Teaching+Approaches

** Teaching approaches **

There are different teaching approaches which provide support to children at different levels of reading. These are selected to best meet student needs depending on the level of difficulty of the task for the group of children rather than on the child’s ability.

**// Modelled reading //**
This teaching approach is done with the whole class. In modelled reading, the teacher selects the text and reads aloud to the whole class. As teachers we need to model how to read from a range of different text types as well as skilled reading behaviour. This includes; intonation, fluency, phrasing, enjoyment and interest in a range of different styles of writing and types of text. The purpose of this is allowing children to engage with texts at a more complex level, to show the development of character, setting and plot in fiction books and the organisation of information in factual texts. When teachers read aloud it provides syntax models, vocabulary and meanings of the text. Children may not hear these in their everyday conversations, but it will gradually develop and become part of their talk as well as their writing.




 * // Shared reading //**

Shared reading is a whole class instructional approach to explore the principals of print and the process of reading. This approach can also be used with a small group of students usually for less skilled readers. Although shared reading is led by the teacher, children can participate by reading aloud in various ways, e.g. choral reading. The purpose of this approach is to learn how to read various text types, engaging students with problem-solving on texts using meaning, structure, graphophonic and visual information cues. Our role as teachers is to focus on the meaning of the text simultaneously making it enjoying by drawing the children’s attention to the print.




 * // Guided reading //**

Guided reading allows teachers and small groups of children with similar needs to read individual copies of the same text while developing control over the reading process as they talk, read and think their way through a text. The texts are selected by the teacher due to the children’s learning level. Students are to read the text independently and individually. The teacher moves to each individual child, teaching, as well as prompting where necessary.

For emergent and beginner reader levels, the teacher’s emphasis will be on strategies required to read the text.

- monitoring using comprehension (listening) - one-to-one matching - predicting using prior knowledge & clues - self-correction Our role requires us teachers to choose reading experiences that facilitate such understandings. The texts need to be just challenging enough to need a little teacher support when thinking through slightly deeper meanings. Guided reading sessions must present opportunities for children to develop the general knowledge, attitudes, strategies, constructing meaning, predictions and problem–solving.


 * // Independent reading //**

In independent reading children are encouraged to read texts at their own independent reading level in order for their reading practice to become increasingly fluent. At this stage, the child may find it challenging in reading on their own over time. The purpose of independent reading is to build and maintain fluency as well as motivation for reading texts. Independent reading: As teachers, it is a good idea to use independent reading time to observe reading behaviour and gain valuable insights about children’s reading progress.
 * provides opportunities for children to practice their known reading strategies
 * allows children to enjoy working at their own pace
 * gives the teacher a chance to work with groups or individuals

Ask yourself some of these questions: >
 * Does the child consistently choose books that are too easy, and which do not present challenges?
 * Does the child appear to read the text or simply turn pages aimlessly?
 * Does the child try to correct errors independently, or call for help immediately?
 * Does the child use the illustrations, or ignore them?