Скорочтение методика обучения для подростков: Скорочтение для детей-первоклассников и подростков. Методика обучения, советы, видео-уроки

«Насколько эффективны курсы скорочтения для детей?» – Яндекс.Кью

О некоторых нюансах этой темы мы уже написали в статье “С какого возраста детям лучше осваивать скорочтение”. На самом деле, многие ребята испытывают проблемы с чтением: либо читают медленнее сверстников либо не понимают сути прочитанного. Обе ситуации можно и нужно исправлять!

Часто бывает, что проблемы с чтением у ребенка из-за того, что родители научили читать неправильно. Для того чтобы дать ребенку этот навык, нужны педагогические и методические наработки, совет профессионалов или хотя бы прохождение специальных курсов или чтение литературы. Если всего этого не было, и родители, например, купили ребенку красочную азбуку с картинками, то сделали ошибку. Ребенок начинает ассоциировать букву А с арбузом, а букву Г с гусем (в зависимости от картинок). Кому-то это мешает начать читать. Другая ошибка — объяснять ребенку буквы вместо звуков. Так, вместо “МА” он будет читать “ЭМА”. И таких нюансов, приводящих к путанице и неоднозначным решениям, очень много. Об этом часто говорят наши методисты.

Если вам интересны подробности скорочтения для детей, смотрите видео: https://www.youtube.com/watch?v=hjCVLC1ULYI&feature=youtu.be. Курсы скорочтения содержат самые эффективные методики, которые в состоянии исправить ошибки и улучшить текущий уровень. В старших классах объем информации существенно увеличивается, и ребенок может погрязнуть в материале. Чтобы этого не произошло, на наших курсах ребята изучают 8 методик скорочтения и понимают, в каких ситуациях логично каждую применять. Мы учим детей не только читать в 2 раза быстрее, но тренируем их концентрацию внимания, запоминание (чтобы хорошо помнить прочитанное, и чтение было эффективным), навык выделения главного и учим работать с большим количеством информации, что полезно в школе. С чего начать, чтобы научиться быстро читать, смотрите здесь.

Также ребенок будет тратить на “домашку” меньше времени — делать уроки весь вечер всей семьей больше не придется. Кроме того, есть вероятность, что ребенок наконец-то полюбит читать. Детям нравится то, что у них получается, а если чтение доставляет вашему чаду одно страдание, не удивительно, что ему не нравится проводить время с книгой. Конечно, есть в этой миссии и родительская часть, а именно — выяснить, что ребенку интересно (вы же тоже не читаете все подряд). Интерес + успешность могут дать желанный результат. Если вам интересна тема детской мотивации, прочитать о ней подробнее вы сможете в статье.

Еще один плюс скорочтения — тренировка речевого аппарата. Как правило, если ребенок не читает, страдает не только кругозор, но словарный запас и речь в целом. Освоив скорочтение, дети решат проблемы с пересказом текстов, если они есть. Таким образом, с помощью скорочтения ребенок может:

поставить навык;

изменить негативное отношение к обучению и чтению книг;

читать в 2 раза быстрее и понимать;

хорошо фокусировать внимание;

выделять главное в тексте;

быстрее осваивать новое.

Таким образом, важно изначально правильно научить ребенка читать, но и развивать потенциал школьников тоже нужно. Все детали об особенностях чтения детей разных возрастов мы рассказываем на бесплатных вебинарах “Научите детей читать” и “Эффективное чтение”. Следите за расписанием на официальном сайте. Мы будем рады поделиться знаниями.

90000 Teaching Methodology- Different Types Of Teaching Methods 90001 90002 Study Notes on Teaching Methodology 90003 90004 Teaching aptitude is an important topic for various teachings based examination such as NET / SET and CTET. Question-based on teaching methods are also asked in the various examination when you are applying for teacher / professor jobs. (Such as KVS, NVS, NCERT, University) 90005 90004 90007 90008 In the 7 Post blog series, we have covered the entire syllabus of general paper to help students to cover important details in a progressive manner so that you can easily follow them and prepare quick notes based on these.90009 90010 90005 90004 90007 90008 The last (i.e 7th) post contains the Solved MCQ papers based on the question asked in previous papers. 90009 90010 90005 90018 90007 Unit-I Teaching Aptitude Latest Syllabus 90010 90021 90004 Updated as per latest UGC NET Syllabus. 90005 90004 90007 (Click on the link it will take you to the page which contains study notes of the given topic) 90010 90005 90028 90029 Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements.90030 90029 Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences. 90030 90029 Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution. 90030 90029 Methods of teaching in Institutions of higher learning: Teacher centered vs. Learner centered methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.). 90036 90008 90007 [This Post] 90010 90009 90041 90030 90029 Teaching Support System: Traditional, Modern and ICT based.90030 90029 Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems. 90030 90029 Solved MCQ Based on last 10 Year Exam & Other Frequently asked questions 90030 90049 90018 90007 Objective: 90010 90021 90004 90008 90007 As you know It is next to impossible for one post to cover the entire discipline of teaching methods. However, we believe that we are offering a foundation that will give UGC NET Aspirants to understand different TEACHING TECHNIQUES methods and they would be able to answer most of the Questions based on topic.90010 90009 90005 90004 After reading this post — 90005 90062 90029 You will be able to describe various techniques and strategies for teaching 90030 90029 Quickly differentiate the various teaching methods 90030 90029 You will be able to answer MCQ Questions based on Teaching methods & techniques (Almost asked two Question every year in paper 1) 90030 90069 90018 Introduction on Teaching Methodology 90021 90004 Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs.There are consistently high correlations between students ‘ratings of the «amount learned» in the course and their overall ratings of the teacher and the course. 90005 90004 90008 Those who learned more gave their teachers higher ratings (Cohen, 1981; Theall and Franklin, 2001). 90009 90005 90078 90007 «Tell me, I forget. Show me, I remember. Involve me, I understand. » 90010 90081 90004 90008 90007 There are different types of teaching methods which can be categorized into four broad types.90010 90009 90005 90028 90029 90090 90008 90007 Teacher-centred methods, 90010 90009 90095 90030 90029 90090 90008 90007 Learner-centred methods, 90010 90009 90095 90030 90029 90090 90008 90007 Content-focused methods; and 90010 90009 90095 90030 90029 90090 90008 90007 Interactive / participative methods. 90010 90009 90095 90030 90049 90090 # 1 Instructor / Teacher Centred Methods 90095 90004 Here the teacher casts himself / herself in the role of being a master of the subject matter.The teacher is looked upon by the learners as an expert or an authority. Learners, on the other hand, are presumed to be passive and copious recipients of knowledge from the teacher. 90005 90004 Examples of such methods are expository or lecture methods — which require little or no involvement of learners in the teaching process. It is also for this lack of involvement of the learners in what they are taught, that such methods are called «closed-ended». 90005 90004 90005 90090 # 2 Learner-Centred Methods 90095 90004 In learner-centred methods, the teacher / instructor is both a teacher and a learner at the same time.In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well «so that in his classroom extends rather than constricts his intellectual horizons». 90005 90004 The teacher also learns new things every day which he / she did not know in the process of teaching. The teacher «becomes a resource rather than an authority». Examples of learner-centred methods are discussion method, discovery or inquiry-based approach and the Hill’s model of learning through discussion (LTD). 90005 90004 90005 90090 # 3 Content-Focused Methods 90095 90004 In this category of methods, both the teacher and the learners have to fit into the content that is taught.Generally, this means the information and skills to be taught are regarded as sacrosanct or very important. 90005 90004 A lot of emphases is laid on the clarity and careful analyses of content. Both the teacher and the learners can not alter or become critical of anything to do with the content. An example of a method which subordinates the interests of the teacher and learners to the content is the programmed learning approach. 90005 90004 90005 90090 # 4 Interactive / Participative Methods 90095 90004 This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content or teacher.These methods are driven by the situational analysis of what is the most appropriate thing for us to learn / do now given the situation of learners and the teacher. 90005 90004 They require a participatory understanding of varied domains and factors. 90005 90090 Details of Various Methods with Advantages & Disadvantages 90095 90090 90007 THE LECTURE METHOD 90010 90157 A formal or semi-formal discourse in which the instructor presents a series of events, facts, or principles, explores a problem or explains relationships 90095 90062 90029 It creates new ideas.90030 90029 It is good for a large class. 90030 90029 The teacher is experienced and has mastery on the subject, explain all points and can answer all questions raised by students. 90030 90029 Students can ask if they need any clarification. 90030 90029 Learn through listening 90030 90029 The teacher explains all the points. 90030 90029 Students give their input 90030 90029 Teacher discusses the whole topic in the class in easy language students can easily understand the topic. \ 90030 90029 It is good for a large class.90030 90029 The teacher provides all knowledge related to the topic. 90030 90029 Time-saving as a teacher is supposed to finish the lecture on time. 90030 90069 90062 90029 Students give their views at the end of the lecture. 90030 90029 Students can ask the question if they have any problem to understand the lecture. 90030 90029 Students attentively listen to a lecture and take notes as the teacher ask questions at the end of the lecture. 90030 90029 Students know and understand basic concepts.90030 90029 The teacher knows all the students so he / she can use suitable strategies for the class to make them understand. 90030 90029 The teacher is experienced and has mastery on a subject and can answer all questions by students. 90030 90029 Teacher share information with students so it creates interest in students. 90030 90029 Students are more involved and participate when teacher ask the question. 90030 90029 The teacher provides notes. 90030 90029 Students easily understand every point.90030 90029 Students share knowledge with the teacher. 90030 90029 The teacher is a role model for students. 90030 90069 90004 90007 USES 90010 90005 90062 90029 To orient students. 90030 90029 To introduce a subject. 90030 90029 To give directions on procedures. 90030 90029 To present basic material. 90030 90029 To introduce a demonstration, discussion, or performance. 90030 90029 To illustrate the application of rules, principles, or concepts. 90030 90029 To review, clarify, emphasise or summarise.90030 90069 90004 90007 ADVANTAGES 90010 90005 90062 90029 Saves time. 90030 90029 Permits flexibility. 90030 90029 Requires less rigid space requirement. 90030 90029 Permits adaptability. 90030 90029 Permits versatility. 90030 90029 Permits better centre over contact and sequence. 90030 90069 90004 90007 DISADVANTAGES 90010 90005 90062 90029 Involves one-way communication. 90030 90029 Poses problems in skill teaching. 90030 90029 Encourages student passiveness.90030 90029 Poses difficulty in gauging student reaction. 90030 90029 Require highly skilled instructors. 90030 90069 90263 90004 90007 THE DISCUSSION METHOD 90010 90157 A method in which group discussion techniques are used to reach instructional objectives. 90005 90062 90029 Students listen to other’s opinion & express their opinion. 90030 90029 Discuss with teachers the points that were missed during the discussion. 90030 90029 Students learn on their own & find out key points.90030 90029 Students exchange their ideas. 90030 90029 Students get point of view of all and not only those who always speak. 90030 90029 After discussion when students give their presentation, the teacher corrects their mistakes. 90030 90029 Students can make their own notes. 90030 90069 90062 90029 The learning is more effective. 90030 90029 They do not have to rely on rote learning. 90030 90029 Develops creativity among students. 90030 90029 It evokes thinking among students.90030 90029 Students have time for preparation of topic. 90030 90029 Students should have material and knowledge before the discussion. Suggestion 90030 90029 Only those students participate who have confidence rest do not participate. 90030 90029 Concepts become clear after discussion. 90030 90029 Every student gives his / her opinion. 90030 90069 90004 90007 USES 90010 90005 90062 90029 To develop imaginative solutions to problems. 90030 90029 To stimulate thinking and interest and to secure student participation.90030 90029 To emphasise main teaching points. 90030 90029 To supplement lectures, reading & laboratory exercises. 90030 90029 To determine how well the student understands concepts and principles. 90030 90029 To prepare students for application of the theory of procedure. 90030 90029 To summarise, clarify points or review. 90030 90069 90004 90007 ADVANTAGES 90010 90005 90062 90029 Increase students interest 90030 90029 Increases students acceptance and commitments.90030 90029 Utilises student knowledge and experience. 90030 90029 Results in more permanent learning because of the high degree of student participation. 90030 90069 90004 90007 DISADVANTAGES 90010 90005 90062 90029 Require highly skilled instructor. 90030 90029 Requires preparation by the student. 90030 90029 Limits content. 90030 90029 Consumes time. 90030 90029 Restricts the size of groups. 90030 90069 90263 90090 90007 THE PROGRAMMED INSTRUCTION METHOD 90010 90157 90007 A method of self-instruction 90010 90095 90062 90029 To provide remedial instruction.90030 90029 To provide make-up instruction for late arrivals, absentees, or translents. 90030 90029 To maintain previously learned skills which are not performed frequently enough. 90030 90029 To provide retraining on equipment and procedures which have become obsolete. 90030 90069 90062 90029 To upgrade production. 90030 90029 To accelerate capable students. 90030 90029 To provide enough common background among students. 90030 90029 To provide the review and practice of knowledge and skills.90030 90069 90004 90007 USES / ADVANTAGES 90010 90005 90062 90029 Reduce failure rate. 90030 90029 Improves end-of-course proficiency. 90030 90029 Saves time. 90030 90029 Provides for self-instruction. 90030 90069 90004 90007 DISADVANTAGES 90010 90005 90062 90029 Require local or commercial preparation. 90030 90029 Requires lengthy programmer training. 90030 90029 Increases expenses. 90030 90029 Requires considerable lead time. 90030 90069 90263 90090 THE STUDY ASSIGNMENT METHOD 90157 A method in which the instructor assigns reading to books, periodicals, project or research papers or exercises for the practice.90095 90062 90029 To orient students to a topic prior to classroom or Laboratory work. 90030 90029 It enhances the ability of research on any topic as the student’s search topic from different books, websites etc. 90030 90029 Active learning 90030 90029 To set the stage for a lecture demonstration or discussion. 90030 90029 To provide for or capitalise on individual differences in ability, background, or experience through differentiated assignments. 90030 90029 To provide for the review of material covered in class or to give practice.90030 90029 To provide enrichment material. 90030 90069 90004 90007 USES / ADVANTAGES 90010 90005 90062 90029 Increase coverage of material. 90030 90029 Reduce classroom time. 90030 90029 Permits individual attention. 90030 90069 90004 90007 DISADVANTAGES 90010 90005 90062 90029 Require careful planning and follow up. 90030 90029 Poses an evaluation problem. 90030 90029 Produce non-standard results. 90030 90069 90263 90090 90007 THE TUTORIAL METHOD 90010 90157 90007 A method of instruction in which an instructor works directly with an individual student.90010 90095 90062 90029 To reach highly complicated skills operations or operations involving danger or expensive equipment. 90030 90029 To provide individualized remedial assistance 90030 90069 90004 90007 USES / ADVANTAGES 90010 90005 90062 90029 Permits adaptive instruction. 90030 90029 Stimulates active participation. 90030 90029 Promotes safety. 90030 90069 90004 90007 DISADVANTAGES 90010 90005 90062 90029 Requires a highly competent instructor. 90030 90029 Demands time and money.90030 90069 90263 90004 90090 90007 90495 THE SEMINAR METHOD 90496 90010 90157 A tutorial arrangement involving the instructor and groups, rather than instructor and individual. 90095 90005 90062 90029 To provide general guidance for a group working on an advanced study or research project. 90030 90029 To exchange information on techniques and approaches being explored by members of a study or research group. 90030 90029 To develop new and imaginative solutions to problems under study by the group.90030 90069 90004 90007 USES / ADVANTAGES 90010 90005 90062 90029 Provides motivation and report. 90030 90029 Stimulates active participation. 90030 90029 Permits adaptive instruction. 90030 90069 90004 90007 DISADVANTAGES 90010 90005 90062 90029 Requires a highly competent instructor. 90030 90029 Poses evaluation problems. 90030 90029 Is more costly than most other methods. 90030 90069 90263 90090 THE DEMONSTRATION METHOD 90157 A method of instruction where the instructor by actually performing an operation or doing a job shows the students what to do, how to do it, and through explanations brings out why, where, and when it is done.90095 90062 90029 To teach manipulative operations or procedures. 90030 90029 To teach troubleshooting. 90030 90029 To illustrate principles. 90030 90029 To teach operation or functioning of equipment. 90030 90029 To teach teamwork. 90030 90029 To set standards of workmanship. 90030 90029 To teach safety procedures. 90030 90069 90004 90007 USES / ADVANTAGES 90010 90005 90062 90029 Minimise damage and waste 90030 90029 Saves time 90030 90029 Can be presented to large groups.90030 90029 Enable learning evaluation. 90030 90069 90004 90007 DISADVANTAGES 90010 90005 90062 90029 Require careful preparation and rehearsal. 90030 90029 Requires special classroom arrangements. 90030 90029 Requires tools and equipment. 90030 90029 Requires more instructors. 90030 90069 90090 Details of Few Other Teaching Technique 90095 90090 90007 Brainstorming 90010 90095 90062 90029 More interesting 90030 90029 More informative 90030 90029 Gain knowledge 90030 90029 Learning is effective 90030 90029 More participation of students 90030 90029 Students give their opinion 90030 90029 Active learning 90030 90029 Creative thinking is encouraged.90030 90029 Students think beyond their knowledge. 90030 90029 Everyone gets the chance to express their thoughts. 90030 90029 Simple topics can be learnt from different angles. 90030 90069 90090 90007 Roleplay 90010 90095 90062 90029 Interesting method 90030 90029 Creative thinking is encouraged. 90030 90029 Students think beyond their knowledge. 90030 90029 Students enjoy the situation 90030 90029 Active learning 90030 90029 Easy to learn 90030 90069 90090 90007 Case study 90010 90095 90062 90029 Active learning 90030 90029 Creative thinking is encouraged.90030 90029 Students think beyond their knowledge. 90030 90069 90004 90005 90018 Off-line vs. On-line methods 90021 90090 Differences Between Online Learning and Offline Learning 90095 90062 90029 The main difference between online and offline learning is location. With offline learning, participants are required to travel to the training location, typically a lecture hall, college or classroom. With online learning, on the other hand, the training can be conducted from practically anywhere in the world.Participants simply need to log on to the internet from their home, work or even their local coffee shop. 90030 90029 Another difference is the flexibility offered. Online learning usually has a more flexible timescale. As a trainer, you can offer your support via email or through an online chat system. With offline learning, it is typically carried out between office hours and does not offer as much flexibility to the learner or the trainer. 90030 90069 90090 What are the benefits of online vs offline learning? 90095 90004 Although online learning has become the preferred method for the majority of learners, it’s important not to dismiss the benefits of offline training too.90005 90062 90029 With online training courses, you and the course attendees benefit from a more casual, flexible approach. Being unrestricted in regard to location and times means every learner can benefit from the courses. 90030 90029 With offline learning, it’s easier to ensure attendees are paying attention to the training. Some learners also find it easier to retain the knowledge and skills they’ve learnt through offline training than they do with online training. 90030 90029 As there are benefits to both learning options, it makes sense to offer a combined online and offline learning approach as a trainer.90030 90069 90018 Swayam, Swayamprabha, MOOCs etc. 90021 90004 90007 (Details on Digital Initiative in Higher Education Through NMEICT has been covered in another post) 90010 90005 90090 Study Webs of Active Learning for Young Aspiring Minds (SWAYAM) 90095 90004 SWAYAM is an indigenous (Made in India) IT Massive Open Online Courses (MOOCs) Platform for providing best quality education that can be accessed by anyone, anytime and anywhere using the IT system. 90005 90004 The Concept of Massive Open Online Courses (MOOCs) involves online delivery of interactive learning content to large number of people simultaneously.It allows sharing of best quality education with everyone, thereby bringing in equity as far as the quality of education is concerned. 90005 90004 SWAYAM platform is developed by Ministry of Human Resource Development (MHRD) and All India Council for Technical Education (AICTE) with the help of Microsoft. 90005 90004 Its ultimately capable of hosting 2000 courses and 80000 hours of learning: covering school, under-graduate, post-graduate, engineering, law and other professional courses. 90005 90004 All the courses on this platform are interactive, prepared by the best teachers in the country and are available, free of cost to the students in India.90005 90004 More than 1,000 specially chosen faculty and teachers from across the Country have participated in preparing these courses. 90005 90004 90007 [Official Swayam website — https://swayam.gov.in/] 90010 90005 90004 There are 4 quadrants in the MOOC pedagogy: 90005 90062 90029 Video tutorials covering a whole course — normally having about 20 hours of instruction in series of lectures, each lecture not exceeding 30 minutes. 90030 90029 E-Content: reading material that could add to the learning imparted through the video tutorials.90030 90029 Self-Assessment: Quizzes / assignments that intersperse the course 90030 90029 Discussion forum for posting queries 90030 90069 90004 All the courses delivered through SWAYAM are available free of cost to the learners, however students wanting certifications shall be registered, shall be offered a certificate on successful completion of the course, with a little fee. 90005 90002 SWAYAM Prabha: the 32 Educational DTH Channels 90003 90004 The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting of high-quality educational programmes on 24X7 basis using the GSAT-15 satellite.Every day, there will be new content for at least (4) hours which would be repeated 5 more times in a day, allowing the students to choose the time of their convenience. The channels are uplinked from BISAG, Gandhinagar. 90005 90004 The contents are provided by NPTEL, IITs, UGC, CEC, IGNOU, NCERT and NIOS. The INFLIBNET Centre maintains the web portal. 90005 90004 The DTH Channels cover: — 90005 90062 90029 Curriculum based course contents covering diverse disciplines such as arts, science, commerce, performing arts, social sciences and humanities subjects, engineering, technology, law, medicine, agriculture etc.in higher education domain (all courses would be certification-ready in their detailed offering). 90030 90029 School education (9-12 levels) modules; for teacher training as well as teaching and learning aids to children of India to help them understand the subjects better and also help them in better preparedness for competitive examinations for admissions to professional degree programmes. 90030 90029 Curricula and courses that can meet the needs of life-long learners or Indian citizens in India and abroad.90030 90029 IIT-PAL — to assist the students in the Classes 11 and 12 aspiring to join IITs by encouraging scientific thinking and conceptual understanding critical to answer the ‘tough’ questions of JEE Advanced, so that good quality students enter the portals of IITs. The four channels under this would be on Mathematics, Physics, Chemistry and Biology. 90030 90069 90004 MHRD, is responsible for the overall development of the basic infrastructure of Higher Education sector, both in terms of policy and planning.You can read more about — Digital Initiative in Higher Education Through NMEICT 90005 90018 90007 Web References: 90010 90021 90028 90029 https://catalogue.pearsoned.co.uk/assets/hip/gb/hip_gb_pearsonhighered/samplechapter/0135145724.pdf 90030 90029 http://www2.tulane.edu/som/ome/upload/ComparisonOfTeachingMethodologies.pdf 90030 90029 https://ugcnetpaper1.com/digital-initiative-in-higher-education 90030 90049 .90000 Guided reading 90001 90002 Guided reading is an instructional practice or approach where teachers support a small group of students to read a text independently. 90003 90004 On this page 90005 90004 Key elements of guided reading 90005 90002 90009 Guided reading sessions are made up of three parts: 90003 90011 90012 before reading discussion 90013 90012 independent reading 90013 90012 after reading discussion 90013 90018 90002 The main goal of guided reading is to help students use reading strategies whilst reading for meaning independently.90003 90004 Why use guided reading 90005 90002 Guided reading is informed by Vygotsky’s (1978) Zone of Proximal Development and Bruner’s (1986) notion of scaffolding, informed by Vygotsky’s research. The practice of guided reading is based on the belief that the optimal learning for a reader occurs when they are assisted by an educator, or expert ‘other’, to read and understand a text with clear but limited guidance. Guided reading allows students to practise and consolidate effective reading strategies.90003 90002 Vygotsky was particularly interested in the ways children were challenged and extended in their learning by adults. He argued that the most successful learning occurs when children are guided by adults towards learning things that they could not attempt on their own. 90003 90002 Vygotsky coined the phrase ‘Zone of Proximal Development’ to refer to the zone where teachers and students work as children move towards independence. This zone changes as teachers and students move past their present level of development towards new learning.(Source: Literacy Professional Learning Resource, Department of Education and Training, Victoria) 90003 90002 90030 90003 90002 Guided reading helps students develop greater control over the reading process through the development of reading strategies which assist decoding and construct meaning. The teacher guides or ‘scaffolds’ their students as they read, talk and think their way through a text (Department of Education, 1997). 90003 90002 This guidance or ‘scaffolding’ has been described by Christie (2005) as a metaphor taken from the building industry.It refers to the way scaffolds sustain and support people who are constructing a building. 90003 90002 The scaffolds are withdrawn once the building has taken shape and is able to support itself independently (pp. 42-43). Similarly, the teacher places temporary supports around a text such as: 90003 90011 90012 frontloading new or technical vocabulary 90013 90012 highlighting the language structures or features of a text 90013 90012 focusing on a decoding strategy that will be useful when reading 90013 90012 teaching fluency and / or 90013 90012 promoting the different levels of comprehension — literal, inferential, evaluative.90013 90018 90002 Once the strategies have been practised and are internalised, the teacher withdraws the support (or scaffold) and the reader can experience reading success independently (Bruner, 1986, p.76). 90003 90002 When readers have the opportunity to talk, think and read their way through a text, they build up a self-extending system. 90003 90002 This system can then fuel itself; every time reading occurs, more learning about reading ensues. (Department of Education, Victoria, 1997; Fountas and Pinnell, 1996).Guided reading is a practice which promotes opportunities for the development of a self-extending system (Fountas and Pinnell, 1996). 90003 90004 Teacher’s role in guided reading 90005 90002 Teachers select texts to match the needs of the group so that the students, with specific guidance, are supported to read sections or whole texts independently. 90003 90002 Students are organised into groups based on similar reading ability and / or similar learning needs determined through analysis of assessment tools such as running records, reading conference notes and anecdotal records.90003 90002 Every student has a copy of the same text at an instructional level (one that can usually be read with 90-94% accuracy, see Running Records). All students work individually, reading quietly or silently. 90003 Selecting texts for EAL / D learners 90002 Understanding EAL / D students ‘strengths and learning needs in the Reading and viewing mode will help with appropriate text selection. Teachers consider a range of factors in selecting texts for EAL / D students including: 90003 90011 90012 content which connects to prior knowledge and experiences, including culturally familiar contexts, characters or settings 90013 90012 content which introduces engaging and useful new knowledge, such as contemporary Australian settings and themes 90013 90012 content which prepares students for future learning, e.g. reading a narrative about a penguin prior to a science topic about animal adaptations 90013 90012 language at an accessible but challenging level ( ‘just right’ texts) 90013 90012 availability of support resources such as audio versions or translations of the text 90013 90012 texts with a distinctive beat, rhyming words or a combination of direct and indirect speech to assist with pronunciation and prosody 90013 90012 the difficulty of the sentence structures or grammatical features in the selected text.Ideally, students read texts at an instructional level (texts where students achieve 90 per cent accuracy if they read independently) in order to comprehend it readily. This is not always feasible, particularly at the higher levels of primary school. If the text is difficult, the teacher could modify the text or focus the reading on a section before exposing them to the whole text. 90013 90018 90002 For more information on texts at an instructional level, see: Running records 90003 90002 Students also need repeated exposure to new text structures and grammatical features to extend their language learning, such as texts with: 90003 90011 90012 different layouts and organisational features 90013 90012 different sentence lengths 90013 90012 simple, compound or complex sentences 90013 90012 a wide range of verb tenses used 90013 90012 a range of complex word groups (noun groups, verb groups, adjectival groups) 90013 90012 direct and indirect speech 90013 90012 passive voice, e.g. Wheat is harvested in early autumn, before being transported to silos. 90013 90012 nominalisation, e.g. The presentation of awards will take place at 8pm. 90013 90018 90002 EAL / D students learn about the grammatical features as they arise in authentic texts. For example, learning about the form and function of passive sentences when reading an exposition text, and subsequently writing their own passive sentences. 90003 90002 All students in the class including EAL / D students will typically identify a learning goal for reading.Like all students, the learning needs of each EAL / D student will be different. Some goals may be related to the student’s prior experience with literacy practices, such as: 90003 90011 90012 ways to incorporate reading into daily life at home 90013 90012 developing stamina to read for longer periods of time 90013 90012 developing fluency to enable students to read longer texts with less effort. 90013 90018 90002 Some goals may be related to the nature of students ‘home language (s): 90003 90011 90012 learning to perceive, read and pronounce particular sounds that are not part of the home language, for example, in Korean there is no / f / sound 90013 90012 learning the direction of reading or the form of letters 90013 90012 learning to recognise different word forms such as verb tense or plural if they are not part of the home language.90013 90018 90002 For more information on appropriate texts for EAL / D students, see: Languages ​​and Multicultural Education Resource Centre 90003 90002 Major focuses for a teacher to consider in a guided reading lesson: 90003 Before reading the teacher can 90011 90012 activate prior knowledge of the topic 90013 90012 encourage student predictions 90013 90012 set the scene by briefly summarising the plot 90013 90012 demonstrate the kind of questions readers ask about a text 90013 90012 identify the pivotal pages in the text that contain the meaning and ‘ walk ‘through the students through them 90013 90012 introduce any new vocabulary or literary language relevant to the text 90013 90012 locate something missing in the text and match to letters and sounds 90013 90012 clarify meaning 90013 90012 bring to attention relevant text layout, punctuation, chapter headings, illustrations, index or glossary 90013 90012 clearly articulate the learning intention (i.e. what reading strategy students will focus on to help them read the text) 90013 90012 discuss the success criteria (e.g. you will know you have learnt to … .. by ………) 90013 90018 During reading the teacher can 90011 90012 ‘listen in’ to individual students 90013 90012 observe the reader’s behaviours for evidence of strategy use 90013 90012 assist a student with problem solving using the sources of information — the use of meaning, structure and visual information on extended text 90013 90012 confirm a student’s problem-solving attempts and successes 90013 90012 give timely and specific feedback to help students achieve the lesson focus 90013 90012 make notes about the strategies individual students are using to inform future planning and student goal setting; see Teacher’s role during reading) 90013 90018 After reading the teacher can 90011 90012 talk about the text with the students 90013 90012 invite personal responses such as asking students to make connections to themselves, other texts or world knowledge 90013 90012 return to the text to clarify or identify a decoding teaching opportunity such as work on vocabulary or word attack skills 90013 90012 check a student understands what they have read by asking them to sequence, retell or summarise the text 90013 90012 develop an understanding of an author’s intent and awareness of conflicting interpretations of text 90013 90012 ask questions about the text or encourage students to ask questions of each other 90013 90012 develop insights into characters, settings and themes 90013 90012 focus on aspects of text organisation such as characteristics of a non-fiction text 90013 90012 revisit the learning focus and encourage students to reflect on whether they achieved the success criteria .90013 90018 90002 Source: Department of Education, 1997. 90003 90002 The teacher selects a text for a guided reading group by matching it to the learning needs of the small group. The learning focus is identified through the analysis of running records (text accuracy, cueing systems and identified reading behaviours), individual conference notes or anecdotal records, see Running Records). 90003 Additional focuses for a teacher to consider for EAL / D students in a guided reading lesson 90002 Before reading a fictional text, the teacher can 90003 90011 90012 orientate students to the text.Discuss the title, illustrations, and blurb, or look at the titles of the chapters if reading a chaptered book 90013 90012 activate students ‘prior knowledge about language related to the text. This could involve asking students to label images or translate vocabulary. Students could do this independently, with same-language peers, family members or Multicultural Education Aides, if available 90013 90012 use relevant artefacts or pictures to elicit language and knowledge from the students and encourage prediction and connections with similar texts.90013 90018 90002 Before reading a factual text, the teacher can 90003 90011 90012 support students to brainstorm and categorise words and phrases related to the topic 90013 90012 provide a structured overview of the features of a selected text, for example, the main heading, sub headings, captions or diagrams 90013 90012 support students to skim and scan to get an overview of the text or a specific piece of information 90013 90012 support students to identify the text type, its purpose and language structures and features.90013 90018 90002 During reading the teacher can 90003 90011 90012 talk to EAL / D students about strategies they use when reading in their home language and encourage them to use them in reading English texts. Teachers can note these down and encourage other students to try them. 90013 90018 90002 After reading the teacher can 90003 90011 90012 encourage EAL / D students to use their home language with a peer (if available) to discuss a response to a teacher prompt and then ask the students to share their ideas in English 90013 90012 record student contributions as pictures (e.g. a story map) or in English so that all students can understand 90013 90012 create practise tasks focusing on particular sentence structures from the text 90013 90012 set review tasks in both English and home language. Home language tasks based on personal reflection can help students develop depth to their responses. English language tasks may emphasise learning how to use language from the text or the language of response 90013 90012 ask students to practise reading the text aloud to a peer to practise fluency 90013 90012 ask students to create a bilingual version of the text to share with their family or younger students in the school 90013 90012 ask students to innovate on the text by changing the setting to a place in their home country and altering some or all of the necessary elements.90013 90018 90004 Inferring meaning 90005 90002 In this video, the teacher uses the practice of guided reading to support a small group of students to read independently. Part 1 consists of the before reading discussion which prepares the small group for the reading, and secondly, students individually read the text with teacher support. 90003 90002 90243 90244 90003 90002 In this video (Part 2), the teacher leads an after reading discussion with a small group of students to check their comprehension of the text.The students re-read the text together. Prior to this session the children have had the opportunity to read the text independently and work with the teacher individually at their point of need. 90003 90002 90249 90244 90003 90004 Point of view 90005 90002 In this video, the teacher leads a guided reading lesson on point of view, with a group of Level 3 students. 90003 90002 90257 90244 90003 90004 Text selection 90005 90002 The teacher selects a text for a guided reading group by matching it to the learning needs of the small group.The learning focus is identified through: 90003 90011 90012 analysis of running records (text accuracy, cueing systems and identified reading behaviours) 90013 90012 individual conference notes 90013 90012 or anecdotal records. 90013 90018 Text selection 90002 The text chosen for the small group instruction will depend on the teaching purpose. For example, if the purpose is to: 90003 90011 90012 demonstrate directionality — the teacher will ensure that the text has a return sweep 90013 90012 predict using the title and illustrations — the text chosen must support this 90013 90012 make inferences — a text where students can use their background knowledge of a topic in conjunction with identifiable text clues to support inference making.90013 90018 90002 Text selection should include a range of: 90003 90011 90012 genres 90013 90012 texts of varying length and 90013 90012 texts that span different topics. 90013 90018 90002 It is important that the teacher reads the text before the guided reading session to identify the gist of the text, key vocabulary and text organisation. A learning focus for the guided reading session must be determined before the session. It is recommended that teachers prepare and document their thinking in their weekly planning so that the teaching can be made explicit for their students as illustrated in the examples in the information below.90003 Example 1 90294 Students 90295 90002 Jessie, Rose, Van, Mohamed, Rachel, Candan 90003 90294 Text / Level 90295 90002 Tadpoles and Frogs, Author Jenny Feely, Program AlphaKids published by Eleanor Curtain Publishing Pty Ltd. © EC Licensing Pty Ltd. (Level 5) 90003 90294 Learning Intention 90295 90002 We are learning to read with phrasing and fluency. 90003 90294 Success criteria 90295 90002 I can use the grouped words on each line of text to help me read with phrasing.90003 90294 Why phrase 90295 90002 Phrasing helps the reader to understand the text through the grouping of words into meaningful chunks. 90003 90002 An example of guided reading planning and thinking recorded in a teacher’s weekly program (See Guided Reading Lesson: Reading with phrasing and fluency) 90003 Example 2 90294 Students 90295 90002 Mustafa, Dylan, Rosita, Lillian, Cedra 90003 90294 Text / Level 90295 90002 The Merry Go Round — PM Red, Beverley Randell, Illustrations Elspeth Lacey © 1993.Reproduced with the permission of Cengage Learning Australia. (Level 3) 90003 90294 Learning intention 90295 90002 We are learning to answer inferential questions. 90003 90294 Success criteria 90295 90002 I can use text clues and background information to help me answer an inferential question. 90003 90294 Questions as prompts 90295 90002 Why has the author used bold writing? (Text clue) Can you look at Nick’s body language on page11? Page 16? What do you notice? (Text clues) Why does Nick choose to ride up on the horse rather than the car or plane? (Background information on siblings, family dynamics and stereotypes about gender choices).90003 90002 An example of the scaffolding required to assist early readers to answer an inferential question. This planning is recorded in the teacher’s weekly program. (See Guided Reading Lesson: Literal and Inferential Comprehension) 90003 More examples 90011 90012 an example of guided reading planning and thinking recorded in a teacher’s weekly program, see Guided Reading Lesson: Reading with phrasing and fluency) 90013 90012 questions to check for meaning or critical thinking should also be prepared in advance to ensure the teaching is targeted and appropriate 90013 90012 an example of the scaffolding required to assist early readers to answer an inferential question.This planning is recorded in the teacher’s weekly program. 90013 90018 90002 It is important to choose a range of text types so that students ‘reading experiences are not restricted. 90003 90004 Quality literature 90005 90002 Quality literature is highly motivating to both students and teachers. Students prefer to learn with these texts and given the opportunity will choose these texts over traditional ‘readers’. (McCarthey, Hoffman & Galda, 1999, p.51). 90003 Research 90002 Research suggests the quality and range of books to which students are exposed to such as: 90003 90011 90012 electronic texts 90013 90012 levelled books 90013 90012 student / teacher published work 90013 Students should be exposed to the full range of genres we want them to comprehend .(Duke, Pearson, Strachan & Billman, 2011, p. 59). 90018 Considerations 90002 When selecting texts for teaching purposes include: levels of text difficulty and text characteristics such as: 90003 90011 90012 the length 90013 90012 the degree of detail and complexity and familiarity of the concepts 90013 90012 the support provided by the illustrations 90013 90012 the complexity of the sentence structure and vocabulary 90013 90012 the size and placement of the text 90013 90012 students ‘reading behaviours 90013 90012 students’ interests and experiences including home literacies and sociocultural practices 90013 90012 texts that promote engagement and enjoyment.90013 90018 90002 For ideas about selecting literature for EAL / D learners, see: Literature 90003 90004 Teacher’s role during reading 90005 90002 During the reading stage, it is helpful for the teacher to keep anecdotal records on what strategies their students are using independently or with some assistance. Comments are usually linked to the learning focus but can also include an insightful moment or learning gap. 90003 Learning example 90294 Students 90295 90390 Jessie 90391 90011 90012 finger tracking text 90013 90012 uses some expression 90013 90012 not pausing at punctuation 90013 90012 some phrasing but still some word by word.90013 90018 90390 Rose 90391 90011 90012 finger tracking text 90013 90012 reading sounds smooth. 90013 90018 90390 Van 90391 90011 90012 reads with expression 90013 90012 re-reads for fluency. 90013 90018 90390 Mohamed 90391 90011 90012 uses pictures to help decoding 90013 90012 word by word reading 90013 90012 better after some modelling of phrasing. 90013 90018 90390 Rachel 90391 90011 90012 tracks text with her eyes 90013 90012 groups words based on text layout 90013 90012 pauses at full stops.90013 90018 90390 Candan 90391 90011 90012 recognises commas and pauses briefly when reading clauses 90013 90012 reads with expression. 90013 90018 90002 90447 Teacher anecdotal records template example 90003 90004 Explicit teaching and responses 90005 90002 There are a number of points during the guided reading session where the teacher has an opportunity to provide feedback to students, individually or as a small group. To execute this successfully, teachers must be aware of the prompts and feedback they give.90003 90002 Specific and focused feedback will ensure that students are receiving targeted strategies about what they need for future reading successes, see Guided Reading: Text Selection; Guided Reading: Teacher’s Role. 90003 Examples of specific feedback 90455 90012 I really liked the way you grouped those words together to make your reading sound phrased. Did it help you understand what you read? (Meaning and visual cues) 90013 90012 Can you go back and reread this sentence? I want you to look carefully at the whole word here (the beginning, middle and end).What do you notice? (Visual cues) 90013 90012 As this is a long word, can you break it up into syllables to try and work it out? Show me where you would make the breaks. (Visual cues) 90013 90012 It is important to pause at punctuation to help you understand the text. Can you go back and reread this page? This time I want you to concentrate on pausing at the full stops and commas. (Visual and meaning cues) 90013 90012 Look at the word closely. I can see it starts with a digraph you know. What sound does it make? Does that help you work out the word? (Visual cues) 90013 90012 This page is written in past tense.What morpheme would you expect to see on the end of verbs? Can you check? (Visual and structural cues) 90013 90012 When you read something that does not make sense, you should go back and reread. What word could go there that makes sense? Can you check to see if it matches the word on the page? (Meaning and visual cues) 90013 90470 Providing feedback to EAL / D learners 90002 Specific feedback for EAL / D students may involve and build on transferable skills and knowledge they gained from reading in another language.90003 90011 90012 I can see you were thinking carefully about the meaning of that word. What information from the book did you use to help you guess the meaning? 90013 90012 Do you know this word in your home language? Let’s look it up in the bilingual dictionary to see what it is. 90013 90018 90004 Reading independently 90005 90002 Independent reading promotes active problem solving and higher-order cognitive processes (Krashen, 2004). It is these processes which equip each student to read increasingly more complex texts over time; «Resulting in better reading comprehension, writing style, vocabulary, spelling and grammatical development» (Krashen, 2004, p.17). 90003 90002 It is important to note that guided reading is not round robin reading. When students are reading during the independent reading stage, all children must have a copy of the text and individually read the whole text or a meaningful segment of a text (e.g. a chapter). 90003 90002 Students also have an important role in guided reading as the teacher supports them to practise and further explore important reading strategies. 90003 Before reading the student can 90011 90012 engage in a conversation about the new text 90013 90012 make predictions based on title, front cover, illustrations, text layout 90013 90012 activate their prior knowledge (what do they already know about the topic? What vocabulary would they expect to see?) 90013 90012 ask questions 90013 90012 locate new vocabulary / literary language in text 90013 90012 articulate new vocabulary and match to letters / sounds 90013 90012 articulate learning intention and discuss success criteria.90013 90018 During reading the student can 90011 90012 read the whole text or section of text to themselves 90013 90012 use concepts of print to assist their reading 90013 90012 use pictures and / or diagrams to assist with developing meaning 90013 90012 problem solve using the sources of information — the use of meaning, (does it make sense?) structure (can we say it that way?) and visual information (sounds, letters, words) on extended text (Department of Education, 1997) 90013 90012 recognise high frequency words 90013 90012 recognise and use new vocabulary introduced in the before reading discussion segment 90013 90012 use text user skills to help read different types of text 90013 90012 read aloud with fluency when the teacher ‘listens in’ 90013 90012 read the text more than once to establish meaning or fluency 90013 90012 read the text a second or third time with a partner.90013 90018 After reading the student can 90011 90012 be prepared to talk about the text 90013 90012 discuss the problem solving strategies they used to monitor their reading 90013 90012 revisit the text to further problem solve as guided by the teacher 90013 90012 compare text outcomes to earlier predictions 90013 90012 ask and answer questions about the text from the teacher and group members 90013 90012 summarise or synthesise information 90013 90012 discuss the author’s purpose 90013 90012 think critically about a text 90013 90012 make connections between the text and self, text to text and text to world.90013 90018  Additional focuses for EAL / D students when reading independently 90002 Before reading the student can 90003 90011  90012 activate their home language knowledge. What home language words related to this topic do they know? 90013 90018 90002 During reading the student can 90003 90011  90012 refer to vocabulary charts or glossaries in the classroom to help them recognise and recall the meaning of words learnt before reading the text 90013  90012 use home language resources to help them understand words in the text.For example, translated word charts, bilingual dictionaries, same-language peers or family members. 90013 90018 90002 After reading the student can 90003 90011  90012 summarise the text using a range of meaning-making systems including English, home language and images. 90013 90018 90002 90447 Teacher anecdotal records template example 90003 90004 Peer observation of guided reading practice (for teachers) 90005 90002 Providing opportunities for teachers to learn about teaching practices, sharing of evidence-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a difference to student outcomes (Hattie 2009, pp.241-242). 90003 90002 When there has been dedicated and strategic work by a Principal and the leadership team to set learning goals and targeted focuses, teachers have clear direction about what to expect and how to go about successfully implementing core teaching and learning practices. 90003 90002 One way to monitor the growth of teacher capacity and whether new learning has become embedded is by setting up peer observations with colleagues. It is a valuable tool to contribute to informed, whole-school approaches to teaching and learning.90003 90002 The focus of the peer observation must be determined before the practice takes place. This ensures all participants in the process are clear about the intention. Peer observations will only be successful if they are viewed as a collegiate activity based on trust. 90003 90002 According to Bryk and Schneider, high levels of «trust reduce the sense of vulnerability that teachers experience as they take on new and uncertain tasks associated with reform» and help ensure the feedback after an observation is valued (as cited in Hattie 2009 , p.241). 90003 90002 To improve the practice of guided reading, peer observations can be arranged across Year levels or within a Year level depending on the focus. A framework for the observations is useful so that both parties know what it is that will be observed. It is important that the observer note down what they see and hear the teacher and the students say and do. Evidence must be tangible and not related to opinion, bias or interpretation (Danielson, 2012). 90003 90002 Examples of evidence relating to the guided reading practice might be: 90003 90011 90012 the words the teacher says (Today’s learning intention is to focus on making sure our reading makes sense.If it does not, we need to reread and problem solve the tricky word) 90013 90012 the words the students say (My reading goal is to break up a word into smaller parts when I do not know it to help me decode) 90013 90012 the actions of the teacher (Taking anecdotal notes as they listen to individual students read) 90013 90012 what they can see the students doing (The group members all have their own copy of the text and read individually). 90013 90018 90002 Noting specific examples of engagement and practice and using a reflective tool allows reviewers to provide feedback that is targeted to the evidence rather than the personality.Finding time for face-to-face feedback is a vital stage in peer observation. Danielson argues that «the conversations following an observation are the best opportunity to engage teachers in thinking through how they can strengthen their practice» (2012, p.36). 90003 90002 It is through collaborative reflection and evaluation that teaching and learning goals and the embedding of new practice takes place (Principles of Learning and Teaching [PoLT]: Action Research Model). 90003 90002 90447 Teacher Observation template example 90003 90004 In practice examples 90005 90002 For in practice examples, see: Guided reading lessons 90003 90004 References 90606 90005 90002 Bruner, J.(1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press. 90003 90002 Christie, F. (2005). Language Education in the Primary Years. Sydney: University of New South Wales Press / University of Washington Press. 90003 90002 Danielson, C. (2012). Observing Classroom Practice, Educational Leadership, 70 (3), 32-37. 90003 90002 Department of Education, Victoria (1997). Teaching Readers in the Early Years. South Melbourne: Addison Wesley Longman Australia. 90003 90002 Department of Education, Employment and Training, Victoria (1999).Professional Development for Teachers in Years 3 and 4: Reading. South Melbourne: Addison Wesley Longman Australia. 90003 90002 Dewitz, P. & Dewitz, P. (February 2003), They can read the words, but they can not understand: Refining comprehension assessment. In The Reading Teacher, 56 (5), 422-435. 90003 90002 Duke, N.K., Pearson, P.D., Strachan, S.L., & Billman, A.K. (2011). Essential Elements of Fostering and Teaching Reading Comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.) (Pp. 51-59). Newark, DE: International Reading Association. 90003 90002 Fisher, D., Frey, N. and Hattie, J. (2016). Visible learning for Literacy: Implementing Practices That Work Best to Accelerate Student Learning. Thousand Oaks, California: Sage Publications. 90003 90002 Hall, K. (2013). Effective Literacy Teaching in the Early Years of School: A Review of Evidence. In K. Hall, U. Goswami, C. Harrison, S. Ellis, and J. Soler (Eds), Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (pp.523-540). London: Routledge. 90003 90002 Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, Abingdon, Oxon: Routledge, Taylor and Francis Publishers 90003 90002 Hill, P. & Crevola, C. (Unpublished) 90003 90002 Krashen, S.D. (2004). The Power of Reading: Insights from the Research (2nd Ed.). Portsmouth, NH: Heinemann. 90003 90002 McCarthey, S.J., Hoffman, J.V., & Galda, L. (1999) ‘Readers in elementary classrooms: learning goals and instructional principles that can inform practice’ (Chapter 3).In Guthrie, J.T. and Alvermann, D.E. (Eds.), Engaged reading: processes, practices and policy implications (pp.46-80). New York: Teachers College Press. 90003 90002 Principles of Learning and Teaching (PoLT): Action Research Model Accessed 90003 90002 Scaffolding: Lev Vygotsky (June 2017) 90003 90002 Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 90003.90000 Teaching Reading 90001 90002 We encounter a great variety of written language day to day — articles, stories, poems, announcements, letters, labels, signs, bills, recipes, schedules, questionnaires, cartoons, the list is endless.Literate adults easily recognize the distinctions of various types of texts. This guide will not cover instruction for learners with little or no literacy in their native language; you will need to work intensively with them at the most basic level of letter recognition and phonics. 90003 90002 Finding authentic reading material may not be difficult, but finding materials appropriate for the level of your learners can be a challenge. Especially with beginners, you may need to significantly modify texts to simplify grammar and vocabulary.When choosing texts, consider what background knowledge may be necessary for full comprehension. Will students need to «read between the lines «for implied information? Are there cultural nuances you may need to explain? Does the text have any meaningful connection to the lives of your learners? Consider letting your students bring in their choice of texts they would like to study. This could be a telephone bill, letter, job memo, want ads, or the back of a cereal box.Motivation will be higher if you use materials of personal interest to your learners. 90003 90002 Your lesson should begin with a pre-reading activity to introduce the topic and make sure students have enough vocabulary, grammar, and background information to understand the text. Be careful not to introduce a lot of new vocabulary or grammar because you want your students to be able to respond to the content of the text and not expend too much effort analyzing the language.If you do not want to explain all of the potentially new material ahead of time, you can allow your learners to discuss the text with a partner and let them try to figure it out together with the help of a dictionary. After the reading activity, check comprehension and engage the learners with the text, soliciting their opinions and further ideas orally or with a writing task. 90003 90002 Consider the following when designing your reading lessons. 90003 90010 90011 90012 Purpose 90013 90014 Your students need to understand ahead of time why they are reading the material you have chosen.90015 90011 90012 Reading Strategies 90013 90014 When we read, our minds do more than recognize words on the page. For faster and better comprehension, choose activities before and during your reading task that practice the following strategies. 90010 90011 Prediction: This is perhaps the most important strategy. Give your students hints by asking them questions about the cover, pictures, headlines, or format of the text to help them predict what they will find when they read it.90015 90011 Guessing From Context: Guide your students to look at contextual information outside or within the text. Outside context includes the source of the text, its format, and how old it is; inside context refers to topical information and the language used (vocabulary, grammar, tone, etc.) as well as illustrations. If students have trouble understanding a particular word or sentence, encourage them to look at the context to try to figure it out.Advanced students may also be able to guess cultural references and implied meanings by considering context. 90015 90011 Skimming: This will improve comprehension speed and is useful at the intermediate level and above. The idea of ​​skimming is to look over the entire text quickly to get the basic idea. For example, you can give your students 30 seconds to skim the text and tell you the main topic, purpose, or idea. Then they will have a framework to understand the reading when they work through it more carefully.90015 90011 Scanning: This is another speed strategy to use with intermediate level and above. Students must look through a text quickly, searching for specific information. This is often easier with non-continuous texts such as recipes, forms, or bills (look for an ingredient amount, account number, date of service, etc.) but scanning can also be used with continuous texts like newspaper articles, letters, or stories. Ask your students for a very specific piece of information and give them just enough time to find it without allowing so much time that they will simply read through the entire text.90015 90029 90015 90011 90012 Silent Reading vs. Reading Aloud 90013 90014 Reading aloud and reading silently are really two separate skills. Reading aloud may be useful for reporting information or improving pronunciation, but a reading lesson should focus on silent reading. When students read silently, they can vary their pace and concentrate on understanding more difficult portions of the text. They will generally think more deeply about the content and have greater comprehension when reading silently.Try extended silent reading (a few pages instead of a few paragraphs, or a short chapter or book for advanced students) and you may be surprised at how much your learners can absorb when they study the text uninterrupted at their own pace. When introducing extended texts, work with materials at or slightly below your students ‘level; a long text filled with new vocabulary or complex grammar is too cumbersome to understand globally and the students will get caught up in language details rather than comprehending the text as a whole.90015 90029 90002 ESL textbooks are a good place to look for reading activities that include pre- and post-reading exercises. If you choose to select your own reading material, the following sites may be helpful. 90003 90002 In 2002 Literacy Volunteers of America, Inc. and Laubach Literacy International merged to form ProLiteracy Worldwide. If your learners have basic literacy needs that you are unable to address, consider referring them to affiliates of a literacy program such as this one.90003 90010 90011 ProLiteracy Worldwide 90013 Find specially trained volunteers in all 50 states to assist adult learners with literacy needs. ESL programs are available. 90015 90029 .90000 90001 Top Ten Principles for Teaching Extensive Reading 90002 90003 Reading in a Foreign Language 90004 Volume 14, Number 2, October 2002 90004 ISSN 1539-0578 90004 90007 90008 Top Ten Principles for Teaching Extensive Reading 90009 90010 1 90011 90012 90007 Richard Day 90004 University of Hawai`i at Manoa 90012 90007 and 90012 90007 Julian Bamford 90004 Bunkyo University 90012 90021 90008 Abstract 90009 90012 90021 This article puts forward ten principles for an extensive reading approach to teaching reading.They deal with the nature of extensive reading and the conditions and methodology necessary for its success. In the interests of professional development, the authors encourage teachers to use the principles as a tool to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach reading. 90004 90027 keywords: 90028 extensive reading, principles, teaching reading, professional development, teacher beliefs 90012 90021 In an article published in 1986, Ray Williams discussed his top ten principles for teaching foreign language reading.He used his top ten to begin his reading seminars by asking participants to evaluate them and add new ones. His purpose, Williams wrote, was to get teachers to examine their own beliefs. The article had its desired impact on us. Now, years later, they remain as stimulating as when we first read them. Consider, for example, his first two principles: 90012 90032 90033 90027 In the absence of interesting texts, very little is possible. 90028 90036 90033 90027 The primary activity of a reading lesson should be learners reading texts 90028 —not listening to the teacher, not reading comprehension questions, not writing answers to comprehension questions, not discussing the content of the text (1986: 42).90036 90041 90021 Another that still rings clearly is Williams ‘fifth: 90012 90044 90033 90027 Teachers must learn to be quiet: all too often, teachers interfere with and so impede their learners ‘reading development by being too dominant and by talking too much 90028 (p. 44). 90036 90041 90021 Williams ‘top ten principles relate primarily to one approach to the teaching of reading, viz., Intensive reading. We would like to extend the discussion to extensive reading.Extensive reading, apart from its impact on language and reading ability, can be a key to unlocking the all-important taste for foreign language reading among students. After all, teaching reading to students without such a taste is, as Eskey (1995), nicely phrased it, like teaching swimming strokes to people who hate the water. 90012 90021 In the same spirit as Williams, we offer our top ten principles for teaching extensive reading as a tool for professional development. 90010 2 90011 These are what we believe are the basic ingredients of extensive reading.We encourage teachers to use them as a way to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach foreign language reading. We posit these ten principles in the hopes that others will consider them and react to them. 90012 90021 1. 90027 The reading material is easy. 90028 90004 This clearly separates extensive reading from other approaches to teaching foreign language reading. For extensive reading to be possible and for it to have the desired results, texts must be well within the learners ‘reading competence in the foreign language.In helping beginning readers select texts that are well within their reading comfort zone, more than one or two unknown words per page might make the text too difficult for overall understanding. Intermediate learners might use the rule of hand — no more than five difficult words per page. Hu and Nation (2000) suggest that learners must know at least 98% of the words in a fiction text for unassisted understanding. 90012 90021 It follows that, for extensive reading, all but advanced learners probably require texts written or adapted with the linguistic and knowledge constraints of language learners in mind.In discussing first language reading development, Fry observes that «Beginning readers do better with easier materials» (1991: 8). This is all the more true with extensive reading because learners read independently, without the help of a teacher. Those teaching English are fortunate that the art of writing in English for language learners is well-developed: a great variety of high-quality language learner literature is published for learners of all ability levels (see Hill’s best picks, 1998, and survey review, 2001).90012 90021 The use of easy material is controversial. There is still a pervasive view that, to accustom students to real-world reading, real-world texts should be used for extensive reading. This is to confuse the means with the end, and paradoxically to rob students of exactly the material they need to progress to the goal of reading real-world texts. For students to be motivated to read more and study more, and to be able to ladder up as their foreign language and reading skills improve, they must be reading texts that reflect their language ability — texts they find easy and enjoyable at every step of the way.90012 90021 2. 90027 A variety of reading material on a wide range of topics must be available. 90028 90004 The success of extensive reading depends largely on enticing students to read. To awaken or encourage a desire to read, the texts made available should ideally be as varied as the learners who read them and the purposes for which they want to read. Books, magazines, newspapers, fiction, non-fiction, texts that inform, texts that entertain, general, specialized, light, serious.For an inside track on finding what your students are interested in reading, follow Williams ‘advice: «Ask them what they like reading in their own language, peer over their shoulders in the library, ask the school librarian …» (1986: 42). 90012 90021 Varied reading material not only encourages reading, it also encourages a flexible approach to reading. Learners are led to read for different reasons (e.g., entertainment; information; passing the time) and, consequently, in different ways (e.g., skimming; scanning; more careful reading). 90012 90021 3. 90027 Learners choose what they want to read. 90028 90004 The principle of freedom of choice means that learners can select texts as they do in their own language, that is, they can choose texts they expect to understand, to enjoy or to learn from. Correlative to this principle, learners are also free, indeed encouraged, to stop reading anything they find to be too difficult, or that turns out not to be of interest.90012 90021 What Henry noticed about her L1 non-reading undergraduates is no less true in foreign language reading: «my students needed to read for themselves, not for me» (1995: 6). For students used to working with textbooks and teacher-selected texts, the freedom to choose reading material (and freedom to stop reading) may be a crucial step in experiencing foreign language reading as something personal. 90012 90021 Further, although there may be a class or homework assignment, extensive reading puts the student in charge in other important ways.As Henry observes, «compliance means reading books, but other than that, the purposes and pleasures to which students put their reading are entirely their own» (p. 69). This encourages students to become responsible for their own learning. Samuels, in discussing first language reading, claims that «unless we phase out the teacher and phase in the learner, many of our students will fail to become independent because throughout their education they were always placed in a dependent role — dependent on the teacher «(1991: 17).90012 90021 4. 90027 Learners read as much as possible. 90028 90004 This is the «extensive» of extensive reading, made possible by the previous principles. The most critical element in learning to read is the amount of time spent actually reading. While most reading teachers agree with this, it may be the case that their students are not being given the opportunity or incentive to read, read, and read some more. 90012 90021 There is no upper limit to the amount of reading that can be done, but a book a week is probably the minimum amount of reading necessary to achieve the benefits of extensive reading and to establish a reading habit.This is a realistic target for learners of all proficiency levels, as books written for beginners and low-intermediate learners are very short. 90012 90021 5. 90027 The purpose of reading is usually related to pleasure, information and general understanding. 90028 90004 In an extensive reading approach, learners are encouraged to read for the same kinds of reasons and in the same ways as the general population of first-language readers. This sets extensive reading apart from usual classroom practice on the one hand, and reading for academic purposes on the other.One hundred percent comprehension, indeed, any particular objective level of comprehension, is not a goal. In terms of reading outcomes, the focus shifts away from comprehension achieved or knowledge gained and towards the reader’s personal experience. 90012 90021 A reader’s interaction with a text derives from the purpose for reading. In extensive reading, the learner’s goal is sufficient understanding to fulfill a particular reading purpose, for example, the obtaining of information, the enjoyment of a story, or the passing of time.90012 90021 6. 90027 Reading is its own reward. 90028 90004 The learners ‘experience of reading the text is at the center of the extensive reading experience, just as it is in reading in everyday life. For this reason, extensive reading is not usually followed by comprehension questions. It is an experience complete in itself. 90012 90021 At the same time, teachers may ask students to complete follow-up activities based on their reading (see Bamford and Day (in press) for a wide variety of extensive reading activities for teaching foreign language).The reasons for this are various: to find out what the student understood and experienced from the reading; to monitor students ‘attitudes toward reading; to keep track of what and how much students read; to make reading a shared experience; to link reading to other aspects of the curriculum. For such reasons, students may be asked to do such things as write about their favorite characters, write about the best or worst book they have read, or do a dramatic reading of an exciting part of a novel.Such activities, while respecting the integrity of students ‘reading experiences, extend them in interesting and useful ways. 90012 90021 7. 90027 Reading speed is usually faster rather than slower. 90028 90004 When learners are reading material that is well within their linguistic ability, for personal interest, and for general rather than academic purposes, it is an incentive to reading fluency. Nuttall notes that «speed, enjoyment and comprehension are closely linked with one another» (1996: 128).She describes «The vicious circle of the weak reader: Reads slowly; Does not enjoy reading; Does not read much; Does not understand; Reads slowly…» (P. 127) and so on. Extensive reading can help readers «enter instead the cycle of growth…. The virtuous circle of the good reader: Reads faster; Reads more; Understands better; Enjoys reading; Reads faster…» (P. 127). 90012 90021 In the service of promoting reading fluency, it is as well to discourage students from using dictionaries when they come across words they do not understand.Extensive reading is a chance to keep reading, and thus to practice such strategies as guessing at or ignoring unknown words or passages, going for the general meaning, and being comfortable with a certain level of ambiguity. 90012 90021 8. 90027 Reading is individual and silent. 90028 90004 Silent, individual extensive reading contrasts with the way classroom texts are used as vehicles for teaching language or reading strategies or (in traditional approaches) translated or read aloud.It allows students to discover that reading is a personal interaction with the text, and an experience that they have responsibility for. Thus, together with freedom to choose reading material, individual silent reading can be instrumental in students discovering how foreign language reading fits into their lives. 90012 90021 Extensive reading means learners reading at their own pace. It can be done both in the students ‘own time when and where the student chooses, or inside the classroom when part or all of a classroom period is set aside for silent, self-selected reading.In the latter case, teachers may witness, as Henry describes it, «the most beautiful silence on earth, that of students engrossed in their reading» (1995: xv). 90012 90021 9. 90027 Teachers orient and guide their students. 90028 90004 As an approach to teaching reading, extensive reading is very different from usual classroom practice. Students accustomed to wading through difficult foreign language texts might drown when suddenly plunged into a sea of ​​simple and stimulating material.Serious-minded students, for example, in thrall of the macho maxim of foreign language reading instruction, 90027 No reading pain, no reading gain 90028, might not understand how reading easy and interesting material can help them become better readers. 90012 90021 Students thus need careful introduction to extensive reading. Teachers can explain that reading extensively leads not only to gains in reading proficiency but also to overall gains in language learning. The methodology of extensive reading can be introduced, beginning with choice: students choosing what to read is an essential part of the approach.Teachers can reassure students that a general, less than 100%, understanding of what they read is appropriate for most reading purposes. It can be emphasized that there will be no test after reading. Instead, teachers are interested in the student’s own personal experience of what was read — for example, was it enjoyable or interesting, and why? 90012 90021 The final component of orientation is practical. Students are introduced to the library of reading materials and how it is divided into difficulty levels.It should be remembered that students unaccustomed to browsing foreign language reading material may need assistance in selecting appropriate texts of interest to them. 90012 90021 Orientation is the first step. Guidance throughout the extensive reading experience is also needed, in light of the independence and choice extensive reading allows learners. Teachers can keep track of what and how much each student reads, and their students ‘reactions to what was read. Based on this information, teachers can encourage students to read as widely as possible and, as their language ability, reading ability and confidence increase, to read at progressively higher levels of difficulty.Guidance implies a sharing of the reading experience, which leads us to the final principle of extensive reading. 90012 90021 10. 90027 The teacher is a role model of a reader. 90028 90004 Nuttall famously said, «reading is caught, not taught» (1996: 229). Maley explains the implications of this for teachers when he says, «We need to realize how much influence we have on our students. Students do not just (or even) learn the subject matter we teach them; they learn their teachers.Teacher attitude, more than technical expertise, is what they will recall when they leave us «(1999: 7). In short, effective extensive reading teachers are themselves readers, teaching 90027 by example 90028 the attitudes and behaviors of a reader. In Henry’s words, teachers are «selling reading» (1995: 52), and the primary way to do that is to be a reader. 90012 90021 Further, in Henry’s opinion, teachers of extensive reading «have to commit to reading what their students do» (1995: 52).She explains, «By reading what my students read, I become a part of the community that forms within the class» (p. 53). When students and teachers share reading, the foreign language reading classroom can be a place where teachers discuss books with students, answer their questions and make tailor-made recommendations to individual students. It can be a place where students and teachers experience together the value and pleasure to be found in the written word. 90012 90021 90008 Conclusion 90009 90012 90021 Our top ten principles for teaching extensive reading complement the ten principles for teaching foreign language reading offered by Williams.We hope that our ten principles will give teachers food for thought and reflection as they consider their beliefs about how best to help their students become proficient foreign-language readers. 90012 90021 90008 Notes 90009 90012 90021 1. The authors wish to thank the anonymous reviewers of this article for their suggestions. 90021 2. These ten principles originally appeared in Day and Bamford (1998, pp. 7-8) and also in Bamford and Day (in press). They have been revised and expanded for this article.90021 90008 References 90009 90012 90021 Bamford, J. and Day, R. R. (Eds.) (In press). 90027 Extensive reading activities for teaching language. 90028 Cambridge: Cambridge University Press. 90012 90021 Day, R. R. and Bamford, J. (1998). 90027 Extensive reading in the second language classroom. 90028 Cambridge: Cambridge University Press. 90012 90021 Eskey, D. E. (1995). Colloquium on research in reading in a second language. Paper presented at TESOL 1995 Conference, Long Beach, California.90012 90021 Fry, E. (1991). Ten best ideas for reading teachers. In E. Fry (Ed.), 90027 Ten best ideas for reading teachers 90028 (pp. 6-16). Menlo Park, Calif .: Addison-Wesley. 90012 90021 Henry, J. (1995). 90027 If not now: Developmental readers in the college classroom. 90028 Portsmouth, NH: Boynton / Cook, Heinemann. 90012 90021 Hill, D. R. (1998). A bibliography of language learner literature in English. In R. R. Day & J. Bamford, 90027 Extensive reading in the second language classroom 90028 (pp.169-218). 90012 90021 Hill, D. R. (2001). Graded readers. 90027 ELT Journal, 90028 55 (3), 300-324. 90012 90021 Hu, M. & Nation, P. (2000). Unknown vocabulary density and reading comprehension. 90027 Reading in a Foreign Language, 90028 13 (1), 403-430. 90012 90021 Maley, A. (1999). Surviving the 20th century. 90027 English Teaching Professional, 90028 10, 3-7 90012 90021 Nuttall, C. (1996). 90027 Teaching reading skills in a foreign language 90028 (2nd ed.). Oxford: Heinemann. 90012 90021 Samuels, S. J. (1991). Ten best ideas for reading teachers. In E. Fry (Ed.), 90027 Ten best ideas for reading teachers 90028 (pp. 17-20). Menlo Park, Calif .: Addison-Wesley. 90012 90021 Williams, R. (1986). «Top ten» principles for teaching reading. 90027 ELT Journal, 90028 40 (1), 42-45. 90012 90021 90008 About the Authors 90009 90012 90021 Richard R. Day is a professor in the Department of Second Language Studies, University of Hawai`i.He is the co-editor, with Julian Bamford, of 90027 Extensive Reading Activities for Teaching Language 90028 (Cambridge University Press, in press), and a co-author of 90027 Impact Values ​​90028 (Longman Asia ELT, 2003). 90012 90021 Julian Bamford teaches English at Bunkyo University in Japan. His articles and books on extensive reading include «Extensive reading by means of graded readers» (90027 Reading in a Foreign Language 90028 [1984], Vol. 2, pp. 218-260), and (co-authored with Richard R.Day) 90027 Extensive Reading in the Second Language Classroom 90028 (Cambridge University Press, 1998). 90012 90021 About RFL | Table of Contents | Past Issues | Subscribe | Editorial Board | Submissions | Contact RFL 90012 90012 90012 90220 90221.