المحرر موضوع: Teaching children to read is not easy  (زيارة 419 مرات)

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Teaching children to read is not easy
« في: 13:21 07/10/2021 »
Teaching children to read is not easy; Educators often feel strongly about what they think is the "right" way to teach this essential skill. Although teachers' approaches may vary, the research is very clear on how best to help children learn to read. Here's what parents should look for in their children's class.

How do children actually learn how to read?

Research shows that children learn to read when they are able to identify letters or groups of letters and associate those letters with sounds. There is more, of course, like attaching meaning to words and phrases, but phonemic awareness (understanding the sounds in spoken words) and phonemic awareness (knowing that printed letters correspond to sounds) are the first essential steps to becoming a reader.

If children cannot master phonics, they are likely to struggle with reading. That's why researchers say clear, systematic instructions in phonetics are important: Teachers must lead students step-by-step through a defined sequence of letters and sounds. Children who learn how to decode words can apply this skill to more challenging words and eventually read fluently. Some children may not need much help with phonics, especially as they get older, but experts say teaching phonics can be essential for young children and readers with difficulties. “We don't know how much phonics each child needs,” said Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York, who recently led the transformation of his school's reading program into a structured, research-based approach. "But we know that no child gets hurt by overeating."

How should your child's school teach reading?

Timothy Shanahan, professor emeritus at the University of Illinois at Chicago and an expert in reading education, said phonics is important in kindergarten through second grade, and phonological awareness should be taught explicitly in kindergarten and first grade. Experts have confirmed this view in recent years as the debate over teaching reading has intensified. Shanahan said that teaching children how to read should involve more than phonics. They must also be exposed to oral reading, reading comprehension and writing.

The wars over how to teach reading have returned. Here are four things you need to know.

A good test parents can use to determine whether a child is receiving research-based reading instruction is to ask their child's teacher how to teach reading, said Willie Blevins, author and phonology expert. “They should be able to tell you something more than 'read a lot of books' and 'develop a love of reading.'" Blevins said. Besides the time devoted to teaching phonics, Blevins said children should engage in reading aloud with their teacher to build vocabulary and knowledge of the content. “This reading aloud should include interactive conversations to engage students in thinking about the content and using the vocabulary,” he said. “Often, when time is limited, reading aloud is the first thing left over from reading time. We underestimate its impact on reading growth and we must change that.”

Rasmussen School uses a structured approach: children receive lessons in phonemic awareness, phonics, prewriting, writing, vocabulary and frequent readings. Research shows that this type of "systematic and intensive" approach to many aspects of literacy can turn children who struggle to read into average or above-average readers.

What should schools avoid when teaching reading?

Educators and experts say children should be encouraged to pronounce the words rather than guess. “We really want to make sure no kid is guessing,” Rasmussen said. "You really want... to have your child utter the words and mix the words from level one onwards." This means that children are not asked to guess an unfamiliar word by looking at a picture in the book, for example. As children encounter more challenging texts in later grades, avoiding reliance on visual cues also supports reading fluency. “When they get to ninth grade and have to read 'About Mice and Men,' there are no pictorial cues,” Rasmussen said.

Related topics: The teacher's voice: we need phonics, along with other means of support, for reading

Blevins and Shanahan caution against organizing books by different reading levels and keeping students at one level until they read fluently enough to move on to the next level. Although many people may think that keeping students on one level will help prevent them from getting frustrated and discouraged by difficult texts, research shows that students actually learn more when they are challenged by reading the material.

Blevins said that reliance on "books of equal size" can contribute to a "bad reader's habit." Because students cannot pronounce many words, they rely on memorizing repetitive words and sentence patterns, or on using picture clues to guess the words. Getting children to stick to one reading level — in particular, giving some children texts that are below grade level, rather than giving them support to get them to grade level — can also lead to larger reading ability gaps, Rasmussen said.

How do I know if the reading curriculum is effective?
تحاضير موقع كتبي
Some reading approaches cover aspects of literacy more than others. Rasmussen said that while nearly all programs have some research-based components, the structure of the program can make a big difference. Watching children read is the best way to see if they are receiving proper instruction - clear and systematic instructions in phonetics
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