Teaching+reading


 * Teaching reading**[[image:teaching_reading.gif align="right" caption="(DTCC Libraries, 2005)"]]

Teaching children to read is very important as reading is a vital asset to a person’s life. Being able to read will ensure that a child is equipped later in life to do such things as;  When teaching reading many teachers like to organize teaching opportunities under four roles of a reader which are code breaker, meaning maker, text user and text critic (Hill, 2006 p.172).  CODE BREAKER Code breakers are able to decode print by using their knowledge of sound-letter relationships and high frequency sight words (Hill, 2006 p.173). For example, ‘the’ and ‘is’. When teaching students to read, a good activity based on code breaker is word building. For example: (Hill, 2006 p.187).  MEANING MAKER Meaning makers search for meaning in the illustrations, sentence structure and print. They read to understand (Hill, 2006 p.175). When teaching students to read, a good activity based on meaning maker is to have the children reading a book and asking them questions about the text throughout the reading. This will determine the student’s comprehension of the text. That is, their understanding of the text they just read and what meaning they gained from it. There are three different types of comprehension questions which are:  TEXT USER Text users determine how they will read a book by identifying the form o genre of that book (Hill, 2006 p.175). When teaching students to read, a good activity based on text user is reading the class a text and asking the students questions such as:  <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"><span style="FONT-FAMILY: Arial, Helvetica, sans-serif">TEXT CRITIC <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Text critics evaluate the author’s purpose and their decisions about how the information is presented (Hill, 2006 p.176). When teaching students to read, a good activity based on text critic is getting students to explore catalogues and advertising leaflets to explore how words and pictures are used to create meanins and influence the reader (Hill, 2006 p.189).
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Get a job
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Read various types of instructions
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Order food
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Read the news
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Read letters
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Read emails
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Read road signs
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Read road maps
 * 1) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Put the word ‘mat’ on an overhead with magnetic letters.
 * 2) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Say, //this is the word mat. Read the word to me. I can change one letter of the word to make a new word.//
 * 3) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Change the letter ‘m’ to ‘r’ and have the children say the new word (rat).
 * 4) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Direct the children to build the word rat, one letter at a time, and then to say the word.
 * 5) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Continue by having the children change one letter at a time and then read the word.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Literal questions** concern facts that can be found in the text. The answer is either right or wrong.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Interpretive questions** ask the reader to read between the lines and their answer is not necessarily right or wrong.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Inferential questions** ask the reader to go beyond the book and possibly link the text to ones own experiences or make a judgment.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">What kind of book is this?
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">How is it organized?
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Has it got chapters?
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Has it got a glossary or an index?
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"><span style="FONT-FAMILY: Arial, Helvetica, sans-serif">How will we read this text? (Hill, 2006 p.188)

By Ashleigh Smith 700180008 <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">