Download A Practical Guide to Teaching Reading in the Early Years by Ann C Browne PDF

By Ann C Browne

`This is a transparent, jargon-free research of present nationwide curriculum and nationwide literacy procedure records, mixed with brilliant and inventive feedback for imposing them.... the actions are inventive, constant and real to the author's excellent of a whole and empowering severe literacy for all young ones' - Times Educational Supplement, Friday Magazine

A useful advisor to educating analyzing within the Early Years meets the wishes of pupil lecturers on undergraduate and postgraduate lecturers education classes. It addresses the English National Curriculum for instructor education as good as protecting the curriculum standards for teenagers. it is going to even be correct

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Research has shown that children under the age of 6 find it very difficult to segment words into all their constituent phonemes (Gos­ wami, 1994) and that learning and using sound symbol correspon­ dences to decode unfamiliar words are easier after children have had experience of reading texts and recognising whole words (Frith, 1980). Unless children understand that words contain sequences of separable sounds they cannot take the next step of matching the letters in words to individual phonemes.

Begin with a word that is familiar to the children and brainstorm other linked words. This can be added to over the course of a week. Introduce children to the use of dictionaries to look for correct spellings of words. Understanding word recognition Being able to recognise written words automatically is very helpful when reading since the swift identification of words leaves the reader free to concentrate on the meaning of the text. The look and say method of learning to read (Schonell, 1945) involved children in learn­ ing sets of words before reading them in books.

More precise graphic information can help readers to distinguish be­ tween words that are similar. For example by looking at the graphic detail in a word the reader may be able to see the difference between words such as where and when. Paying attention to spelling patterns in words can enable readers to apply their knowledge about known letter strings such as ing or ight to unknown words. Recognising known words within unknown words may also help readers to read unfamiliar words. This applies particularly to root words or singular versions of words.

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