Reading+development

__** Reading can be understood as "a process of constructing meaning from print and from other symbols" (Hill, 2006, p. 139). Children need to combine what they already know about language and the information in the text they are reading to make sense of what they are seeing. Semantic cues - meanings that come from knowledge they already have about the world. Syntactic cues - the structure or syntax of written language. Grapho-phonic cues - individual letters or 'graphs' and the sounds related to that letter. Visual information such as the spelling of the word affects meaning. E.g. red/read.
 * __READING DEVELOPMENT

** Effective readers ** Effective readers use many different sources to ensure what they are reading and comprehending is correct. Problem solving strategies can be used such as double checking if what they have just read makes sense, examining visual cues to see if it looks right, considering if the letters and sounds are what they would expect to be there, and making sure that the structure and grammar is right. According to Clay (2002) as cited in "Developing Early Literacy", reading can also be looked at from the perspective that it is a process of sampling, predicting, confirming and self-correcting. According to the textbook, the beginning of a text can be sampled, by searching for familiar words and letters. The reader then can use the words they recognize combined with their personal experiences to predict the meaning of the text. If the prediction isn't confirmed, then the strategy can be repeated. Children need to be taught the most basic principles of print, such as the text goes from left to right, and these lines move down the page, then the page is turned over from right to left. They also need to be aware of punctuation, capital letters and spaces between words.



** Types of reading ** // MODELED //// READING // The teacher models how to read by reading out the front of a class so the students can learn good reading strategies and techniques.

SHARED READING Shared reading is when the teacher reads from a big book. This is a whole class activity, where the teacher leads the group, but the students participate by reading parts that have repetition, and asking/answering questions.

// GUIDED //// READING // Guided reading is an effective way of teaching students effective reading habits by modeling, coaching and questioning. The teacher works with children broken up into small groups of a similar reading level.

// INDEPENDENT //// READING // The child in this stage is able to manage their reading effectively enough to read on their own (hill, 2006).