Reading Skill

Julian Martinez
Andrés Noreña
Historical background

How children learn to read and how they are teach to read have been
problems of sustained scientific interest and enduring pedagogical
observation.

Learning to read is a complex process by the amount of stages required to

a child before start reading properly (decoding; phonological awareness;
orthography; sounds).
Reading expertise

There is a relationship between:

Letters
Words
Phonemes
(Restricted interactive model)
Acquisition of word representations.
Reading expertise
Reading expertise
Research Findings

The National Reading

Panel found that to
become good readers,
children must develop:
Research Findings

● Phonemic awareness
● The ability to apply comprehension strategies
consciously and deliberately as they read
● Phonics skills
● The ability to read words in text in an accurate and fluent
manner
Research Findings

● The Panel found that many difficulties learning to read

were caused by inadequate phonemic awareness and
that systematic and explicit instruction in phonemic
awareness directly caused improvements in children's
reading and spelling skills.
Research Findings

Inadequate phonemic awareness

Principles

● 1. Identify simple facts presented in

written text (literal comprehension)
2. Make judgments about the written
text’s content (evaluative
comprehension)
3. Connect the text to other written
passages and situations (inferential
comprehension)
Teachers’ Practices

● Assess level. Knowing your students' level of instruction is important for

choosing materials.
● Choose the correct level of maturity.
● Choose interesting material.
● Build background knowledge.
● Expose different discourse patterns.
● Work in groups.
● Make connections.
● Extended practice.
Procedures
Critiques

● Methodological application
● Brief descriptions
● We are not achieving a qualitative orientation
Pedagogical implications

Teach your students according to their expressed language acquisition

development (In which level they are).

Go stage by stage.
Personal Experiences

● As part of personal experiences we had

identified that when topics of interest in
reading that present images in children are
approached, they are better understood
despite the fact that there is an unknown
vocabulary. When a "democratic" reading plan
is proposed, the percentage of the child who
is going to read is higher.
References

● Harrington, M., & Sawyer, M. (1992). L2 Working Memory Capacity and L2

Reading Skill. Studies in Second Language Acquisition, 14(1), 25-38.
doi:10.1017/S0272263100010457
● Rieben L; Perfetti C (2010). Learning to read. Routledge.