Reading To, Talking With
The first acquisition of language for a child is oral, therefore when a child starts school they can speak and listen better than they can read. Consequently, it is important to have reading aloud activities in the classroom so the child may begin to associate oral language with written language. Reading material near matches their already well-developed language ability in the sense that what they are able to read is limited by the mechanical skills of reading that they have been able to acquire. Their oral language use at this stage is far more advanced that the language of books in which they are taught to read. (Corson 1988, p.20)Reading to a child helps them to familiarise themselves between the spoken and written word, particularly when the story is simple with words repeated. This enables a student to recognise the spoken and written version of a word "Children realise that words and the things words stand for are separate, that language can be talked about as well as talked with. They grasp, although not at first in a conscious, analytical way, that language is a symbolic system" (Ministry of Education [MOE], 1996, p.14).When reading to young students the teacher needs to keep in mind several important factors
As a child's reading ability grows, so will the complexity of the text that is read by them as well as to them. The use of bilingual books allows the child to feel comfortable as they can see their own language as well as the English version. Oral Language Across the Curriculum. How do children learn new vocabulary. "Some children come from families where literacy is valued; others who do not have this experience may have a family with rich oral resources. Furthermore, when a teacher discusses the book the student's comprehension of new words dramatically increases. The learner as a reader: Developing Reading Programmes. The Ministry of Education (1994) states in thinking critically for levels three and four students should "discuss and interpret spoken texts, considering relevant personal experiences and other points of view" (p. Does the illustration collaborate the text on the same page or is there also another story happening with in the illustration? Teachers can draw children out by having them discuss and expand upon the drawings.
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