Within these different developmental stages of reading, there are four roles of a reader that need to be taken into consideration when being an effective teacher of reading. The four roles are code breaker, meaning maker, text user and text critic. The four roles that are taken throughout early reading, allow opportunities for teachers to create lessons, which are specifically related to children’s reading needs. Each of the four roles of reading plays a part in providing future success in becoming an independent reader.
To effectively teach a child to read, roles and stages need to be considered, so that strategies in reading can be implemented. The following video Name of Video, found on You Tube, gives an insight into a mother teaching an emergent child how to read. There are quite a few strategies involved, which are outlined throughout the video and discussed below.
Reading Strategies Video
The first strategy used in teaching children how to read was to use picture clues. Particularly for children in the emergent developmental stage, picture clues are a great way of assisting children in their reading. Children are naturally curious about the world around them, so chances are that they have seen and heard words, from people within their circle. Following this, a strategy implemented to teach children how to read, was the reminder to the child to ‘get your mouth ready to sound out letters’. Phonemic awareness is the correlation between spoken words and sounds in language and their understanding, so when instructing children to start to get their mouths around words, they are working on familiarity. The next strategy implemented in the video of reading was talking about the book, and what it was about. The emergent child demonstrated knowledge in the video and could answer questions, using information that was given within the book. A very effective strategy within the video was talking about the sounds letters make. The mother guided the child through the book by helping with the starting sound of a difficult word. From there, the child could work through different words that were familiar to her with the same sound at the start of the word. The mother within the video gives an effective strategy to help the ch
ild understand different words and sentence structures, pointing to each word as it is read. This strategy can be seen as a similar structure to guided reading without the group situation. Throughout the video, the child becomes very proud of herself as she starts to recognize high-frequency words within the text. Repetition and chorus lines, within texts are a great way to build the vocabulary of children and offer much practise. Asking the child questions throughout reading, illustrated ways in which the child was decoding what was in the text. When children read sentences, asking them whether it makes sense is a great strategy for articulating language and looking at structure within texts. Within the video, this proves to be effective as the child questions their sentence and continues to decode the text in front of them. If a child becomes stuck when reading a text, using all the strategies, such as mouthing words, using illustrations and asking whether it makes sense, is an effective strategy for children. Using many different strategies and tying them together to decode texts is implemented, and proved to be effective, within the video. Re-reading over texts or sentences to check for understanding is effective in children becoming familiar with particular words, is offering practise with difficult words and allows the child to fluently correlate a sentence together. Encouraging a child right throughout reading is imperative, as the child needs to understand and appreciate their success in reading. The final strategy used within the video, is asking for help. When learning to read, a child most definitely needs assistance, we need to encourage children to have a go, but also ask questions if they are struggling.
