Teaching Reading Approaches

1. APPROACHES TO
TEACH READING
1. Azrina 2. Naziha 3. Khavitraa

2. APPROACHES TO
TEACH READING
LANGUAGE EXPERIENCE

3. LANGUAGE EXPERIENCE
APPROACH
 Language experience approach is suitable for
all levels of learners. By using the Language
Experience Approach (LEA) to teach
beginning readers how to read, pupils can
connect their life experiences with learning
written words.

4.  The unique factor about this approach is that
the pupils own words are recorded or used as
they describe the event or activity. This allows
them to interact with the text and gain
knowledge and understanding through their
experience.
 The LEA can be used with individual pupils or
group. While it is most commonly used with
young emerging readers, it is also effective for
teaching struggling readers

5. Language-Experience
Approach
 It is an approach to reading in which the child’s
own language and experiences is used to
create reading material.
 Students dictate a story based on an
experience they have had.
 The teacher writes the dictated story.
 Through discussion, the teacher can help
students organize and reflect on their
experiences.

6. Language-Experience for ELL
 Accept the child’s language and show that it is
valued.
 If the teacher edits it, it becomes the teacher’s
language, not the child’s.
 However, if mispronounced, the teacher should
spell correctly.
 As children grow in language, they will have
opportunities to develop fuller knowledge of
verbs, contractions, and pronunciation.

7. Advantages
 It integrates the four language processes.
 It is child centred which brings new reader to the
text rather than the other way around.
 Aids comprehension:
 the reader and composer are one and the same
person. The child understands that text carries
meaning
 It is enjoyable and allows the child and his or
her life to become known.

8.  Highly motivating.
 Boosts self esteem
 Incorporates emotion and fun
 Can be used to develop sight vocabulary and
comprehension via cloze exercises.

9. How to conduct a LA approach in
class? PROCEDURESPresent the topic
for discussion.
This might be
based on a
previous field trip,
as story that was
read to the class,
a video, or some
other experience
shared by the
class. Write down
the title on large
lined chart paper
with a marker.
Encourage
careful
observations
.
Elicit and
extend oral
language
relating to the
students'
thoughts and
observations.
Encourage
students to
listen and
respond to their
peers'
observations.
As the discussion
occurs write down
students'
statements on the
chart paper,
repeating what you
write in
the process and
making note of the
speaker's name.
Make sure the
students attend to
this process.
Read what
you have
written.
The whole
class reads
what you
have written.
Individual
readings, using
a pointer to
indicate the
words as the
Follow-up
activities.
Develop
basic skills
through
word banks.

10. APPROACHES TO
TEACH READING
PHONICS APPROACH

11. Phonics Approach
 Teaches the relation of the letters (graphemes) to the sounds
(phonemes) they represent.
 The theory behind the phonics approach is based on two
assumptions: most languages have consistent phonemes
(sound) to grapheme (letter) correlation.
 Once children have learned the relationships of the letters to
the sounds, they can pronounce printed words by blending
the sounds together.
 Knowing these relationships help early readers recognizes
familiar words accurately and automatically "decode" new
words.
TSL3106 Module

12.  Utilizes explicit, teacher-directed instruction to
introduce skills and strategies.
 Provides distributed practice and cumulative
review.
 Emphasis to reinforce phonic elements or
linguistic patterns.
 Tightly controlled vocabulary and are used
primarily for struggling readers.
 Selections are unnatural so it is difficult to use
context clues.

13. Program Goals
 Increase students’ phonemic awareness.
 Strengthen letter-sound associations.
 Increase decoding skills for single syllable and multi-syllabic
words.
 Increase instant recognition of high frequency words.
 Improve spelling of single syllable and multi-syllabic words.
 Promote passage reading fluency and related
comprehension

14. APPROACHES TO
TEACH READING
SIGHT WORD APPROACH

15. Sight Word Approach
Sight words are words that
are recognized instantly and
without any analysis.

16. Many sight words can’t be
sounded out because they
don’t follow decoding rules.

17. Sight words are high
frequency words – the
words most frequently
occurring in reading
materials.

18. Why do we teach sight
words?
Students who learn sight
words have a good base for
beginning reading
instruction.

19. When do we teach sight
words?
 Sight word instruction usually begins
in kindergarten and continues into
primary and secondary school,
although struggling readers continue
learning sight words beyond
secondary school.

20. Approaches Language
Experience
Phonics Sight Words
Definition the child’s own
language and
experiences is
used to create
reading material.
Teaches the
relation of the
letters
(graphemes) to
the sounds
(phonemes) they
represent.
words that are
recognized
instantly and
without any
analysis.
Target Group individual pupils
group
(struggling
readers)
Young learner
(initial stages of
developing
reading )
Adult learner
(lack of reading
proficiency)
struggling readers

21. Language
Experience
Phonics Sight Word
Characteristics develop fuller
knowledge of
verbs,
contractions, and
pronunciation.
-help early readers
recognizes familiar
words accurately
and automatically
"decode" new
words.
-can pronounce
printed words by
blending the
sounds together.
-high frequency
words
-can’t be sounded
out (don’t follow
decoding rules)
-a good base for
beginning reading
instruction.

22. Approaches Language
Experience
Phonics Sight Word
Activity •Word Or Letter
•Picture Match
•Video & Songs
•Phonic Stories
•Listening Activity
•Antonyms
•Synonyms
•Homophones
•Parts of speech
•Same double
consonant words
•Word family
words
•Beginning
sounds and vowel
sounds

23. ACTIVITY FOR LANGUAGE
EXPERIENCE APPROACH
(LEA)

24. Word or letter “hunts”:
 Teacher prepare word or letter (and sound)
that he/she would like the students to
recognize.
 Teacher then ask the students to find it in other
chart story.
 Then, students will circle, box in, underline or
etc. on the words/letters that are the same.

25. Picture Match
 A few sentence strips pasted on the board.
 Teacher will prepare a few pictures and
distribute it to the students.
 Then, the students need to match between the
picture that already distributed with the
sentence strips pasted on the board.
 They will be asked to read aloud the sentence.

26. ACTIVITY FOR SIGHT
WORD

27. Use the poems and lessons to:
 Integrate language skills
 Antonyms
 Synonyms
 Homophones
 Parts of speech
 Same double consonant words
 Word family words
 Beginning sounds and vowel sounds

28. Benefits
1. Easy to Use Lessons
 Minimal preparation
 Few outside resources required
 Sight words are identified in boldface type in
poems
 Enjoyable, hands-on activities

29. Benefits
2. Versatility of Use
 Can be used to introduce, practice, review
and/or assess
 Can be used for whole-class or small-group
instruction

30. We Are Opposites
We are opposites,
And I’ll tell you more!
I say after,
And you say before.
I look up,
And you look down.
I like to walk,
You run to tow

31. I think it’s hot,
You think it’s cold.
I say it’s new,
You say it’s old.
I come in,
And you go out.
We are opposites,
Let’s give a shout!
We are opposites
It’s like I said before.
Think of your own.
If you want any more!

32. Opposites Pyramid
Objective
 to identify and read the antonym of a given
sight word

33. Video

34. ACTIVITY FOR PHONICS

35.  Songs and Chants
 Blending
 Phonics Stories,
http://www.kizphonics.com/phonics/mouse-
cow/

36. Video

37. Video.

38.  http://www.slideshare.net/cindyjbj79/teaching-
reading-through-phonics
 http://esl-
methods.wikispaces.com/file/view/LANGUAG
E+EXPERIENCE+APPROACH.pdf
 http://www.education.com/reference/article/Ref
_Phonics_Language/