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Reading for Meaning: Panui kia Marama

All teachers have students who:. Appear to be really switched on when you talk to themPerform well on testing that requires listening comprehensionBUTPerform poorly on tests that require reading comprehensionCan read the words but don't understand. We All Know. You can't learn much from books y

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Reading for Meaning: Panui kia Marama

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    1. Reading for Meaning: Panui kia Marama A Literacy Focus for Parents Kerrie Lomas

    2. All teachers have students who: Appear to be really switched on when you talk to them Perform well on testing that requires listening comprehension BUT Perform poorly on tests that require reading comprehension Can read the words but dont understand

    3. We All Know You cant learn much from books you cant read. You cant really read if you dont understand what you are reading.

    4. Reading is

    5. Texts and Resources Become more specialized as children move up through the school. Use abstract ideas to convey subject information. Reasoning shifts to that which has a greater emphasis on informational thinking and prior knowledge.

    6. Gap As they move up through the school the gap between those who can and those who cant widens. Reading mileage is recommended as a way to improve student performance. Home reading is often seen as the answer to increasing mileage.

    7. Home Reading Begins at 5/6 with a book every night. As children get older reading may be less frequent but around topics being studied in class.

    8. Parents and Home Reading Time pressures often mean that reading at home is a real chore. As children get older reading time often becomes a point of confrontation between parents and children.

    9. Reading at Home Still needs to happen every night in the first 3 years at school. After that ten minutes three times per week can be really effective if you use a strategy to maximise comprehension.

    10. Method Provides a purpose for reading. Encourages thinking about text. Requires students to do less reading out loud. Research results have shown positive improvements in reading comprehension and attitude.

    12. Reading Age

    14. Method A short training for parents. Commitment to try this method three times a week for 10 minutes a session.

    15. Begin by When the books come home spend some time looking at the stories without your child.

    16. Time to Read Choose a story from the selection provided. Talk about the title. Look at the pictures together. Ask your child what they think the story is about.

    17. Ask a Question Quickly scan 2 3 paragraphs of text. Ask your child a question. Get them to read silently to find the answer. Ask them to read out loud the sentence containing the answer.

    18. Talk About It Has your child found the answer? If not guide them to the right paragraph and ask the question again. If they have the right answer ask them to summarize what they have read.

    19. Next Check that they have read to the end. If they havent get them to do so.

    20. Predicting Ask your child what they think might happen next. Repeat the process.

    21. Their Turn Now have your child to read two to three paragraphs silently; then ask you a question. You read out the sentence containing the answer, summarize and make a prediction.

    22. Last Repeat the process until you have worked together for 10 minutes. Dont be tempted to carry on,or ask the child to do any writing. Remember this is a short intensive reading time with a definite time frame.

    23. Data Shows That this method is effective for students from 7 15 years. Significant sustained improvement in Reading Comprehension, Fluency and Attitude. Parents find the programme easy to administer

    24. References Bishop, R., & Glynn, T. (1999). Culture : Changing Power Relations in Education. Palmeston North: Dunmore Press. Bishop, R., & Glynn, T. (2000). Kaupapa Maori Messages for the Mainstream. SET: research Information for Teachers, 1, 4 - 7. Fung, I., Wilkinson, I. A. G., & Moore, D. W. (2003). LI - asssited reciprocal teaching to improve ESL students comprehension of English expository text. Learning & Instruction., 13, 1 - 31. Hemara, W. (2000). Maori Pedagogies. Wellington: New Zealand Council for Educational Research. Kelly, M., & Moore, D. (1993). I've Found My Memory Reciprocal Teaching In Primary School. SET(2), 1 -4. Kelly, M., Moore, D., & Tuck, B. (1994). Reciprocal Teaching in a Regular Primary School Classroom. Journal of Educational Research, 88(1), 53 - 61. Lomas, K. (2004) Reciprocal Peer Tutoring in the Secondary School.University of Auckland Lomas, K. (2004) Reciprocal Peer Tutoring in the Secondary School.University of Auckland Palincsar, A. S., & Brown, A. S. (1987). Peer Interaction in reading comprehension instruction. Educational Psychologist, 22(3 & 4), 231 - 253. Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: Areview of the research and a new conceptualization of instruction. Elementary School Journal, 88, 151 - 165. Wray, D., Medwell, J., Fox, R., & Poulson, L. (2000). The Teaching Practices of Effective Teachers of Literacy. Educational Review, 52(1), 75 - 84.

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