Teaching+Reading

__**Teaching reading**__
Teachers use three stages when planning their reading lesson. Before reading, is the first stage where teachers aim to use children’s prior knowledge as a way of connecting to the current text. Secondly is the during reading phase where “teachers often use prompts to support children to problem solve and use several information sources,” (Hill, 2006, pp 176). There are four roles of a reader, consisting of the code breaker (punctuation and vocabulary), meaning maker (comprehending the text), text user (analyse the purpose of the text) and text critic (awareness of the intent of the text), which are all helpful when undertaking shared or guided reading. “ Reading refers to all ways of gaining meaning form texts, including non-print texts,” (Bradbury, 1997, pp 3).

Teachers use different approaches to reading depending on the level of support required by their students. They are modelled reading, shared reading, guided reading, and independent reading. Each of these stages differ in their level of teacher support.

Modelled reading involves the teacher “modelling skilled reading behaviour – fluency, phrasing, enjoyment and interest, in a range of different writing styles, texts and genre’s,” (Wells, 17/3/2008 ).

Shared reading is when the teacher and students work together to read through an enlarged text. Children get involved when and where they know a word or phrase in the text. Modelled and shared reading are conducted during the first few years of primary schooling and can undertaken in small groups or with the whole class. Guided reading incorporates either a small or individual students. The teacher listens to student(s) read and helps out w hen require   d, taking notes on students mistakes and ability. Books are chosen inline with the student’s instructional level and can be selected in order to help a particular child or group develop and enhance a certain aspect of reading they may be struggling with.

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