«Teaching Reading at the Primary School Level»
Beltihina
Y.K.
Сontents
1. Introduction……………………………………………………………………...3
2. The Main Body ………………………………………………………………....6
2.1 Stages of reading development
2.2 Useful Techniques for Teacher to teach Reading English
in Primary
School
2.3 Activities for teacher to teach Reading Comprehension
to Children
3. Conclusion…………………………………………………………………..….19
4. Resources…………………………………………………………………...…..21
Introduction
As educators, we want
students to enjoy reading so that it promotes an interest
in other subjects of the curriculum. They
should leave the school as lifelong readers, writers and learners. Over many
decades, educators have been drawing attention to the need for effective
reading programmes. The purpose of an effective reading programme is to develop
the child’s ability to grasp the meaning of what is read, by teaching him or
her how to analyze a sequence of ideas and make logical conclusions (Irwin,
1967). The programme should appeal to every child, meeting his or her needs,
abilities and interests by constructing a positive attitude towards reading
(Irwin, 1967). Teachers should be able to develop clear learning objectives,
and the scope and sequence of a reading programme that should lead to achieving
them. This can be done by the use of appropriate learning activities,
motivational materials and a variety of teaching approaches in which the
children are actively involved. Suggestions are provided on how to prepare
pupils to learn to read, and how to develop and maintain reading achievement.
_e manual explores various methods and activities that help pupils to maintain
and continue to develop
reading comprehension. Suggestions are
made on how to create teacher-made diagnostic and reading comprehension tests.
Strategies are given for using assessment as a guide to instruction. It is intended
that teachers use this publication
as a guide and, to the extent needed,
ideas should be modified to suit the needs of individual classrooms better.
If the programme is to
address the needs of the pupils, the teachers have to diagnose, correct and prevent
reading difficulties constantly, and/or enrich and refine reading abilities.
Teachers’ perceptions and expectations of pupils should be positive. They
should provide a wide range of experiences to permit all children to learn, and
to do so at their own pace (Sweet, 1997). Teachers need to be constantly alert
and to adjust learning experiences according to pupils’ progress or level of
difficulties, before there is a significant drop in reading performance.
Teachers need to develop accurate perceptions of their pupils
and re-examine them continually, so they
can recognize and act on pupil behaviour that is inconsistent with their
initial expectations. Teachers are also responsible for assessing new methods
and approaches to reading against the experiences and abilities of their
pupils.
New trends in the use
of local languages in the primary grades as the media
for instruction raise new challenges for
the teaching of reading and simultaneously open new avenues for more creativity
in the promotion of reading. More of the cultural dimensions should be
integrated in the teaching and learning process, permitting community members
to play a more active role in the education of their children.
At the primary level,
all teachers must be teachers of reading. Regrettably,
not all teachers are trained in the techniques
of teaching reading. This undoubtedly calls for a review of national policies
for the training of teachers. It is particularly important in the light of the
various skills and social issues to be addressed during the primary cycle of
education.
The quality and
variety of reading materials available to children in many developing countries
is a major handicap for ensuring reading competence. A survey in which the
Association for the Development of Education in Africa (ADEA) participated in
2000 identified pupil to book ratios ranging from 1:1 to 1:7, with rural areas
having the poorest supplies of books. _is situation will not be changed
overnight; however, teachers can, and should, be trained to prepare reading
materials along with their pupils. Advancement in the use of computers should
be of great assistance but, unfortunately, the teachers who could beneath most
are in the rural areas and have no access to such media. In this context, the
priority of reading is very much related to other socio-economic priorities in
a community.
An effective reading
programme must be planned to deal with many other obstacles in and around the
school system. They include very large classes, frequent absences, illiterate
parents, and few opportunities for reading out of school, since it is not a
pastime for some communities. The programme should, therefore, include in and
out of school activities, and should be sufficiently flexible to permit
pupils/learners to read on their own.
This work should
enable teachers to enhance and develop quality reading programmes that lead to
achievement in recognized and measurable reading outcomes.
2.1 Stages of reading development
There are generally
five stages of reading development and teachers should be aware of what is
required at each stage. This awareness helps the teachers to understand when,
and how, to introduce various techniques into the programme at the various levels
of growth and development of pupils. It should be noted that children tend to
master the various stages at different ages. To a large extent, the ability of children
to read depends on the quality of the learning environment provided by the
teacher and whether or not the language spoken in the school is the language spoken
by the child at home. Both of these factors can have a dramatic effect on the
time it takes a child to develop in each of the stages. In situations where the
language of the child is different, the language spoken in school the first
year of primary education should be devoted to language development and not to
reading. A child cannot learn to read in a language that he or she does not
speak. One year of language development (becoming familiar with the language of
the institution), the pupil should be better prepared for the reading
development programme.
1. The pre-reading
stage
The first stage of development is the
pre-reading stage. The responsibility of the
teacher is to encourage reading interest
with enjoyable experiences and activities,
with an emphasis on oral expression. The
principal goal at this stage is to ensure
that the learner is socially, mentally,
emotionally and physically ready to learn to
read. Spatial development is important at
this stage. The pupil is taught to recognize spaces between words and the
descending order of the lines in a text. He or she learns to read from left to
right usually, or from right to left for instance in Arabic (Carter, 2000).
Oral expression is the focus of instruction, and the development of sight
vocabulary which is taught using sentences, signs, labels, etc. Simple ideas are
expressed and organized in order to create sentences. The formation of words, starting
with consonants, and the recognition of rhymes by word endings, are all taught.
Examples of children’s
activities
Telling stories:
reading stories with lots of expression, in order to capture the attention of
the children. The teacher asks questions about what is going on in the story as
the reading goes along, to make sure that they understand the meaning of the story.
Drawing pictures and
afterwards sharing the meaning/content of the picture
with the class: the pupils may draw a
picture of something of their choice and then
explain to the class what is going on in
the picture. The picture may be a simple scene (such as a family eating dinner)
or it may be a full story. This depends on the pupil. Looking at a painting, a
photograph or a drawing, analyzing the image and choosing a title: this may be
done collectively, as a class, or in smaller groups if the class size is very
large. Pupils should be able to explain why they chose a specific title. Using
pictures and songs to arrive at a list of words: poems and jingles may be used
to recognize rhyme endings. Jingles may be also be used to introduce the alphabet.
Example of using a
poem to arrive at a list of words
Poem Before learning the poem, pupils are asked to repeat
sounds of three
words in the poem. Then, the teacher
teaches them the poem or jingle (without looking at the words). After pupils
have learned the jingle, they will study the written text of the poem to see
the words’ relationship between what they say and what is written. The three
words that are used are the three words used at the beginning.
2. Beginning reading.
At this stage of development, the learner
must acquire an ability to recognize the letters of the alphabet, but not to
memorize them. This is accomplished by varying the types of techniques used to
teach the alphabet. The modern approach is that children learn the alphabet in
a literature context. A card with a picture of an apple on it and the letter
‘a’ helps to give meaning to the sound ‘a’.
Although traditional methods of teaching
the alphabet do not involve teaching
the alphabet in a literary context, they
do involve the participation of children in
creating ways to help them learn the
alphabet. Methods such as children creating
their own jingles, or the teacher creating
a jingle (or using a traditional jingle of the
community) are ways of teaching the
alphabet, and may be helpful in introducing
and practicing the alphabet. Children
generally enjoy creating various rhythms and
melodies to help them memorize the
alphabet. However, to ensure that they have
not just memorized but have actually
learned the alphabet, the teacher will want to
also teach the alphabet in a literary
context. A child must have a natural ease with
the alphabet in order to learn letter
sounds and word spellings comfortably, and
exercises that are fun as well as
instructive can facilitate learning it.
At this stage,
teachers should promote pupil motivation constantly from the start of a
reading programme. Pupils react willingly to the text when they are motivated.
Texts that reflect the interests and environment of the pupils increase
motivation, especially if a pupil is having difficulty beginning to
read. It may be beneficial to select photographs of people they know in
the community or their family members, people who are a reflection of who they
are, so that they feel connected to the reading process. Finally,
teachers are encouraged to provide models for the children. This means that
the teacher (or possibly a pupil) performs an action, or expresses a thought,
that the class imitates (Irwin, 1967; Schunk, 1990). Modeling is one person
setting an example and the others following it. An example of modeling
(the teacher in this case is the model) is a child reading a poem,
imitating the pronunciation and expression a teacher used while reading
the poem. Or, a pupil can be a model and teach the class a small lesson
or activity that he or she has learned. When pupils are the models, it
encourages self-empowerment. Children feel good about themselves because
they are able to share something they have learned with the class. A
child is ready to read after having comfortably mastered the alphabet and having
had lots of exposure to, and familiarity with, a variety of texts, such as
books, charts, pictures, signs, etc. The goal at this beginning stage is
to develop reading habits that continue to promote reading as an
enjoyable activity. In order to reach this goal, students must begin to
identify words that have similar beginnings and endings. Some phonetic
practice begins at this stage, taught within the context of the text,
such as the consonants in rhymes and jingles. New words are introduced and
taught through phonetics and written activities. The pupils’ vocabulary is the
basis for the materials produced in the classroom. Words are recognized as
a whole and their relationship in combinations. Modeling at this stage
of development can even include peer models, who may demonstrate a task
or activity in front of the class, and the class then imitates the
action.
Four examples of
children’s activities
Scavenger hunt: pupils
divide up into small groups. There are several cards with words with similar
beginnings and endings hidden throughout the room or study area. The groups
each start with a set of cards given to them by the teacher. They hunt around
the area to find the matches. For example, a group may have the
cards: BAT, ME and TALL. They may find the
matching cards CAT (matching ending), MY (matching beginning) and BALL
(matching ending) in designated hiding spots.
Modeling: each pupil
can be responsible for a specific letter (maybe the first letter of their name,
when possible, or something of interest to them, such as ‘s’ for soccer). They
must be able to teach the class the letter ‘s’, for example, by using pictures
that they have drawn or acting out an action, such as swimming, that they created
about the letter. In classes that are very large, it may be easier to set up
small groups instead of doing this activity individually. Listening and
Reading: the teacher can record his or her voice on a cassette tape. The pupils
either individually or in groups can read along with the teacher as the tape
plays. The tape should include instructions to that allow pupils to physically interact
with the text (the pictures in the book) or imitate an action (cited in the
book) in order to make sure that the pupils are following. For example, in a story
about a lion, the teacher may ask ‘Put your finger on the lion’s nose’. In the
case where there is not access to a cassette tape recorder, a teacher may do
this activity orally.
Word Bingo
(variations): Pupils are given a chart with various letters and simple words
(words or letters can go on the chart, depending on the lesson). They are given
wooden or plastic pieces that can cover each square on the chart. The teacher calls
out a word, for example, ‘SEE’. The pupils are to cover the block of the chart that
has the word ‘SEE’. Eventually, they may use a bingo chart with letters across and
numbers going down.
3. Developing reading
fluency
The third stage of reading development is
reading fluency. At this stage of development, the pupil is prepared to
identify words that he or she cannot pronounce and find the pronunciation
independently, read simple stories and feel comfortable learning new concepts.
Pupils begin to use context clues, using information in the story to guess the
meaning of certain unknown words or ideas. Materials need to be very diverse.
The pupil is better able to make use of various texts, such as travel
brochures, pictures, stamps from countries around the world and washing
directions on clothes labels. It is very important, therefore, to make sure
that the materials challenge the pupils and are relevant to the lessons, and
that they continue to reflect the images (instill pride about who they are) and
the interests of the children.
4. Increased reading
ability and the development of reading interest. Once the fundamental elements
of reading have been mastered, pupils are able to start reading for pleasure.
They have the ability to combine different sounds in order to create new
combinations with unfamiliar words. They have experience with contractions and
are able to recognize the use of contraction. They are able to recognize compound
words and smaller words within larger words. We are we’re Together to get her. Many
of the tools needed to be a fluent reader have been learned at this point in
development, so concentration is placed on motivating pupils to read for
enjoyment and encouraging children to make reading a habit. Supplementary
materials for individual reading activities or free voluntary reading should be
made available.
The children should be
encouraged to make class books in addition added to the supplementary
materials. As pupils are able to read faster and with more understanding, ample
materials should therefore be available in the classroom library and/or the
school library for the children to choose from. If there are no libraries, as
is the case in most rural primary schools, teachers can build up box libraries
over time. This box may include children’s writings the teacher’s writing, and
other material the teacher has collected.
Examples of children’s
activities
Word Dig: pupils can pretend to be archaeologists and dig for
‘roots’ and words within other words. Examples are words such as ‘whenever’
(when and ever) and other less obvious words with different sounds such as
‘instead’ (in, tea).
Storytelling: pupils may have a designated time every day or during
the week where they read a story to the class.
Book reviews: pupils read a book and give the class a summary and
their opinion of the book. The teacher should provide a guide sheet for them to
full out so that they know exactly how to critique a book. The criteria a
teacher has taught in the classroom about literature are what should go on the
book review form (See below).
BOOK REVIEW/CRITIQUE
1. What is the name of the book?
2. Who is (are) the main character(s)?
3. Where does the story take place?
4. What is the main character’s problem?
5. How does this problem get solved?
6. What did you like about the story?
7. What did you dislike about the story?
8. What was your favourite part in the
story?
9. What did you think after you finished
the story?
10. Would you recommend this story to
friends?
5. Enhancing and
refining reading skills
Reading comprehension requires pupils to
be able to use the language of a text to understand and explain the meaning.
Pupils learn how to (a) identify the main ideas in a text and (b) how to
analyse and apply the information that they have learned from a text. They are
able to develop arguments and support those arguments based on information in
the text, other sources of information or previous knowledge. At this stage,
there should be more emphasis on non-function materials, such as diagrams, maps
and encyclopedias. The ultimate goal is for pupils to be able to read a text
and comprehend its meaning. It is expected that pupils will have a facility
with words that aid in communication, the form of communication they use with
others and in self-expression.
Examples of activities
Creating a board game:
pupils make a board game to be played
with their peers. It is best to follow the design of an existing game, such as
Monopoly.
Research paper: pupils conduct an interview with knowledgeable (about
a specific topic) members of the community and/or consult books (when
available) concerning a topic of interest. They learn to take notes and compile
information, and at the end write a report. This report may be read to the
class aloud.
2.2 Useful
Techniques for Teacher to teach Reading English in Primary School
The student’s success
depends on learning to read with a purpose, predict, skim, scan, extract
detailed information, read and recognize functions, deduce meaning from
context. But reading in a foreign language creates barriers for the learner in
using reading skills. It is the teacher’s job to re-activate these skills by
making students less anxious or frustrated and thus removing some of the
barriers. A reading lesson might reflect this process in a variety of ways.
There are a lot of classroom procedures that activate and encourage pupils to
realize that reading can be fun. Mostly this happens while integrating reading
with writing, listening and speaking
What do people read?
Activity 1. Web Map. Put everything you
can remember reading the previous day( all types even reading labels, shopping
list, address book, road signs, posters, articles, books, etc..
Why do people read ? There are some main reasons for reading
Reading for survival - a matter of life
or death: immediate needs or wishes, signs instructions, etc.,
Activity 3. Write and read as many signs
and instructions you meet on your way to work.
Example: No smoking! Push!
-Reading for information - goal oriented
- Reading to extend the general knowledge
of the world
- Reading for information
- Reading to remind ourselves about
half-known
Reading for specific purposes - for a
very particular purpose
- To give instructions
- To describe situations
-To report events
- To generalize
Reading for pleasure - for its own sake.
- Thrillers
- Romantic fiction
- The classics
- Contemporary fiction.
Activity 1. Classify your reading under
the four types of reading.
How do people read? The main types of reading are as follows:
- Skimming: quickly running one’s eyes
over a text to get the gist of it.
- Scanning: quickly going through a text
to find a particular information.
- Extensive reading: reading longer texts
- Intensive reading: reading shorter texts
to extract information.
Useful reading
techniques
A reading lesson might
reflect this process in a variety of ways. There are a lot of classroom
procedures that activate and encourage pupils to realize that reading can be
fun.
All reading techniques
are classified according to three main types of classroom procedures:
- pre-reading
- while-reading
- post-reading
Pre-reading- activities that precede
the reading of the text:
web maps, brainstorming, warming -ups,
describing pictures, puzzles, questions, questionnaires, making lists, memory
games, anticipation, predicting, etc.,
While-reading activities are designed
to:
scan, skim, reassemble jumbled sentences
and texts,think of a suitable title, jig-saw reading, locate a key
sentence/paragraph, complete a chart, examine punctuation and grammar, etc.,
Post-reading that traditionally consisted
of questions now:
answer the questions, multiple-choice
questions, put the instructions in order, deducing information, read and write
a report/ a letter / a project, etc.,
Reading for pleasure:
- Romantic fiction, thrillers, quizzes, jokes,
mysteries, matching, etc.
These techniques remind
readers of what they do in fact know and think, encourage them to be active and
reflective, realize that reading can be enjoyable and fun.
2.3 Activities
for teacher to teach Reading Comprehension to Children
There are a lot of fun
ways to teach reading to children and I will be posting articles regularly on
different methods. Today’s article is about organising treasure hunts to put
reading skills into use and to reinforce vocabulary.
1. Teaching Reading Comprehension with
Treasure Hunts
Treasure hunts are
great fun and children love them. Although to be honest, so do some of my adult
students. They can be taken outside or organised inside, depending on the
weather and season, and can be played with large groups or literally one or two
children.
Keep the reading
activity based on some specific language use and vocabulary reinforcement,
centered around what you are teaching them at the moment or have just finished,
so that your students will most likely be able to read all the language and
understand the instructions easily.
Use Winnie the Witch
while teaching children how to read in English. The story line is easy to
understand, there is ample amount of repetition and the images are lively and
colourful. The vocabulary in the book is about objects that are found in homes,
body parts and colours. If I were to organise a treasure hunt as a follow-up
activity to reinforce the vocabulary, send students inside and outside to look
for clues.
2. Play a small Game For Children to
reading comperhension
You can vary the
difficulty according to what your students are able to read and understand.
Remember that to be able to play they are going to have to read the clue and
understand it to find the next clue. Here are some very simple clues that could
be used:
It is where we wash our body and it is
white
It is where we sleep
It is where I sit when I eat and it is
brown
It is on the floor in the lounge
There are trees and green grass
It is how I go up and down in the house
The answers are:
Bath
Bed
Chair
Carpet
Garden
Stairs
Under the clue, put
lines to show how many letters the word consists of. For the word chair, you
would put five little lines. Children cannot just read the clue and run off to
find the next one, they must also write the word on the lines to make sure they
have the correct word and to reinforce correct spelling.
If you do so, you will
have to prepare the same amount of clues as there are groups otherwise the
first group to find the clue will write down the answer and leave it there for
others to see. You can colour-code groups and leave clues on coloured
cardboard. The red group must read their clue on the red cardboard and can
leave with it in their hands once they have found the answer and written it
down. Ditto for the blue, green and yellow groups.
3. Organizing the Treasure Hunt
Think about your groups
before you begin the treasure hunt. If they are too big, weaker students will
let the stronger ones do all the work or they may simply be too slow to get it
done before someone else comes up with the answer. So, if it’s possible, try
and put your students into pairs. If not, then make sure that groups are
divided up according to their level and capacity.
All students should be
able to share the prize. Slower students who get to the end of the treasure
hunt ten minutes after the quicker ones have done the same amount of work as
the others, just slower. So, they should also win a prize. You can either keep
adding treasure every time a group has claimed their prize or you can change
the last clue for every group, sending each group somewhere else for the
treasure.
If you do put clues
outside, be sure to put them into plastic bags or laminate them to protect them
if it rains between the time you hide them and when your students find them.
The treasure can be
sweets, stick-on badges or cheap toys. If you have an on-going points system in
your class where groups earn points until they have reached a certain amount,
then you can also just award points; five points for the first group to finish,
four for the second group, three for the third group and so on.
The aim of a treasure
hunt in reading comprehension is to reinforce reading strategies and learnt
vocabulary as well as provide students with a meaningful reading task. It is
far more interesting and motivating than sitting them down to read through an
isolated and boring passage taken from a book they have never read and most
probably never will.
Conclusion
From all above-stated
it is possible to draw the following conclusions. Primary education is the
basic education which aims at preparing children to attain the competence
needed to advance further in making a worthwhile contribution to society, which
is constantly undergoing changes. In order to fulfill this objective, teachers
must keep abreast with current thinking, and engage in training that will
enhance the teaching - learning process.
Central to the success
of the teaching - learning process is the level of attainment by children in
the area of reading. Unfortunately, this has created cause for concern in many
societies, as the high rate of illiteracy continues to adversely affect the
progress of a technological advancing world.
Since reading forms
the basis for all other areas of learning, it is necessary to
ensure that children of the primary grades
attain proficiency in reading. This implies that teachers in the primary grades
will have to vary traditional methods of teaching, and improve their knowledge
base by engaging in training, including information communication technology
(ICT) training.
The objective of this
module, is to provide teacher trainers with the knowledge, and strategies that
will enable them to gain insight into the changing concept of the reading
process, and how to utilize the knowledge, and apply the strategies to
facilitate the teaching - learning process.
Additionally, the
module emphasizes the engagement of the children at the different stages,
thereby making the task of teaching child-centered, rather than children being
passive recipients.
The work is offered as a resource for
trainers, and each unit provides information concerning the interactive process
of facilitating reading in the primary school with emphasis at the early
grades, and with a view to modifying texts and strategies as children progress.
The various aspects of reading that are included in the module were intended to
encourage reading across the curriculum at all levels.
The results of the work
are then used to create and implement corrective
treatments to reading difficulties for
certain pupils. These results are also used to
help strengthen or refine reading skills,
by allowing the teacher to create an instruction that builds on the background
knowledge of the pupils. These work results, used in conjunction with the
results of the reading interest inventory, help
teachers in concentrating on pupils’
specific needs, while presenting the information in activities that appeal to
the pupils.
Resources
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Newark, Del., International Reading Association, pp.183-204.
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