Archive for Juli 2014
- Spend time with the children talking, telling stories and singing songs. These are fun and important activities that can help children get ready for reading.
- Read to and with the children every day. This shows that daily reading and spending time together is important.
- Let the children help choose the books you read together. This will help keep the children’s interest.
- Find a comfortable place to read and sit together. This helps them create a special feeling at reading time.
- Change your voice and the pace that you read to fit the story. This makes the story more interesting for the children.
- After reading a book, talk about the story. Discussing the pictures and the main ideas in a book helps develop understanding.
- Let the children see you reading books, newspapers, and magazines. This sets an example for the children that you enjoy and value reading.
- Take the children to the library regularly. Libraries are a wonderful place to find books and so much more.
READ ALOUD so babies can :
- Associate reading and books with warm, pleasant feelings.
- Hear sounds, rhythms, and words.
- Use their senses—listening, seeing, touching.
- Make sounds. They coo, gurgle, babble, and eventually, talk.
- Point to pictures that the reader can name for them.
- Begin to understand that pictures represent objects.
- Have fun!
Choose books
babies like
- Very young babies love to hear familiar voices. You can read anything to them, but they especially like nursery rhymes and other stories with set rhythms.
- Babies enjoy board books with simple, bright pictures against solid backgrounds.
- As babies learn to grasp things, pick light, washable cloth and vinyl books.
- When babies are old enough to hold things, provide brightly colored board books featuring only one or two objects per page.
- As babies become interested in what’s inside a book, read books with bright pictures of animals, babies, and familiar objects. As babies begin to do activities for themselves, read simple stories about routine events—eating, taking a bath, or going to bed.
- As babies begin to talk, read books that invite them to repeat rhymes, words, and phrases.
- When older babies want to join in, read books with textures, things to touch, flaps to lift, tabs to pull, and holes where they can poke their fingers.
- Babies of any age enjoy homemade books and family photo albums.
Try these
ideas
- Hold the baby in your lap; make sure he or she can see the pictures.
- Play with words, sing, and make up rhymes; include the baby’s name.
- Expect babies to touch, grasp, and taste—this is how they learn.
- Offer the baby a toy to hold and chew while listening to you read.
- Read one or two pages at a time; gradually increase the number of pages.
- Let the baby turn the pages if he or she is more interested in the book than listening to you read. He or she will still be learning about books and enjoying your company.
- Point to, name, and talk about things in pictures. Describe what’s happening.
- Ask the baby: “Where’s the . . .?” “What’s that . . .?” Wait for a response.
- Encourage a baby to join in—moo like a cow or finish a repetitive phrase.
- Stay on a page as long as a baby is interested.
- Put the book away and do something else when the baby loses interest.
It’s
important to read aloud to children of all ages
- Reading aloud presents books as sources of pleasant, valuable, and exciting experiences. Children who value books are motivated to read on their own.
- Reading aloud gives children background knowledge, which helps them make sense of what they see, hear, and read. The more adults read aloud to children, the larger their vocabularies will grow and the more they will know about the world and their place in it.
- Reading aloud lets parents and teachers be role models for reading. When children see adults excited about reading, they will catch their enthusiasm.
- Reading aloud can introduce books and types of literature—poetry, short stories, biographies— children might not discover on their own.
- Reading aloud introduces the language of books, which differs from language heard in daily conversations, on television, and in movies. Book language is more descriptive and uses more formal grammatical structures.
- Reading aloud lets children use their imaginations to explore people, places, times, and events beyond their own experiences.
- Reading aloud gives children and adults something to talk about. Talking supports the development of reading and writing skills.
- Reading aloud supports the development of thinking skills as children and adults discuss books, articles, and other texts they read together.
- Reading aloud is fun.
Read aloud
early, later, and as often as possible
- Reading aloud is important from infancy through the high school years. Families and teachers can create and continue a tradition, introduce and reinforce the pleasures of reading, and, as children get older, set the stage for meaningful conversations about numerous topics.
- Read aloud at a predictable, scheduled time that fits with daily routines at home and school. And read aloud spontaneously—when adults and children are in the mood for a story. Families can increase read-aloud opportunities by asking older siblings to read to younger ones; teenage babysitters to read while caring for children; and grandparents and other relatives and friends to read during their visits. Teachers can do the same using volunteers and other visitors to the classroom.
- Read aloud at home and in school and when away from home or the classroom—at the doctor’s office, on the bus, while waiting in line, outdoors, on a field trip.
Reading aloud
is more than saying words
- Talk about what you are reading—before, during, and after a read-aloud session. According to the IRA/NAEYC position statement (1998), “It is the talk that surrounds the storybook reading that gives it power, helping children to bridge what is in the story and their own lives.”
- Use the text to discuss real-life experiences and issues. Stories and books can be springboards to meaningful discussions about many different topics.
- Make the book come alive. Vary your expressions and tone of voice to fit the plot. Use a different voice for each character. Pause when appropriate to create suspense.
- Read for as long as children can pay attention. Gradually read for longer periods of time as their attention spans grow. Involve the listener in deciding what, when, and how long to read. Invite active participation during and after the reading. Follow up after reading a book. Offer materials for art projects and dramatics. Look for more books by the author or on the same topic. Plan an activity that builds on what you have read.
References
- Bus, A.G., M.H. van Ijzendoorn, & A.D. Pelligrini. 1995. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research 65: 1–21.
- Commission on Reading. 1983.
- Committee on the Prevention of Reading Difficulties in Young Children.1998.
- International Reading Association (IRA) and NAEYC. 1998. Joint position statement. Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: NAEYC. Also available online at www.naeyc.org.
TEACHING READING
In
teaching practices, we should have clear cut dividing line
between good readers against the poor ones. This is
very essential to have realization that actually the ultimate goal of our
teaching process is to move students forward into better condition of their
reading ability baseline. There are a number of differences
between strategic readers and poor readers during all phases of the reading
process.
1.
Before Reading, Strategic Readers...
·
Build up their own background knowledge
about reading and the topic
·
Set purposes for reading.
·
Determine methods for reading, according to
their purposes.
|
Poor
Readers...
·
Start reading without thinking about the
process of reading or the topic.
·
Do not know why they are reading but merely
view the task as "ground to cover."
|
2.
During Reading, Strategic Readers...
·
Give their complete attention to the
reading task
·
Check their own understanding constantly
·
Monitor their reading comprehension and do
it so often that it becomes automatic
·
Stop to use a fix-up strategy when they do
not understand
·
Use semantic, syntactic, and graphophonic
cues to construct meanings of unfamiliar words
·
Synthesize during reading
·
Ask questions
·
Talk to themselves during reading
|
Poor
Readers...
·
Do not eliminate distractions from
reading
·
Do not know whether they understand
·
Do not recognize when comprehension has
broken down
·
Seldom use fix-up strategies to improve
comprehension
·
Skip or ignore meanings of unfamiliar but
crucial words
·
Do not integrate text with prior
knowledge
·
Read without reflecting on meaning or text
organization.
|
3.
After Reading, Strategic Readers...
·
Decide if they have achieved their goals
for reading
·
Evaluate their understanding of what was
read
·
Summarize the major ideas
·
Seek additional information from outside
sources
·
Distinguish between relevant and irrelevant
ideas
·
Paraphrase the text what they have
learned.
·
Reflect on and personalize the text
·
Critically examine the text
·
Integrate new understandings and prior
knowledge.
·
Use study strategies to retain new
knowledge.
|
Poor
Readers...
·
Do not know what they have read
·
Do not follow reading with comprehension
self-check
·
Rely exclusively on the author's
words
·
Do not go beyond a surface examination of
the text.
·
Apply no conscious strategies to help them
remember
|
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