Professional Documents
Culture Documents
Assignment 5
Assignment 5
Reading iiand iiwriting iiare iithe iiabilities iiof iia iichild iito iiacquire iiknowledge iithrough iian iiextensive
ii process iiof iilearning iithat iinormally iigoes iion iiduring iithe iientire iilife iiand iiis iidone iiunconsciously.
ii However, iisignificant iipercent iiof iichildren iido iinot iiacquire iithese iiabilities iiin iispite iiof iigoing
ii through iithe iisame iilearning iiprocesses iias iitheir iipeers iiand iihaving iia iinormal iiintellectual
ii capacity iiin iiall iiother iiaspects ii(Chamot,2001).
Generating iiquestions iiis iia iistrategy iithat iiencourages iichildren iito iiask iiand iianswer iiquestions
iiafter iireading. iiThe iiquestions iiserve iias iireference iipoints iithat iiare iinot iiunderstood.
iiAdditionally, iiteachers iishould iiassess iitheir iiteaching iiskills iiaccording iito iiwhat iithey iihave
iilearned.
Reasoning iiis iianother iiway iito iiteach iichildren iito iidraw iitheir iiown iiconclusions iiafter iireading.
iiThis iiallows iithem iito iiunderstand iiand iithink iicritically. iiThis iiwill iigive iiyou iivaluable iiinsight
Another iiway iito iiteach iichildren iito iiread iiand iiwrite iiis iito iiread iiand iiwrite. iiStudents iishould iibe
iiable iito iirecognize iiwritten iiwords iiaccurately iiand iifluently. iiThis iihappens iiwhen iiteachers iiuse
iireading iicomprehension iistrategies iito iihelp iithem iiunderstand iipronunciation. iiNote-taking iiis
iianother iistrategy iifor iilearning iito iiread iiand iiwrite. iiNote-taking iihelps iichildren iiremember iiparts
iiof iiwhat iithey iiread. iiThis iiwill iigive iiyou iia iibetter iiunderstanding iiof iithe iitopic. iiNotes iialso iihelp
iiteachers iimonitor iireading iiand iiwriting iiprogress. iiThis iireflects iieffective iiteaching iiskills.
Another iiway iiis iito iireload. iiChildren iimay iinot iibe iiable iito iifully iiunderstand iithe iitext iiafter
iireading iiit iionce, iiso iiplease iiread iiuntil iiyour iichild iican iiunderstand iiit iito iisome iiextent.
Students iishould iibe iitrained iiin iisilent iireading, iias iisustained iisilent iireading iihelps iiincrease
iireading iispeed. iiThis iiimproves iicomprehension iiof iitexts iiwith iilong iisentences. iiAs iia
iicompensatory iistrategy, iiother iichildren iisucceed iiin iideriving iisentence iicontent iifrom iithe
iiremaining iiwords iiin iithe iitext iieven iiwhen iireading iiindividual iiwords ii(Reid, ii2000).
Continued iireading iiis iian iiintegral iipart iiof iiany iiliteracy iistrategy iito iiimprove iia iichild's iireading
iiability iiand iishould iibe iiindividually iitailored iito iieach iichild's iidevelopmental iineeds iiand
iiprovided iion iia iiregular iibasis. iiTeachers iishould iistrive iito iicreate iia iireading iienvironment iiin
Language iiexperience iiis iian iiimportant iiprerequisite iifor iisuccessful iilearning. iiTeachers iishould
iiteach iiin iia iilanguage iithey iiare iifamiliar iiwith. iiThis iibuilds iiher iithree-step iiprocess iiof
iiunderstanding iihow iichildren iilearn, iidiscovering iilanguage iiweaknesses iiin iichildren iithrough