INSTITUT PENDIDIKAN GURU

KAMPUS DATO RAZALI ISMAIL

PROGRAM PERSEDIAAN IJAZAH SARJANA MUDA
PERGURUAN
AMBILAN JUN 2013
NAMA: JANETTHY RONNY AK SAING
LECTURE: SIR HAJI NAZERI BIN MOHD AMIN

READING
- DEFININATION

OF READING

Richard Anderson and the Commission on Reading

FLUENT

Mastery of basic
processes to the
point where they
are automatic so
that attention is
freed for the
analysis of
meaning;

Learning to reason
about written
material using
knowledge from
everyday life and
from disciplined
fields of study;

Controlling ones
reading in relation
to ones purpose,
the nature of the
material and
whether one is
comprehending;

STRATEGIC

CONSTRUCTIVE

Able to sustain
attention and
learning that written
material can be
interesting and
informative;

MOTIVATED

Children are
expected to learn to
read in the primary
grades, kindergarten
through third, when
most reading
instruction is given

Illinois children need

and deserve an
aggressive approach
to ensure their right to
read

Students must
become effective
readers to meet the
demands of literacy
and learning for the
21st century

The U.S.
Department
of
Education :

Fourth grade,
students are
expected to read to
learn

Good reading skills are

required to study
geography, do math,
use computers, and
conduct experiments

More than four in ten

preschoolers, five in ten
toddlers and six in ten
babies are not read to
regularly
Children benefit from
experiences in early
childhood that foster
language development,
cultivate a motivation to
read, and establish a
link between print and
spoken words

Children's literacy
development begins
long before children
start formal instruction in
elementary school.

READI
NG

Reading and
writing are a
developmental
continuum rather
than acquired skills

Reading aloud to
children helps them
develop and
improve literacy
skills

Children learn to
read and write by
being read to,
reading simple text,
and experimenting
with writing

READI
NG

Due to different
brain signature, 2040% of the
population does not
acquire phonemic
awareness

Phonemic
awareness

Comprehension
skills

Alphabetic
principle

Strong
reading
skills
Spelling,
vocabulary and
writing skills

Sound-spelling
correspondence

Decoding ability

14 BEST PRACTICES IN
READING

THE ROLE OF A TEACHER

provide explicit instruction,
build word knowledge, and
directly teach skills with and
without use of text
Reading to students at all
grade levels is part of this
broad experience.

broad reading and writing

experiences (multiple genre
and styles).

have opportunities for

sustained reading (oral
and/or silent) every day to
increase fluency and
vocabulary.

routinely monitor and

assess the reading levels
and progress of individual
students- informs
instruction.

plan instruction considering

three phases: before,
during and after reading.

routinely self-reflect and

collaborate on instructional
practices and student
progress within school
and/or district

THE ROLE OF STUDENTS

To read for a variety of
purposes and to apply
what is read every day

Use discussion and writing

to organize their thinking,
and they reflect on what
they read for specific
purposes

Literacy-rich environments
display words and print
everywhere, provide opportunities
and tools that engage students in
reading

Have opportunities to read at

their instructional level every
day.

To apply the following

comprehension strategies for
constructing meaning: making
and confirming predictions,
visualizing, summarizing,

To use cognitive strategies to

synthesize, analyze, evaluate
and make applications to
authentic situations

Reading and writing are

integrated and used as
tools to support learning
in all curricular content
areas

HOW TO IMPROVE SKILLS READING ON STUDENTS

Expand their
use and
appreciation of
oral language
Learn about
and
manipulate
the building
blocks of
written
language

Understand
and
manipulate
the building
blocks of
spoken
language

Expand their
use and
appreciation of
printed
language

Hear good
stories and
information
books read
aloud daily.

Write and relate

their writing to
spelling and
reading

HOW TO
IMPROVE
SKILLS
READING ON
STUDENTS
Read and
comprehend a
wide assortment
of books and
other texts

Practice
accurate and
fluent reading in
decodable
stories

Guided
Reading
(30-35
minutes
daily

Writing
(25-30
minutes
daily)

FOUR
COMPONENTS
OF A BALANCED
READING IN
CLASSROOM
Word
Study (3035
minutes
daily

SelfSelected
Reading
(30-35
minutes
daily)

DISADVANTAGE OF
READINGS

Make eyes
feel blurry

Body can
get sick

Under
stress

difficult
to find
books

Disadvant
ages for
Students
difficult
to
students
easily
understa
nd.

difficult
for all
students
to
understa
nd

creates
some
additional
work

Disadvanta
ges for
Teachers
need to
choose
several
books

difficult to
reuse the
same texts
year after
year

ANY QUESTIONS???