TEACHING

READING

Prepared By:

Maricar Balboa
Nonalyn Magapuro
“Learning to read is like
learning to ride a bike.”
What is READING?
• According to Day and Bamford
(1998) reading is the
construction of meaning from
a printed or written message.
It means the construction of
meaning involves the reader
connecting information from
the written message with
previous knowledge to arrive at
meaning and understanding.
What is READING?
• According to Harmer (2007)
reading is useful for
language acquisition.
Provided that students more
or less understand what they
read, the more they read, the
better they get at it.
Five Instructional
Areas of Reading

• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension
Phonemic Awareness
What: The ability to hear
and manipulate the
different sounds in our
language.

Why it matters: Phonemic

awareness is the foundation
for spelling and word
recognition skills.
Phonemic Awareness
Challenges: Sound recognition and
production
• Students may not be able to
"hear" or produce a new sound in
a second language.
• Students 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.
Phonemic Awareness
Strategies:
• Model production of the
sound
• Help beginning readers learn
to identify in short words
• Let students match pictures
of words that have the same
beginning, middle, or ending
sound.
 Phonics
What: The relationship
between a sound and its
corresponding written letter.

Why it matters: Reading

development is dependent on
the understanding that
letters and letter patterns
represent the sounds of
spoken language.
 Phonics
Challenges:

• Limited literacy skills in

native language

• Unfamiliar vocabulary
words
 Phonics
Strategies:
• Teach phonics in context
• Use hands-on activities to
help teach letter-sound
relationships
• Have students write for sound
• Help students make a
connection between their
first language and English
 Vocabulary
What: Recognizing and
understanding words in relation
to the context of the reading
passage.

Why it matters: Understanding

vocabulary words is a key step in
reading comprehension. The more
words a child knows, the better he
or she will understand the text.
Vocabulary
Challenges:
• Limited comprehension

• Limited vocabulary
foundation

• Limited academic
vocabulary
 Vocabulary
Strategies:

• Pre-teach vocabulary
• Focus on cognates
• Give students an
opportunity to practice
using new words
 Fluency
What: The ability to read a
text accurately and
quickly.

Why it matters: Fluency is

important because it
provides a bridge between
word recognition and
comprehension.
 Fluency
Challenges:

• Inaccurate indicator of
ELLs' comprehension

• Limited benefit from

hearing texts read aloud
 Fluency
Strategies:
• Balance fluency and
comprehension
• Give students a chance to
practice reading out loud
• Allow students to practice
reading along with taped
text
Comprehension
What: Understanding the
meaning of the text.

Why it matters:
Comprehension is the reason
for reading. Readers who
have strong comprehension
are able to draw conclusions
about what they read.
Comprehension
Challenges:
• Limited ability to read for
meaning - ELLs who
struggle with
comprehension may read
more slowly, have a hard
time following a text or
story, have a hard time
picking out important
events, and feel frustrated.
Comprehension
Strategies:
• Build background
knowledge
• Check comprehension
frequently
• Use questions after
reading
 Sources
• http://ronymbonster.blogspot.c
om/2017/05/reading-is-process
-of-looking-at-series.html
• https://www.readinghorizons.c
om/blog/effective-esl-reading-in
struction/
• https://www.colorincolorado.or
g/article/reading-101-english-la
nguage-learners