”, these prompts help children and make them concentrate throughout the book.
 * Visual**

If the child is having difficulty, the teacher needs to choose sources that will lead the student directly to the source of information they neglected, then the teacher needs to make sure the child gets it right by asking “does that make sense there?”, “does that word look like it belongs there?”.
 * Integrating information sources**

Self monitoring is when the student can check themselves while they are reading. This may be done by the student when they are reading to make sure the text and its meaning match the illustrations on that page to make sure they are correct.
 * __Encouraging self monitoring__**
 * __1__** To help the reader in emergent reading, the child may point to each word whilst they read.
 * __2__** direct the child's reading to the picture for example and ask the student, “does that picture make sense as to what you just read?”.
 * __3__** if the child looses focus and meaning, prompt them and encourage them with various questions.


 * __TEACHING READERS TO SOLVE PROBLEMS__**

there are four sources of information that the children should use and check against each other, these are:
 * __Four sources of information__**

Bringing the focus back to the picture and print and ask the reader “does the word look right?”.
 * Visual info**

This relates to the oral language in which the student may use when reading the text. teachers can aide the children in their reading by asking “does that sound right to you?”.
 * Phonology**

This makes the students focus and think about how they should say certain sentences and how the sentence should be structured.
 * Syntax**

This means the coherent meaning is made from a text. therefore, the reader may ask questions such as, “is this what the author means?” or “is this making sense?”.
 * Semantics**

depending on what mistake the student makes, the teacher will them prompt the child to re think the wording by drawing attention to the sound of the word or the visual print for example. To create a relationship between the visual, semantic, phonological, and structural cues, the reader needs to be effective in the way they go about their reading. Some students may only need to use one of those strategies, whereas others may need to use all four before they make sense of the text.
 * __Deciding what cues to focus on__**
 * __The importance of n using a range of strategies__**


 * __ READING __****__ COMPREHENSION __**

Reading comp is when the student can understand the meaning meaning of the text from help by the illustrations, text, mayout and design of the book.

there are three different keys to comprehension of a text, these are the reader, the text and the activity. The **reader** as described by Hill “consists of those aspects that make us all different”: culturally, our age, gender, knowledge differences and so on.
 * __COMPREHENSION- READER, TEXT AND ACTIVITY__**

The **texts** can be either in electronic from or in print, or even from cartoons or comics for example.

The **activity** consists of three dimensions, the purpose of the reading, the process they use to engage themselves while reading the book, and the consequences, therefore what the readers actually learn or experience by reading the book.

both decoding and comprehension are vital when learning how to read. If the word is not in the vocabulary of the reader, cues and prompts are needed to aide the reader to the words meaning.
 * __Decoding and comprehension__**

before comprehension can take place there are five road blocks that need to be competed, these are: building active involvement, holding the attention of the child, being persistent and not giving up, taking time to reflect on the text after reading it, and being flexible when the child makes a mistake or has a go. These will all help the child develop into a capable and confident reader in the near future.
 * __Road blocks to comp__**

For the teacher to grasp an understanding of where the child is up to in a text and of they are understanding the text, the teacher may use comprehension questions whether literal, interpretive, or inferential. Bloom’s comprehension questions are based on six different levels of increasing thinking about what is read. This table below show these areas as to what Bloom and many teachers in todays society thinks is necessary for students comprehensions when dealing with reading texts.
 * __ASSESSING COMPREHENSION__**
 * __Retelling__**

Retelling prompts help the students focus back on the book and enable the teachers to highlight the relevant information told. Retelling prompts such as the following table can be used to help the children in their reading experiences.

Hill, Susan 2006, p.172


 * __TEACHING STRATEGIES FOR COMPREHENSION__**


 * Using comprehension strategies**


 * -**before reading the book, hold it up and ask the children what they think is going to happen in the story, therefore they are **predicting** the text. ask the students **questions** before reading the book, then afterwards they have to answer them.

-during reading, **create images** in the students mind about the story, get them lost in it so they stay engaged and interested. Get the students to ask questions so they can **clarify** what is happening.

-after reading, get the students to **summarise** the story highlighting the main points, making sure it is brief.