Teaching+Reading

=** Teaching Reading **=

When beginning to read, a child takes on four roles. Code breaker, meaning maker, text user, and text critic (Hill, 2006, pg 189). Code braeking involves understanding the alphabetic principle, phonemic awareness, letter knowledge and phonics. Meaning maker involves comprehending the text on a literal, interpretive and critical level. Text user deals with identifying the purpose and text type or genre of a book or text, whilst text critics evaluate the author's intentions and biases as well as the truth or accuracy of the information (Hill, 2006, pg 189). These four roles can make it easy for a teacher to plan teaching activities in shared book and guided reading. When planning reading, teachers tend to use three stages for planning reading lessons, before reading, during reading, and after reading. Before reading the teacher usually connects the book to the student’s prior knowledge and interests. During reading the teacher will give a range of problem solving prompts to support the reader as they incorporate information from several sources; the syntax, meaning, sounds and letters. After reading the teacher will plan activities that use the four roles of the reader, which all work together in an included way (Hill, 2006, pp 184-189).



(Hill, S 2006, //Developing Early Literacy: Assessment and teaching,// Eleanor Curtain Publishing, Prahran) Picture - http://www.marlborough.k12.ma.us/schools/kane/home.html