LAN2240 Study Guide - Final Guide: Phonics
17 Jun 2018
School
Department
Course
Professor
Reading(Fluency(
§ Fluent'reading'supports'meaning'
§ Fluent'reading'is'an'indicator'of'comprehension'
Visual'information'is'essential'for'fluent'correct'corresponding'and'skilled'readers'tend'to'
use'visual'knowledge'in'a'highly'efficient'way,'scanning'at'several'levels'in'order'to'check'on'
the'messages'of'the'text.''
Fluency'is'the'ability'to'read'aloud'consistently,'recognise'or'decode'words'accurately,'and'
construct'meaning.''
'
The'focus'for'emergent'and'early'readers'is'on'developing'FPI'to'process'texts'smoothly;'
§ Fluency'(rate'or'pace)'
§ Phrasing'(reading'groups'of'words'together)'
§ Intonation'(natural'rise'and'fall'of'the'voice)'
'
Emergent(Readers:(learning'that'a'text'is'a'consistent'way'of'telling'a'story'or'relating'
information,'developing'letter-sound'relationships,'match'written'to'spoken'words'
Early(Readers:(variety'of'strategies,'adapt'their'reading,'reading'for'meaning'is'firmly'
established.''
'
Shared(Reading(
' A'teacher-led,'whole'class'activity'using'an'enlarged'text'(big'book,'poem'card)'that'all'
the'children'can'see.'The'teacher'reads'as'the'class'looks'on,'using'‘think-aloud’'to'
demonstrate'appropriate'strategies'(demonstration'and'modelling).'Subsequently,'the'
children'read'along'with'the'teacher,'practicing'strategies'that'have'been'previously'
demonstrated.''
'
Shared(Reading(Teaching(Strategy(
' Allows'teachers'to'use'!"#$#%"#&'!(')&*&$+',!"'%-&.%'!/$-0&!(1!/%!"-!)&to'help'children'
develop'the'strategies'necessary'for'effective,'independent'reading.'Uses'texts'with'
print'large'enough'for'children'to'see;'
§ Brings'children'closer'to'the'text,'encourages'their'engagement'with'it'
§ Allows'teachers'to'demonstrate'how'to'read'a'text''
• The'concepts'of'print'and'what'to'attend'to'in'print'pictures'
• How'to'use'all'sources'of'information'and'strategic'activity'to'problem'solve'
the'message'of'the'text'
§ Shared'reading'allows'children'to'join'in'at'their'own'level'of'ability'after'the'first'
read'through'and'is'supportive'of'their'attempts.''
'
Shared(Book(Experience(
On'the'first'read,'introduce'the'story:'
§ Book'introduction'
§ Reading'the'text'
§ After'reading'activities'or're-reading'
Subsequent're-readings'to'focus'on:''
§ Increasing'participation'in'reading'
§ Teaching'about'books,'print,'and'reading'strategies'
§ Learning'phonics'and'punctuation'
§ Developing'sight'vocabulary'
'
Document Summary
Fluent reading is an indicator of comprehension. Visual information is essential for fluent correct corresponding and skilled readers tend to use visual knowledge in a highly efficient way, scanning at several levels in order to check on the messages of the text. Fluency is the ability to read aloud consistently, recognise or decode words accurately, and construct meaning. The focus for emergent and early readers is on developing fpi to process texts smoothly; Intonation (natural rise and fall of the voice) Emergent readers: learning that a text is a consistent way of telling a story or relating information, developing letter-sound relationships, match written to spoken words. Early readers: variety of strategies, adapt their reading, reading for meaning is firmly established. A teacher-led, whole class activity using an enlarged text (big book, poem card) that all the children can see. The teacher reads as the class looks on, using think-aloud" to demonstrate appropriate strategies (demonstration and modelling).
