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Topic 12

The document discusses several approaches to teaching reading to preschoolers: 1) The whole language approach emphasizes that children learn reading skills naturally through exposure to print, stories, and writing, just as they learn to talk. 2) The natural approach believes children can learn to read with adult modeling and attention to early skills, just as they learn other tasks. 3) Literature-based programs use real books and literature to develop reading skills rather than worksheets. 4) The decoding approach teaches identifying the individual sounds in words to link spelling and sounds.

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Faizul Hafizzie Dasuki
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24 views13 pages

Topic 12

The document discusses several approaches to teaching reading to preschoolers: 1) The whole language approach emphasizes that children learn reading skills naturally through exposure to print, stories, and writing, just as they learn to talk. 2) The natural approach believes children can learn to read with adult modeling and attention to early skills, just as they learn other tasks. 3) Literature-based programs use real books and literature to develop reading skills rather than worksheets. 4) The decoding approach teaches identifying the individual sounds in words to link spelling and sounds.

Uploaded by

Faizul Hafizzie Dasuki
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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TOPIC 12

READING

1
Language Arts Approach
and Whole-Language
Approach

2
Awareness and Understanding of
Reading to Preschooler
Pictures and text have different functions.
Print contain the story
The words the reader say come from the
pictures
Stories tend to have some predictable
segments and features
It is possible to write messages
There are words, and written words are
made up of letters

3
Letters are arranged from left to right
Letters appear in linear fashion to
represent the sequence of sounds in
spoken words
Spaces delineate words boundaries
Letters come in capitals, in small print, and
even in script, but they all have the same
significance
Some marks are used to show beginnings
and ends of text

4
The Natural Approach
The idea that child can learn to read as he
learned to talk, that is, with adult
attention and help with early skills.
Believe that children learn to read in a
literate society the same way they learned
to talk, walk, draw and sing: by seeing and
hearing reading modeled skillfully and by
noticing and understanding that this is an
interesting and useful thing to do.

5
Interest in print (words) leads to
invented spelling reading.
Natural reading systems propose
that children learn to read by
authoring from their own
experiences, and by being exposed
to great classic literature as well as
child-authored literature.

6
Natural reading and
language-experience

approach
A base in childrens language development and
firsthand experiencing
Stress on childrens interests, experiences, and
cognitive and social development
Respect for childrens need for activity and
involvement
Requirement for meaningful learning experiences
Encouragement of childrens creative writing as a
meaningful approach to using and practicing reading
and writing skills
Integration of school and public library resources with
classroom reading materials

7
The Whole-Language
Movement
Believe in offering children meaningful
and functional literature in full literary
texts rather than through worksheets or
dittoed handouts
Emphasize the interrelated nature of
the language art
Believe that learning in any one area of
language arts helps learning in others
The term is similar to natural-language
approach
8
The philosophy:
1.children learn language skill by
following the natural learning
behavior that governs the way they
learn to talk, and that writing,
listening, reading, and speaking
activities grow from childs
experiences and interest.
2.The teacher directs natural curiosity
into activities that develop skills.

9
Literature-Based Reading
Programs
Three type of literature-Based:
1.Literature-based reader
Used literature content texts
About 80% of these texts, the stories are the
original writing
Books are based on selections of stories, not whole
books
Teacher guides and workbooks : words study and
fill-in-blank exercises
2.Basalization of literature
Used real books to study but treats them as basal
readers

10
3.Comprehensive literature
program
Literature enter the curriculum
Teacher read aloud to children
Give choice of real books for their own reading
Use literature in every area of curriculum
Encourage to response through discussion,
drama, art and writing
Primary goal to produce children who not only
know how to read but also become readers

11
The Decoding, or
Phonetic, Reading

Approach
Based on teaching children the 44 language
sounds (phonemes), which are 26 alphabet
letters and combinations (graphemes).
Children first must be able to decode (to
pronounce the letter sequences, the link
between spelling and sound.
Phonemic awareness: the understanding
words are composed of individual sounds
called phonemes which make a difference
in meaning. (soap and rope)

12
Look-and Say Method
Children see the written letters of their name
or familiar word, identify the name or word.
Children memorized group of symbols
Believed that children who learn words in this
fashion have memorized the shape or pattern
of the word.
Confused: saw for sew
Children who are good at noticing slight
differences and who have good memories
seem to progress and become successful
readers.

13

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