Please enable JavaScript.
Coggle requires JavaScript to display documents.
Chapter 8: Reading, Those who take a skills based approach argue that…
Chapter 8: Reading
Balanced Approach: recognizes the need for some direct instruction in reading skills but emphasizes the importance of providing such instruction in meaningful contexts to ensure that students are able to comprehend and use what they read for authentic purposes.
Recognizes that phonetics is just one component of learning to read and that teachers should determine which students need direct instruction on specific phonic skills
Phonetics: Focus only on alphabet and sound spelling correspondences that help facilitate making meaning from text.
Should focus only on those letter sound relationships or other skills that students do not pick up on their own
-
English oral language development is critical for English literacy development beyond word-level skills
-
Oral proficiency and literacy in the first language is an advantage for literacy development in English
-
-
-
-
Effective literacy instruction for ELLs provides direct instruction in interactive learning environments
Shared reading: Provides teachers with opportunities to teach important concepts of print, demonstrate strategies that good readers use, and involve students as a community of readers.
Guided reading: Students practice reading and using the skills and strategies they have learned through read-alouds and sharing readings. (they read it on their own)
Close reading: How students engage in their readings of a text to fully understand the information it contains and the inferences that may be drawn from it
Independent reading: Free voluntary reading, stressing that students should be free to choose what they read
Narrow reading: A form of independent recreational reading that entails reading several books on the same subject, by the same author, or in the same genre
Those who take a skills based approach argue that students must first learn sounds and letters and use them to decode words and then sentences before they can go on to read the extended text of paragraphs and books.