APPROACHES TO

TEACH READING
1. Azrina 2. Naziha 3. Khavitraa
APPROACHES TO
TEACH READING

LANGUAGE EXPERIENCE
LANGUAGE EXPERIENCE APPROACH

Language experience approach is

suitable for all levels of learners. By
using the Language Experience
Approach (LEA) to teach beginning
readers how to read, pupils can connect
their life experiences with learning
written words.
 The unique factor about this approach is that
the pupils own words are recorded or used as
they describe the event or activity. This allows
them to interact with the text and gain
knowledge and understanding through their
experience.

The LEA can be used with individual pupils or

group. While it is most commonly used with
young emerging readers, it is also effective for
teaching struggling readers
Language-Experience
Approach
It is an approach to reading in which the
childs own language and experiences is
used to create reading material.
Students dictate a story based on an
experience they have had.
The teacher writes the dictated story.
Through discussion, the teacher can help
students organize and reflect on their
experiences.
Language-Experience for
ELL
Accept the childs language and show that
it is valued.
If the teacher edits it, it becomes the
teachers language, not the childs.
However, if mispronounced, the teacher
should spell correctly.
As children grow in language, they will
have opportunities to develop fuller
knowledge of verbs, contractions, and
pronunciation.
Advantages
It integrates the four language processes.
It is child centred which brings new reader
to the text rather than the other way
around.
Aids comprehension:
the reader and composer are one and the same
person. The child understands that text carries
meaning
It is enjoyable and allows the child and his
or her life to become known.
 Highly motivating.
Boosts self esteem
Incorporates emotion and fun
Can be used to develop sight vocabulary
and comprehension via cloze exercises.
 How
Presentto
theconduct a LA approach in class? PROCEDURES
topic for
discussion.
This might be
based on a
previous field Elicit and
trip, as story Encourage
that was read Encourage extend oral
students to
language
to the class, a careful relating to the
listen and
video, or some observatio respond to
other students'
their peers'
experience ns. thoughts and
observations.
shared by the observations.
class. Write
down the title
on large lined
chart paper
with a marker. As the
The whole the process and
discussion
making note of
class reads Read what the speaker's
occurs write
down students'
what you you have name. Make
statements on
written. sure the
have students attend
the chart paper,
repeating what
written. to this process.
you write in
Individual
readings, Follow- Develop
using a basic skills
pointer to up through
indicate the activities
words as the word
APPROACHES TO
TEACH READING

PHONICS APPROACH
Phonics Approach
Teaches the relation of the letters (graphemes) to the
sounds (phonemes) they represent.
The theory behind the phonics approach is based on two
assumptions: most languages have consistent phonemes
(sound) to grapheme (letter) correlation.
Once children have learned the relationships of the letters
to the sounds, they can pronounce printed words by
blending the sounds together.
Knowing these relationships help early readers recognizes
familiar words accurately and automatically "decode" new
words.

TSL3106 Module
 Utilizes explicit, teacher-directed instruction to
introduce skills and strategies.
Provides distributed practice and cumulative review.
Emphasis to reinforce phonic elements or
linguistic patterns.
Tightly controlled vocabulary and are
used primarily for struggling readers.
Selections are unnatural so it is difficult
to use context clues.
 Program Goals
Increase students phonemic awareness.

Strengthen letter-sound associations.

Increase decoding skills for single syllable and multi-

syllabic words.

Increase instant recognition of high frequency words.

Improve spelling of single syllable and multi-syllabic

words.

Promote passage reading fluency and related

comprehension
APPROACHES TO
TEACH READING

SIGHT WORD APPROACH

Sight Word Approach
Sight words are words

that are recognized

instantly and without
any analysis.
Many sight words cant

be sounded out because

they dont follow
decoding rules.
Sight words are high

frequency words the

words most frequently
occurring in reading
materials.
Why do we teach sight words?

Students who learn sight

words have a good base
for beginning reading
instruction.
When do we teach sight words?

Sight word instruction usually

begins in kindergarten and
continues into primary and
secondary school, although
struggling readers continue
learning sight words beyond
secondary school.
 Approaches Language Phonics Sight Words
Experience

Definition the childs own Teaches the words that are

language and relation of the recognized
experiences is letters instantly and
used to create (graphemes) to without any
reading the sounds analysis.
material. (phonemes)
they represent.

Target Group individual pupils Young learner struggling

group (initial stages of readers
(struggling developing
readers) reading )
Adult learner
(lack of reading
proficiency)
 Language Phonics Sight Word
Experience

Characteristics develop fuller -help early -high frequency

knowledge of readers words
verbs, recognizes -cant be
contractions, familiar words sounded out
and accurately and (dont follow
pronunciation. automatically decoding rules)
"decode" new -a good base for
words. beginning
-can pronounce reading
printed words instruction.
by blending the
sounds
together.
Approaches Language Phonics Sight Word
Experience

Activity Word Or Letter Video & Songs Antonyms

Picture Match Phonic Stories Synonyms

Listening Homophones
Activity
Parts of speech
Same double
consonant
words

Word family
words

Beginning
sounds and
vowel sounds
ACTIVITY FOR LANGUAGE
EXPERIENCE APPROACH (LEA)
Word or letter hunts:
Teacher prepare word or letter (and
sound) that he/she would like the
students to recognize.
Teacher then ask the students to find it
in other chart story.
Then, students will circle, box in,
underline or etc. on the words/letters
that are the same.
Picture Match
A few sentence strips pasted on the
board.
Teacher will prepare a few pictures and
distribute it to the students.
Then, the students need to match
between the picture that already
distributed with the sentence strips
pasted on the board.
They will be asked to read aloud the
sentence.
ACTIVITY FOR SIGHT
WORD
Use the poems and lessons
to:
Integrate language skills
Antonyms
Synonyms
Homophones
Parts of speech
Same double consonant words
Word family words
Beginning sounds and vowel sounds
Benefits

1. Easy to Use Lessons

Minimal preparation
Few outside resources required
Sight words are identified in boldface
type in poems
Enjoyable, hands-on activities
Benefits

2. Versatility of Use

Can be used to introduce, practice,

review and/or assess
Can be used for whole-class or small-
group instruction
We Are Opposites
We are opposites,
And Ill tell you more!
I say after,
And you say before.
I look up,
And you look down.
I like to walk,
You run to tow
I think its hot,
You think its cold.
I say its new,
You say its old.

I come in,
And you go out.
We are opposites,
Lets give a shout!
We are opposites
Its like I said before.
Think of your own.
If you want any more!
Opposites Pyramid

Objective

to identify and read the antonym of a

given sight word
Video
ACTIVITY FOR PHONICS
 Songs and Chants
Blending
Phonics Stories,
http://www.kizphonics.com/phonics/mous
e-cow/
Video
Video.
 http://
www.slideshare.net/cindyjbj79/teaching-
reading-through-phonics
http://
esl-methods.wikispaces.com/file/vie
w/LANGUAGE+EXPERIENCE+APPROACH.pdf
http://www.education.com/reference/arti
cle/Ref_Phonics_Language/