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    aditya varma
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    Generating questions, reasoning, and note-taking are strategies to teach reading and writing to children. Teachers should assess their skills and use comprehension strategies like repeated reading to help children understand text. It is also important to teach reading and writing through activities like reading aloud, silent reading to increase speed, and using familiar language to build understanding. The goal is to create an encouraging reading environment and tailor literacy strategies to individual student needs.

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    Generating questions, reasoning, and note-taking are strategies to teach reading and writing to children. Teachers should assess their skills and use comprehension strategies like repeated reading to help children understand text. It is also important to teach reading and writing through activities like reading aloud, silent reading to increase speed, and using familiar language to build understanding. The goal is to create an encouraging reading environment and tailor literacy strategies to individual student needs.

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    7 views1 page

    Assignment 5

    Uploaded by

    aditya varma
    Generating questions, reasoning, and note-taking are strategies to teach reading and writing to children. Teachers should assess their skills and use comprehension strategies like repeated reading to help children understand text. It is also important to teach reading and writing through activities like reading aloud, silent reading to increase speed, and using familiar language to build understanding. The goal is to create an encouraging reading environment and tailor literacy strategies to individual student needs.

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    of 1

    Introduction

    Reading iiand iiwriting iiare iithe iiabilities iiof iia iichild iito iiacquire iiknowledge iithrough iian iiextensive
    ii process iiof iilearning iithat iinormally iigoes iion iiduring iithe iientire iilife iiand iiis iidone iiunconsciously.
    ii However, iisignificant iipercent iiof iichildren iido iinot iiacquire iithese iiabilities iiin iispite iiof iigoing
    ii through iithe iisame iilearning iiprocesses iias iitheir iipeers iiand iihaving iia iinormal iiintellectual
    ii capacity iiin iiall iiother iiaspects ii(Chamot,2001).

    Strategies iiand iiActivities

    Generating iiquestions iiis iia iistrategy iithat iiencourages iichildren iito iiask iiand iianswer iiquestions
    iiafter iireading. iiThe iiquestions iiserve iias iireference iipoints iithat iiare iinot iiunderstood.

    iiAdditionally, iiteachers iishould iiassess iitheir iiteaching iiskills iiaccording iito iiwhat iithey iihave

    iilearned.

    Reasoning iiis iianother iiway iito iiteach iichildren iito iidraw iitheir iiown iiconclusions iiafter iireading.
    iiThis iiallows iithem iito iiunderstand iiand iithink iicritically. iiThis iiwill iigive iiyou iivaluable iiinsight

    iiinto iieffective iireading iiand iiwriting iiskills.

    Another iiway iito iiteach iichildren iito iiread iiand iiwrite iiis iito iiread iiand iiwrite. iiStudents iishould iibe
    iiable iito iirecognize iiwritten iiwords iiaccurately iiand iifluently. iiThis iihappens iiwhen iiteachers iiuse

    iireading iicomprehension iistrategies iito iihelp iithem iiunderstand iipronunciation. iiNote-taking iiis

    iianother iistrategy iifor iilearning iito iiread iiand iiwrite. iiNote-taking iihelps iichildren iiremember iiparts

    iiof iiwhat iithey iiread. iiThis iiwill iigive iiyou iia iibetter iiunderstanding iiof iithe iitopic. iiNotes iialso iihelp

    iiteachers iimonitor iireading iiand iiwriting iiprogress. iiThis iireflects iieffective iiteaching iiskills.

    Another iiway iiis iito iireload. iiChildren iimay iinot iibe iiable iito iifully iiunderstand iithe iitext iiafter
    iireading iiit iionce, iiso iiplease iiread iiuntil iiyour iichild iican iiunderstand iiit iito iisome iiextent.

    Students iishould iibe iitrained iiin iisilent iireading, iias iisustained iisilent iireading iihelps iiincrease
    iireading iispeed. iiThis iiimproves iicomprehension iiof iitexts iiwith iilong iisentences. iiAs iia

    iicompensatory iistrategy, iiother iichildren iisucceed iiin iideriving iisentence iicontent iifrom iithe

    iiremaining iiwords iiin iithe iitext iieven iiwhen iireading iiindividual iiwords ii(Reid, ii2000).

    Continued iireading iiis iian iiintegral iipart iiof iiany iiliteracy iistrategy iito iiimprove iia iichild's iireading
    iiability iiand iishould iibe iiindividually iitailored iito iieach iichild's iidevelopmental iineeds iiand

    iiprovided iion iia iiregular iibasis. iiTeachers iishould iistrive iito iicreate iia iireading iienvironment iiin

    iiwhich iistudents iican iiread iiwithout iiinterruption.

    Language iiexperience iiis iian iiimportant iiprerequisite iifor iisuccessful iilearning. iiTeachers iishould
    iiteach iiin iia iilanguage iithey iiare iifamiliar iiwith. iiThis iibuilds iiher iithree-step iiprocess iiof

    iiunderstanding iihow iichildren iilearn, iidiscovering iilanguage iiweaknesses iiin iichildren iithrough

    iicareful iiobservation, iiand iiusing iilanguage iito iisolve iicommunication iiproblems.

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