Teaching reading to young learners
Reading task to young learners
Phonics
Storybooks
Word games
using word games for teaching word recognition. It mentions the game Snap! as an example, where students match cards with words and call "Snap!" when there's a match. Another game involves matching pairs of cards with words, and the winner is the one with the most cards.
activities can include categorizing words according to what sounds they begin with and creating sound banks. The difficulty here is that second language learners' knowledge of words to create usful patterns is limited at the beginning.
These include repetition, the selection of content that is relevant and meaningful to the lives of the learners, and the use of context to facilitate meaning.
Several key questions need to be considered when preparing reading programs for younger second language learners.
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What is the developmental stage of the child?
Can the child already read in his/her first language?
Does the child's first language share a similar script with English?
What is the child's level of oral proficiency in English?
Does the child have a physical impairment or visual problem that may affect his/her ability to learn to read?
Language experience approach
Learners take part in a classroom activity and then describe what happened in their own words. As they recount the experience, the teacher writes down what they say on a large she paper
Linse says that the following symptoms could indicate vision problems:
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Squints, closes one eye
Holds a book close to the face
Holds a book far away from the face
Strains and moves the head to see the board
Loses place while reading
Complains of headaches after reading or doing close work
Complains of double vision
Tilts head to one side
Is generally unaware that one eye wanders
Has trouble reading from the board or copying from the board