how to teach Reading?

Presenta:

Lina María Suarez

ContrerasCod- 292022104

Licenciatura en Lenguas Extranjeras

Asignatura:

Microenseñanza y Contextos Educativos

Docente:

Nancy Garcia

Año:
2023
 how to teach Reading?

One of the most important things for the future of children is literacy and
reading is the foundation of learning.

What cognitive skills are necessary to learn to read?

The reading process involves an incredibly complex synergy between

different areas of the brain that are responsible for different abilities such
as:
Phonetics: knowing the relationship between written letters and sounds.
Phonemic awareness: it is the auditory ability to identify, differentiate
and reproduce the sounds that make up words or phonemes.
Vocabulary: the ability to associate certain whole words with certain
objects, actions, or situations.
Fluency: The accuracy and speed with which a child can speak the
words they are reading out loud.
Comprehension: the ability to understand the meaning of what is being
read and to connect it with the real world. Being able to read words aloud
is not the same as understanding what is being said.

What are the most common methods for teaching a child to read?

the phonetic method: It is one of the most widespread for teaching

children who do not have hearing problems to read, in languages that
use the Latin alphabet. It is based on first teaching them the full alphabet
along with the sound and name of each word.
The global method or “visual reading”: Focuses on the ability to
recognize whole words. The child is shown a written word, is taught the
sound of the word, and is asked to repeat it. Generally, this method is
accompanied by cards or audiovisual support that links the word with a
drawing of its meaning.
The method of language experience: It is one of the most
personalized methods, since it starts with words with which the
preschool is already empowered to teach reading; that is why in each
case it begins with different words.
The following tips are not methods of teaching reading, but strategies to
strengthen the skills involved in reading and so that the child begins to
build positive emotional associations with it. These are talking about the
world around them, using songs and rhythms, visual support, alphabet
toys, reading routine, examples from the real environment and
embracing technology.

Stages of Reading:
To explain how the reading-writing process is acquired and develops,
we are going to base ourselves on the evolutionary model of Uta Frith
(1985), one of the best known. Uta proposes three stages, which occur
sequentially, in the reading acquisition process.

Logographic stage: Children are able to identify written words only by

their visual appearance, using the context where they appear and their
shape, color, size of the letters, without having yet learned the alphabetic
code. We could place this stage at around 3-5 years.

Alphabetic stage: In this phase, children learn to segment words into

the letters that compose them and to establish the grapheme-phoneme
correspondence to form words and phrases. They are associating letters
and sounds, producing precision errors at the beginning. We place this
stage at around 5-6 years.

Spelling stage: It involves the acquisition of a larger vocabulary, since

children store in memory an increasing number of written words, which
allows them to recognize the shape of words faster, without having to
apply the rules of spelling. grapheme-phoneme conversion. This phase
is situated in the 7-8 years.

Referencias:
https://blog.pearsonlatam.com/en-el-aula/como-ensenar-a-leer-a-
un-nino

https://www.centrologolea.es/proceso-de-adquisicion-de-la-
lectura/