Higher College of Technology
Bachelor of Education
Language Arts D
EPR 2603
Approaches to teaching reading
An insight into methodologies used in an English
Medium School
Name: Reem Mohammed Saeed
ID number: H00161189
Teacher: Maria McMillan
Word account: 1616 word
Reem Mohammed
H00161189
AE4
Introduction
Reading is a complex interaction between the reader and the text which build the
understanding of it. Moreover, teachers use many strategies in reading that help
children to improve their skills in reading. According to what I observed about
reading strategies in my teaching practice. In this essay I will explain two strategies
that I noticed in my MST classroom. They are shared reading and Guided reading.
Shared reading is using big book aloud and enjoying for whole classroom or groups
of students. “Shared reading is where the practitioner or teacher works with the
children to model fluent, expressive reading, the use of effective reading strategies
and to encourage response to texts”(Tompkins, 2010). The benefits of shared reading
are provides necessary support to improve reading skills of readers. In addition, it
allows students to enjoy materials that they may not be able to read on their own.
Also, ensures that all students feel successful by providing support to the entire group
(Reading strategy. (n.d)). Moreover, I observed my MST used some strategies for
example, big size book and sit in the circle with students that will help teacher to keep
students attentions. As well, she used some activities in pre reading and poste reading
such as speaking activity (asking comprehension questions), and in while reading, she
gave them worksheets. These strategies and activities help children be more excited
and interactive with the story, also promote their language and communication skills.
On other hand, guided reading is the step between shared reading and independent
reading. It is read a small book with small group of students to develop their reading
skills individually. “Guided reading is an approach where the teacher works with a
small group of students who can all read similar levels of texts and demonstrate
similar reading” (Tompkins, 2010). The benefits of guided reading are identifying
weaknesses and strengthen specific skills of readers and provide necessary support for
them. In addition, improve students’ attention to detail, build fluency, expand
vocabulary knowledge, and develop reading comprehension skills. I observed my
MST used many strategies such as choosing appropriate book for students’ level, also
questioning strategy. These strategies will help teacher to keep students attention with
the story, and promote their comprehension skills. As well, she used speaking activity
in pre, while, poste reading by asked children comprehension questions. These
Page | 2
Reem Mohammed
H00161189
AE4
strategies and activities help children to develop their thinking skills, and link
between prior knowledge and what they learn.
The models of reading process are bottom-up, top down, and interactive. The
definition of bottom-up model is” builds meaning from the smallest units of meaning
to achieve comprehension” (Cameron, 2001). It means emphasize reading as decoding
from letters/sound to letter clusters to words to phrases to sentences to longer text to
meaning. In addition, bottom up model is focus on phonics and sight words.
Moreover, top down model is “emphasizes comprehension of large chunks”
(Cameron, 2001). It means the reader scan the text then interpreting text based on
their prior knowledge. “In top down model reader generates meaning by employing
background knowledge, expectations, assumptions, and questions, and reads to
confirm these expectations” (Aebersold & Field, 1977). In addition, “the top-down
model of reading focuses on what the readers bring to the process” (Goodman, 1988).
Furthermore, Interactive model is viewed as an interaction between the text, the
reader and the context. Also, “In Interactive model reader uses top-down strategies
until he/she encounters an unfamiliar word, then employs decoding skills to achieve
comprehension” (Aebersold & Field, 1977). As I observe in my teaching practice, my
MST used top down model of reading in shared reading. For example, she showed
them the cover page of story book and asked them predictions questions such us what
do you think this book will talk about? Who are the characters? What does the picture
on the front tell us? In addition, she asked predictions questions while she read the
story like what do you think will happen next? Furthermore, she activates background
knowledge of students by asked comprehension questions. For example if the story
about family she asked them what do you know about family? What does family
mean? Moreover, I like to use top down models in shared reading because it helps
teacher to know the previous knowledge of students. Also, it increase students’
thinking and develop their comprehension. In addition, I like this model in shared
reading because it helps students to promote their thinking skills and teach them the
importance of paying attention to text details. However, I prefer to use interactive
model because teacher by this model can support EFL students to learn new
vocabulary and understand the story more.
On other hand, as I observe in my teaching practice, the MST used interactive model
of reading in guided reading. For example, she used top down model when she read
Page | 3
Reem Mohammed
H00161189
AE4
the title and she showed them the cover page and asked them predictions questions. In
addition, she used bottom up model when she read for students’ new words and
definition of words. Moreover, I like to use interactive models in guided reading
because it helps teacher to check students’ understanding. In addition, it helps
students to Interpreting text based on their previous knowledge. As well, acquisition
new words and promotes their reading skills.
I recommend using shared reading in EFL classroom. It develops students to learn
reading skills and enjoyment. Also, it promotes students to be more confident when
they read and share ideas. In addition, shared reading provides opportunities for
concept and language expansion exist. Moreover, shared reading can teach young
children to read, and know what book means. Also, some concepts such as reading
from left to right, turning pages. However, teacher should also observe her students in
classroom to ensure that all students are participating in the shared reading
experience. Moreover, the strategies that used in shared reading such as use big book
it attracts students to keep their attention with teacher, also it help teacher to point the
words easier for students and explain the story by show them the clear illustration in
big book that all students can see it. On other hand, I recommend using guide reading
in EFL classroom. The reasons are in guided reading the students are placed in a
group with others of a similar ability so it increasing a student's motivation to read.
Also it helps to take some of the stress out of reading and can build confidence. In
addition, guided reading gives students an opportunity to discuss a text with others,
communicating their own ideas and learning from the knowledge and ideas of other
students in the group. In addition, students learn about sequencing of the story like the
setting, characters, and beginning, middle and the end of the text. Also, they learn
capitalization and punctuation concepts. Furthermore, students will have the
opportunity to practice self-correction (What Are the Advantages & Disadvantages of
Guided Reading? (n.d)). Guided reading also helps students to develop strategies to
improve their reading and helps them to become independent readers. In addition,
teacher can provide the help and the support for them if needed. Moreover, it help
teacher to observe whole students in group and notes the areas that need development.
After that, teacher can spend some focused time with individual students to
scaffolding them. Moreover, the teacher can prompt reading skills with students by
using interactive model when she teaches. It is helpful and improves students in their
Page | 4
Reem Mohammed
H00161189
AE4
reading skills. However, the successful guided reading in the classroom can be by
choose suitable book for their level and choose group of students with simile ability.
Print-rich/literacy–rich classroom environment is “exposes and engages students in
the seven processes of literacy (listening, viewing thinking, expressing through,
multiple symbol systems, speaking, reading, and writing) for a variety of reasons”
(Harper & Perrin,(n.d)). As I observe in my teaching practice in the classroom
environment my MST use Literacy-rich classroom environment that mean she create
environment help students to promote their language skills throw books, stories,
magazines. In addition, in my classroom the teacher used carpet area to make students
motivate to read with interesting “Children love comfortable, cozy places where they
can sit and read by themselves or with a friend or perhaps a favorite bear” (Tompkins,
2010). Also she has a books corner in her class with variety of books, stories,
magazines that help children to promote their skills in reading, and learn new
vocabulary. Moreover, as I observe my MST used print rich classroom environment
that mean she create environment help students to promote their language skills throw
many forms of print such as Alphabetical letters, students, flash card. Furthermore, in
my classroom the teacher create print rich in all areas of the classroom such as word
cards for the writing area, words wall and printed word Labels which help to remind
students for the mean concept of vocabulary that develop their language skills.
I recommend implicate of a print-rich environment to an EFL classroom by create a
comfortable environment, and make it colorful to attract students. Also, teacher can
add most important class and school information in the classroom such as schedules,
rules, and messages. In addition, having a print-rich environment is important for
developing children’s language skills, because they can discover new information
through print. Moreover, it gives them chance to develop their cognitive ability, and
build on what they know.
Conclusion
In conclusion, reading is very important parts in the classroom because it helps
students to promote their language skills. In addition, the teacher can support his
reading classroom by using different approach, strategies, and activities. Moreover,
my experience in this essay, it develop my provide knowledge about reading.
Page | 5
Reem Mohammed
H00161189
AE4
References
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and
strategies for second language classrooms. New York: Cambridge University
Press. Aebersold, J. & Field, M. L., (1997). From reader to reading teacher:
Issues and strategies for second language classrooms. New York: Cambridge
University Press.
Cameron, L. (2001), Teaching Languages to Young Learners. Cambridge
University Press. ISBN”0521774349, ch.6.
Goodman, K. (1988). Approaches to Teaching Reading. Retrieved from
http://www.nadasisland.com/reading/
Harper, K & Perrin,M.(n.d). Print Rich/Literacy Rich Environment. Retrieved
from [PPT] Print Rich/Literacy Rich Environment
Reading strategy. (n.d). Retrieved from
http://www.readingrockets.org/strategies/shared_reading/
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th
ed.). Boston: Allyn & Bacon.
What Are the Advantages & Disadvantages of Guided Reading? (n.d). Retrieved
from What Are the Advantages & Disadvantages of Guided Reading? |
eHow http://www.ehow.com/info_8405104_advantages-disadvantages-guidedreading.html#ixzz2U780hDfZ
Page | 6