Sub-Title

LHE3209 – TEACHING OF
READING SKILLS

ABU BAKAR RAZALI (PhD)

abmr_bakar@upm.edu.my
 What is Reading?
• Reading is making meaning from print. It requires that we:
1. Identify the words in print – A process called word
recognition
2. Construct an understanding from them – A process called
comprehension
3. Coordinate identifying words and making meaning so
that reading is automatic and accurate – An achievement
called fluency
 What is Reading?
• Sometimes you can make meaning from print without being able
to identify all the words. Remember the last time you got a note in
messy handwriting? You may have understood it, even though you
couldn't decipher all the scribbles.

• Sometimes you can identify words without being able to construct

much meaning from them. Read the opening lines of Lewis Carroll's
poem, "Jabberwocky," and you'll see what I mean.

• 'Twas brillig, and the slithy toves

• Did gyre and gimble in the wabe:
• All mimsy were the borogoves,
• And the mome raths outgrabe.
 What is Reading?
• On yet another note, sometimes you can identify words and
comprehend them, but if the processes don't come together
smoothly, reading will still be a labored process.
• For example, try reading the following sentence:

It isn't as if the words

are difficult to identify or
understand, but the spaces
make you pause between
words, which means your
reading is less fluent.
 1) Reading: Word Recognition
• Reading in its fullest sense involves weaving together word recognition and
comprehension in a fluent manner. These three processes are complex, and each
is important.
• To develop word recognition, children need to learn:
1. How to break apart and manipulate the sounds in words – This is phonemic
awareness (Example: feet has three sounds: /f/, /e/, and /t/)
2. Certain letters are used to represent certain sounds – This is the alphabetic
principle (Example: ‘s’ and ‘h’ make the /sh/ sound)
3. How to apply their knowledge of letter-sound relationships to sound out
words that are new to them – This is decoding (Example: ssssspppoooon –
spoon!)
4. How to analyze words and spelling patterns in order to become more efficient
at reading words – This is word study (Example: Bookworm has two words I
know: book and worm)
5. To expand the number of words they can identify automatically, called their
sight vocabulary (Example: Oh, I know that word – the!)
 2) Reading: Comprehension
• To develop comprehension, readers need to have:
1. Background knowledge about many topics (Example: This book is about zoos
– that's where lots of animals live.)
2. Extensive oral and print vocabularies (Example: Look at my trucks – I have a
tractor, and a fire engine, and a bulldozer.)
3. Understandings about how the English language works (Example: We say she
‘went’ home, not she ‘goed’ home.)
4. Understandings about how print works (Example: Reading in English goes
from left to right)
5. Knowledge of various kinds of texts (Example: I bet they live happily ever
after.)
6. Various purposes for reading (Example: I want to know what ladybugs eat.)
7. Strategies for constructing meaning from text, and for problem solving when
meaning breaks down (Example: This isn't making sense. Let me go back and
reread it.)
 3) Reading: Fluency
• To develop fluency, readers need to:
1. Develop a high level of accuracy in word recognition
2. Maintain a rate of reading brisk enough to facilitate
comprehension
3. Use phrasing and expression so that oral reading sounds
like speech
4. Transform deliberate strategies for word recognition and
comprehension into automatic skills
 4) Reading Motivation

1. But if reading isn't pleasurable or

fulfilling, readers won't choose to read,
and they won't get the practice they
need to become fluent readers.
2. Therefore, reading also means
developing and maintaining the
motivation to read.
3. Reading is an active process of
constructing meaning—the key word
here is active.
 4) Reading Motivation (cont.)
4. To develop and maintain the motivation to
read, readers need to:
a) Appreciate the pleasures of reading
b) View reading as a social act, to be shared
with others
c) See reading as an opportunity to explore
their interests
d) Read widely for a variety of purposes,
from enjoyment to gathering information
e) Become comfortable with a variety of
different written forms and genres
NINE IMPORTANT BASICS OF READING
1. Print Awareness
2. Sounds of Speech
3. Phonemic Awareness
4. Phonics
5. Fluency
6. Vocabulary
7. Spelling
8. Comprehension
9. Writing
 1) Print Awareness
• Children who have an awareness of print understand that the
squiggly lines on a page represent spoken language.
• Children with print awareness understand that print has
different functions depending on the context in which it
appears. For example, menus list food choices, a book tells a
story, a sign can announce a favorite restaurant or warn of
danger.
 1) Print Awareness (cont.)
• Print awareness is understanding that print is organized in a
particular way — for example, knowing that print is read from
left to right and top to bottom.
• It is knowing that words consist of letters and that spaces
appear between words.
• Print awareness is a child's earliest introduction to literacy.
 2) Sounds of Speech
• To understand a spoken language, a child must be able to
hear and distinguish the sounds that make up the language.
• Virtually every child raised in a normal linguistic environment
can distinguish between different speech sounds in his or
her native language. Almost all native English speakers can
therefore hear the difference between similar English words
like “grow” and “glow.”
• Children who are not able to hear the difference between
similar-sounding words like “grow” and “glow” will be
confused when these words appear in context, and their
comprehension skills will suffer dramatically.
 2) Sounds of Speech (cont.)
• Having fun with word sounds is a great way to play and learn
at the same time.
• Figuring out words that rhyme, coming up with words that
share a beginning sound, and saying silly words all help build a
child’s phonological awareness; that is, the ability to notice,
think about, and play with sounds in words.
• These skills will be used every time a young child reads.
 3) Phonemic Awareness
• Phonemic awareness is the
ability to notice, think about, and
work with the individual sounds
in spoken words.
• An example of how beginning
readers show us they have
phonemic awareness is combining
or blending the separate sounds
of a word to say the word ("/c/ /a/
/t/ - cat.").
 3) Phonemic Awareness (cont.)
• Phonemic awareness and phonics are not the same thing.
• Phonemic awareness is the understanding that the sounds
of spoken language work together to make words.
• Phonics is the understanding that there is a relationship
between letters and sounds through written language.
• Children who cannot hear and work with the phonemes of
spoken words will have a difficult time learning how to relate
these phonemes to letters when they see them in written
words.
 4) Phonics
• Children's reading development is dependent on their
understanding of the alphabetic principle — the idea that
letters and letter patterns represent the sounds of spoken
language.
• Learning that there are predictable relationships between
sounds and letters allows children to apply these
relationships to both familiar and unfamiliar words, and to
begin to read with fluency.
 4) Phonics (cont.)
• Phonics instruction helps children
learn the relationships between
the letters of written language and
the sounds of spoken language.
• Children are taught, for example,
that the letter n represents the
sound /n/, and that it is the first
letter in words, such as nose, nice
and new.
 5) Fluency
• Fluency is the ability to read a text accurately, quickly, and
with expression. Fluency is important because it provides a
bridge between word recognition and comprehension.
• When fluent readers read silently, they recognize words
automatically. They group words quickly to help them gain
meaning from what they read.
• Fluent readers read aloud effortlessly and with expression.
Their reading sounds natural, as if they are speaking.
• Readers who have not yet developed fluency read slowly,
word by word. Their oral reading is choppy.
 5) Fluency (cont.)
• Because fluent readers do not have to
concentrate on decoding the words, they
can focus their attention on what the text
means. They can make connections
among the ideas in the text and their
background knowledge. In other words,
fluent readers recognize words and
comprehend at the same time (reading
becomes automatic).
• Less fluent readers, however, must focus
their attention on figuring out the words,
leaving them little attention for
understanding the meaning of text.
 6) Vocabulary
• Vocabulary plays an important part in learning to read.
• Beginning readers must use the words they hear orally to
make sense of the words they see in print.
• Kids who hear more words spoken at home learn more
words and enter school with better vocabularies.
• This larger vocabulary pays off exponentially as a child
progresses through school.
 6) Vocabulary (cont.)
• Consider, for example, what happens when a beginning
reader comes to the word ‘dig’ in a book.
• As she begins to figure out the sounds represented by the
letters d, i, g, the reader recognizes that the sounds make up a
very familiar word that she has heard and said many times.
• It is harder for a beginning reader to figure out words that
are not already part of their speaking (oral) vocabulary.
 6) Vocabulary (cont.)
• Vocabulary also is very important to reading comprehension.
• Readers cannot understand what they are reading without
knowing what most of the words mean.
• As children learn to read more advanced texts, they must learn
the meaning of new words that are not part of their oral
vocabulary.
 7) Spelling
• Many people think spelling comes naturally to some and not to
others. Actually, good spellers aren't born, they're taught.
• Learning to spell is built on a child's understanding that words are
made up of separate speech sounds (phonemes) and that letters
represent those sounds.
• As they get more experience with words, children begin to notice
patterns in the way letters are used as well as recurring sequences
of letters that form syllables, word endings, word roots, prefixes,
and suffixes.
 7) Spelling (cont.)
• Nearly 90 percent of English
words can be spelled if you
know the basic patterns,
principles, and rules of
spelling. Students can use
these rules as an aid to spelling
unknown words.
• If a child can spell a word, he
or she can usually read the
word. Good spellers end up as
better readers and writers.
 8) Comprehension
• Comprehension is the reason for reading. If readers can read
the words but do not understand or connect to what they
are reading, they are not really reading.
• Good readers are both purposeful and active, and have the
skills to absorb what they read, analyze it, make sense of it,
and make it their own.
 8) Comprehension (cont.)
• Strong readers think actively as they read. They use their
experiences and knowledge of the world, vocabulary,
language structure, and reading strategies to make sense of
the text and know how to get the most out of it.
• They know when they have problems with understanding
and what thinking strategies to use to resolve these
problems when they pop up.
 9) Writing
• A child's writing development parallels
their development as a reader.
• Print awareness develops in young
children as a result of being read to by
adults and having other literacy
experiences. Part of print awareness is the
realization that writing is created with
instruments such as pens, pencils, crayons,
and markers.
• Children begin to imitate the writing that
they see in the environment. What often
starts as scribbling ends up being important
clues to a child’s understanding that print
carries meaning.
TERIMA KASIH / THANK YOU
www.upm.edu.my