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Teaching Techniques for Reading Development

Word Sorting

Word Parts

Compound Words

Cloze Procedure: -words are deleted from a written passage and readers fill in the blanks using their

knowledge of language and the world, along with clues available from the context.

When introducing cloze activities, the teacher might begin with a whole class activity focused on

material presented on an overhead projector.

Strategis for Integrating Context and Print Cues:

-part of a balanced literacy program should help children use both context and print cues rather than

one or the other.

Masking: working with either a transparency or a big book, the teacher uses a strip of paper to mask text

lines and slides it aside to gradually expose parts of words, complete words, and phrases.

Minimal Cues Messages: work best with the children when the language is natural and predictable.

Oral Reading:- if a child pauses during reading, wait to give the child time to use both context and print

cues to identify the word. Encourage her or him to predict a word that makes sense, sounds right, and

checks out.

If a child corrects a mistake, reinforce this by commenting on the appropriateness of the correction,

rather than focusing on the error.

Automaticity and Fluency:

The National Reading Panel states there is ample evidence that one of the major differences between

good and poor readers is in the quantity of time they spend reading. Readers can develop their fluency

and automaticity through a variety of classroom reading activities, including one of our favourites,

Readers Theatre.

The National Reading Panel (2000) concluded that guided repeated oral reading that include guidance

from teachers, peers, or parents

Integrated Knowledge based and text-based information

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The directed reading-thinking activity is a long-used instructional technique for use with narrative or

expository material and for helping students develop critical thinking.

Instructional Techniques for Integrating Knowledge-Based and Text-Based Information:

-Directed reading-thinking activity; Is most appropriate for narrative material with clearly defined plot

that can be easily read in one setting

-predict, read, prove

-KWL: It helps deepen reading comprehension and encourage active learning when reading expository

texts

Questioning the author: there are three different types of queries: initiating (draw attention to major

ideas and the fact that ideas are written by the author), follow-up (help students construct the meaning

behind the actual words of the author, connect ideas previously learned with the text, and figure out

why the author included certain information), and narrative queries (deal with characters and plot).

-Arrange the classroom in a U-shape to facilitate discussion. (See page 209 of Constructing Meaning).

-Question-answer relationship is based on a taxonomy of questions: -textually implicit, textually implicit,

and scriptually implicit.

A QAR focuses on two major categories of information: in the book (text-based information), in my head

(knowledged-based information).

-Reciprocal teaching: scaffolding, thinking aloud, metacognition, and learning cooperatively.

-it is designed to promote four comprehension strategies: summarizing a passage in a sentence, asking

one or two good questions, clarifying parts that are confusing, and predicting what the next part will be

about.

Think aloud

Semantic webs: visual representation of relationships among ideas. These graphic organizers show the

major ides and relationships in textsor among word meanings.

Selected Professional Resources:

Cunningham, P. & Hall, DD.P. (2001). Making Words: Multilevel, hands-on, developmentally appropriate

spelling and phonics activities. Columbus: Frank Schaffer Publications.

Cunninham, P. & Hall, D.P. (2001). Maing big words: Multilevel, hands-on spelling and phonics activities.

Columbus: Frank Scahffer Publications.

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Both of these books give step-by-step instructions for making words activities.

Phonics Related Strategies: Cunningham, P.M. (2005). Phonics they use: Words for reading and writing

(4th

edition). Boston: Allyn &Bacon.

Tavani, C. (2000). I read it, but I dont get it: Comprehension strategies for adolescent readers. Portland,

ME: Stenhouse Publishers.- for students who couldnt make meaning from reading.

***An excellent book to teaching reading strategies, but it is especially directed toward children who

are experiencing difficulty with their reading achievement: Beers, G. Kylene. (2003). When kids cant

read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH:Heinemann.