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Reading Skills

Reading Skills. NFER Before IPI. % - Pupils Tested. Scores Attained. NFER after IPI. PURPOSE. Importance of input from parents!. Factors…. Input Practice Encouragement. Vs. Logistics of class work. WHY ?. More effective when have insight into how children learn.

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Reading Skills

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  1. Reading Skills

  2. NFER Before IPI % - Pupils Tested Scores Attained

  3. NFER after IPI

  4. PURPOSE Importance of input from parents! Factors… • Input • Practice • Encouragement Vs • Logistics of class work

  5. WHY ? More effective when have insight into how children learn • What presents challenge to them • The skills and methods involved Not a list of do’s and don’ts Attempts to put you in the position of the child

  6. NATURE OF READING The Phoneme Producer 1 ANIMAL 2 The Word Analyzer AN MAL I The Automatic Detector 3 ANIMAL AN A M I N A L What Goes Wrong

  7. ADULT PERCEPTIONS Two difficulties for adults teaching children to read: 1st… a) Most adults have forgotten how they learned… • Infantile amnesia • Immaturity of young memory systems

  8. ADULT PERCEPTIONS Two difficulties for adults teaching children to read: 2nd… When fluent, hard to see problems child faces… b) • Component skills needed

  9. ADULT PERCEPTIONS Two difficulties for adults teaching children to read: 2nd… When fluent, hard to see problems child faces… b) • Component skills needed Reading is similar… ‘What we see on the surface is affected by mental structures that enable it to happen’ ‘Many underlying workings and integrated skills are needed to enable process to take place’

  10. Pre-reading skills • Vocabulary/Awareness of print • Visual skills • Auditory skills • Orientation Comprehension skills M E M O R Y

  11. PRE-READING SKILLS Language… • Vocabulary 300 – 5000 words • Grammar • Importance of bedtime story 5000 I love bedtime stories ….but there’s no such thing as Monsters, said the princess…. ‘’ 300

  12. FIGURE/GROUND

  13. FIGURE/GROUND

  14. FIGURE/GROUND

  15. How we learn our sounds in school • Single letter sounds • CVC words at et ot in an cat pat • Blends bl fl gl sl • Vowel diagraphs ai ou oi • Syllables/suffixing

  16. Key daddy daddy look look the the daddy look at lisa fish fish fish , ! look daddy look at the fish see the fat fish

  17. Translated… Daddy Look, daddy! Look at the fish Look at Lisa fish See the fat fish

  18. STARTING TO READ How? • Look at pictures • Recognise whole words • Identify single letters/sounds • Use knowledge of reading books Reading is using all kinds of clues… • Mental jigsaw puzzle • By ear • By eye • Context

  19. Pneumonoultramicroscopicsilicovolcanoconiosis

  20. PHONIC MEDIATION THEORY Reading by ear… • Is PHOKS an animal? • Can you sail in a YOTT? • Should we build our HOWIZZ from straw? • Did a MUNK use a CWILL? • Do you like MERANG PYE?

  21. LEFT/RIGHT ORIENTATION In addition to developing… • Sight words • Letter/sound links Children need training in moving eyes left to right

  22. LEFT/RIGHT ORIENTATION ehT .srehto eht fo ngis on llits saw erehT .pmac eht dehcaorppa yeht sa deppots dah gnignis Was yeht ,nehT .nees eb ot eno on saw ereht woN Etihw taerg a sexob eht fo eno fo pot eht no Kcuts dah ti tuB .derbhguoroht on saw tI .god Dah yehT .step rehto eht ekilnu – tsop sti ot woN .nageb tsrif elbuort eht nehw deraeppasid .deppart erew yehT .tops eht no erew yeht

  23. LEFT/RIGHT ORIENTATION Adults… • Mirror image of words ‘pops out’ –on/no, was/saw • Long words make it difficult to retain order – thoroughbred/ derbhguoroth ? ? Children… • Have difficulty with reversals – b/d, n/u, p/q • Often don’t sort out left and rights till age 7/8 We expect them to do tasks requiring left/rightorientation long before they have it

  24. LEFT/RIGHT ORIENTATION There was still no sign of the others. The singing had stopped as they approached the camp. Now there was no one to be seen. Then, they saw on the top of one of the boxes a great white dog. It was no thoroughbred. But it had stuck to its post – unlike the other pets. They had disappeared when the trouble first began. Now they were on the spot. They were trapped.

  25. Key daddy look the see the fat fish fish

  26. Key daddy daddy look look the the daddy look at lisa fish fish fish , ! look daddy look at the fish see the fat fish

  27. SUMMARY Early reading… • Learning to do mental jigsaw • Developing skills to gain clues BUT, that is very much getting into decoding – cracking the code This is not enough, but children get stuck in this mode Daddy, I’m stuck! Parrot Reading

  28. COMPREHENSION The procedure is actually quite simple. First you arrange things into different groups. Of course one pile may be sufficient, depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do a few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to see any end to the necessity for this task in the immediate future, but then one can never tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is a part of life.

  29. COMPREHENSION Washing Clothes

  30. COMPREHENSION a) We can only understand if we have prior information, eg if cued into topic or action… If we just launch children into text, we limit the opportunity forCOMPREHENSION We should encourage them and… • Look at title together • Discuss pictures • Pre-read to the child • Prepare the mind for the likelihood of certain words Also helps child to introduce intonation which has a two way help for communication

  31. SUMMARY What are the measures of success: • Reading rate • Generalisation • Ability to get information or pleasure from material eg ‘Cinderella’,‘Hansel and Gretel’, or’The Emperors New Clothes’

  32. SUMMING UP When adults read they are: • Sampling • Decoding • Putting together with past knowledge • Comparing • Questioning • Judging • Organising • Adjusting information • Thinking ahead

  33. SUMMING UP The foundation of mature reading skills is affected by earlyexperience Therefore… • Give as many clues as possible • Do more than hear reading Daddy, help! What does this mean?

  34. Qualified to make print come alive for your Child…

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