Transcript Слайд 1 - gmo

Teaching Reading:
Bringing Different Approaches
Together
Svetlana Bogolepova
Moscow Pedagogical State University
“Intellect-Service” secondary school
The Phonics Approach
• aims to develop and consolidate children’s phonological,
phonemic and morphological awareness;
• teachers initial sounds, sound blends, consonant and
vowel combinations;
• teaches explicitly;
• is systematically organized and sequenced.
The Russian Approach
• teaches the technical side of reading, not paying much
attention to meaning;
• teaches vowels in different positions in a word, sound
of letter combinations;
• teaches explicitly.
Think and Share!
Children will find it more natural to start with sounds and
learn which letters make them, since they are moving from
experience with the spoken language to the new worlds of
written letters and words.
Mc Guiness (1997) in Cameron, 2001, p. 149
Is it always applicable to your EFL classroom?
The Look-and-Say
/Linguistic/Whole-Word Approach
• focuses on whole-word recognition of most common
words;
• emphasizes building up a sight vocabulary based on
most common words;
• develops lexical knowledge (collocations);
• students are not explicitly taught that there is a
relationship between words and sounds.
The Multi-Sensory Approach
• uses all senses: visual, auditory, kinesthetic,
tactile.
Language Experience
• expects child to learn reading as naturally as
speech;
• child’s oral language is basis for oral instruction;
• children learn by reading and rereading books
with the teacher’s guidance.
What are the limitations of each approach?
Phonics and the Russian Approach:
1) not much experience with spoken language;
2) purely deductive: little development involved (top-down
approach);
3) not all the words correspond to rules;
4) child’s logic is not developed enough.
What are the limitations of each approach?
Whole-Word and Language Experience:
1) mostly cares for visual learners;
2) child can work out patterns wrongly;
3) takes different time for an individual child to remember a
word (combination);
4) doesn’t satisfy the needs of analytical students;
5) limited exposure to the language.
Why not bring them together?
Phonics
Language Experience
Whole-Word
Multi-Sensory
Activities to Teach Reading the
Phonics Way
• reading drills
http://donpotter.net/PDF/Remedial%20Reading%20Drills%20%20Margin.pdf
• worksheets and simple readers (http://www.starfall.com/);
• songs and chants:
http://www.youtube.com/watch?v=Vm4rESpmWE4
http://www.youtube.com/watch?v=OYCkBK9RTkU&feature=related
http://www.youtube.com/watch?v=HZOIl0VCrco&feature=related
• video lessons
http://www.youtube.com/watch?v=2mMQVBy1ubY&feature=relmfu
• word cards with sound blends highlighted in colour.
Activities to Teach Reading the
Phonics Way
Games:
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I Spy
Miss Bell’s bag
match the word to the sound
all in a row
circle the words with a particular sound.
Phonological Awareness:
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clap if you hear a certain sound;
if you hear a long vowel, clap twice/raise two hands, if you hear a
short vowel, clap once/raise one hand;
rhyme a word.
Whole-Word Reading
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notice board and words (phrases) of the week (day)
matching
sorting
Fishing
threasure hunt
Bingo and dominoes http://www.mes-english.com/
word searches and crossword puzzles
http://www.discoveryeducation.com/freepuzzlemaker/?CFID=1079255&CFTOKEN=28022795
guess the word
collecting competition
memory games
intensive and extensive reading.
Multi-Sensory Activities
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sand letters;
letters/letter combinations from dough;
miming;
echo;
tracing http://www.mesenglish.com/worksheets/flashcards/animals2_spelling.ph
p;
• letter mazes http://www.printactivities.com/Mazes.html ;
• choral reading.
My experience.
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teach the alphabet;
teach a number of words as whole-words;
teach the phonemic alphabet;
teach phonics.
What way of teaching reading works for
your students? What games and activities do
you find useful?
Share your experience, please!
References.
• http://www.balancedreading.com/assessment/abecedari
an.pdf
• http://www.slideshare.net/fiandp/reading-approaches-foran-efl-classroom
• http://www.hishelpinschool.com/reading/appteachreading
.html
• http://www.dorbooks.com/tips.html
• Cameron L. Teaching Languages to Young Learners,
1991
• Никитенко З.И. Специфика обучения английскому
языку в начальной школе, 2010