Teaching+reading

__**Teaching reading**__

Teaching reading can incorporate four different methods and techniques which are modelled reading, shared reading, guided reading and independent reading. __ Modelled ____ Reading __ In modelled reading the teacher will read-aloud and will model how to read using a range of text types. The purpose of modelled reading is so that the children engage with text pitched at a more complex level than they can read. Apart from allowing children to engage with powerful literature, the teacher reading aloud provides syntax models, vocabulary and meanings that children may not hear in everyday conversations. They also develop the knowledge to use complex sentence structures (Hill 2006). (Photo from Cabot Public School website 1999  )

[|http://www.peta.edu.au/mediaLibrary/documents/06_Teaching_Tip_ModelledReading.pdf%20-] A useful tool for teaching modelled reading

__ Shared ____ Reading __ Shared reading is usually a whole-group activity with a enlarged book to explore the conversations of print. Although lead by the teacher the children can participate in the reading in various ways, including reading theatre and choral reading. The focused for shared reading may be to teach the children how to solve problems in identifying various words, teach children how to read various text types, or, at the sentence level, ways in which grammar and punctuation are used (Hill 2006). (Photo from Cabot Public School website 1999  )

__ Guided ____ Reading __ Guided reading involves the teacher working with a group of 4 to 6 students who are reading individual copies of the same text. The teacher choices a text that has some challenges, and the teacher prepares the children to use a range of problem-solving strategies to get through the text (Hill 2006). (Photo from literacy link 1996)

__ Independent ____ Reading __ Independent reading aims at building fluency and motivation for the children. Children choose texts that are at their independent reading levels so that their reading is practiced and fluent (Hill 2006).

(Photo from Illinois State University 2008)