LESSONONE&TWO

THECONCEPT,
TYPES,
BENEFI
TSOFREADINGANDWRI
TINGAND
MISCONCEPTI
ONS.

Readi
ng

I
mpact i
ngr eadi
ngskill
sinacl assroom needsspecial att
entionduetot hef actthat
,it
i
mpr ov
esl anguageacquisi
tion,giv
esagoodmodel forwr i
tingandener gizes
di
[Link](2002)st at
esthat ,r
eadi
ngaidsl earnersbuildupont heirvocabul
ary;
besi
des,itimproveslear
ners’ t
otallanguageprof
ici
encyandacademi cper formances.
Riv
ers,(1981)statedthat,
readingser vesasasour cei nf
ormat i
onforlearnersanda
meansofconsol idat
ingandext endingone’sknowledgeofl anguage.

Invi
ewoftheseideas, l
anguaget
eachersneedtoequi
pthemsel
veswi
threqui
sit
eski
l
ls
andeff
ect
ivestrat
egiestoteachreadi
ngasexpectedoft
hem soast
oaidlear
ners
comeoutwiththesev al
[Link]
ng?

Iti
sseenasacompl excognitiveprocessofdecodi ngsy mbol
sf ortheintenti
onof
construct
ingorder i
vingmeani ng(thishastodowi threadi
ngcompr ehension).Cri
ti
cal
ly
analyzi
ngt hedefi
niti
onabov e,iti
sr eal
izedthat,
readingisnotasi mpleact i
vit
[Link]
so,i
t
i
st hebrai
nt hatprocessesev eryt
hingbef or
ethet [Link]
asapr ocessbutnotanev ent;themai nreasonbehi ndthewholeactofr eadingisto
decodesy mbol si
nor dert
oext ractmeani ngfrom thosesymbolsf ort
hebenef i
tof
readersandt hosethatareli
stening.

Goodman( 1967)seesreadi
ngasapsy choli
nguisti
cguessi
nggamebecauseiti
nvol
ves
anint
eracti
[Link]
ngtoLei
pzig(
2001),r
eadi
ngis
themotivat
edandf l
uentcoor
dinat
ionofwor drecogni
ti
onandcomprehensi
on.

Onecanal
sosayt
hat
,readi
ngi
smaki
ngmeani
ngf
rom pr
int
,whi
chr
equi
resonet
o:

a.I
dent
if
ythewor
dsi
npr
int
;apr
ocessnamedwor
drecogni
ti
on.

[Link]
ruct
sandunder
standsf
rom t
hem;
apr
ocesst
ermedcompr
ehensi
on

[Link]
natesbyi
dent
if
yingwordsandmakingmeani
ngsot
hatr
eadi
ngi
s
aut
omat i
candaccur
atetoar
ri
v eatf
luency
.

Readi
ngi
nnut
shel
li
stheabi
l
ityt
odecodesy
mbol
sandcompr
ehendt
hem.

Benef
it
sofReadi
ng.

a.I
timpr
ovesacademi
csuccess
 [Link]
nghel
psdev
elopr
eadi
ngcompet
ence

c.I
thel
psi
mpr
ovewr
it
ingski
l
ls

[Link]
ngof
fer
sapr
oduct
iveappr
oacht
oimpr
ovi
ngv
ocabul
aryandwor
dpower

[Link]
psi mprovement
aldevel
opment(impr
oveschi
l
dren’
sIQ,
impr
oves
analy
ticalt
hinki
ng,
improvesmemory)

NOTE:
Vocabul
ary
,Readi
ngAbi
l
ityandAcademi
cSuccessar
eint
erdependent
.

l
argev
ocabul
ary goodr
eadi
g academi
csuccess

SI
MPLEVI
EW OFREADI
NG(
SVoR)

Gough&Tunmer( 1986)broughtoutt
heideaof(SVoR)
.Accor
dingt
othem,SVoRi s
basedonthegeneral
lyacceptedvi
ewthatreadi
nghastwobasi
[Link]
componentsar
e:

[Link]
drecogni
ti
on(
decodi
ng)

[Link]
ehensi
on(
maki
ngmeani
ngoutofat
ext

Whent eachersunder standtheSVoRwel l

,itcanaidt
hem i nassessi ngr eadi
ng
weaknessesandpr ovidingtheneededinstructi
[Link]&Tunmer( 1986)putup
Simpl eViewFor [Link] tclearthatstr
ongr eadingcompr ehensioncannot
occurunl essbot hdecodi ngskil
lsandlanguagecompr ehensionabilit
iesarestrong.I
t
thereforemeanst hat,readingcomprehensi oncannev erber eal
izedift heonedoingthe
readingcannotdecodesy mbolscouplewi ththeunderstandingoft hel anguageinwhich
thereadingt extiswr i
[Link]
yt hatr
eadingi smai nl
yaboutdecodi ngof
textsandunder standingthem.

TheSi
mpl
eVi
ewf
ormul
ais:

Decodi
ng(
D)×LanguageCompr
ehensi
on(
LC)=Readi
ngCompr
ehensi
on.(
RC)

Thus:D×LC=RC
Thef
oll
owi
ngar
eder
ivedf
rom t
hef
ormul
a:

[Link]
ng(
D):
Iti
sanef
fi
cientwor
drecogni
ti
on

[Link]
on(LC):Iti
st heli
ngui
sti
ccompr
ehensi
on,l
ist
ening
comprehensi
onandcompr [Link]
ermsarer
efer
redtoastheabil
i
tyt
o
deri
vemeaningfr
om spokenwor ds.

[Link]
ngCompr
ehensi
on(
RC):
Iti
swhenwor
dmeani
ngi
sder
ivedf
rom pr
int
.

I
tdiff
ersf
rom l
anguagecomprehensionbecauseoft
herel
ianceonpri
nt,
as
opposedt
oorallanguage,
toper
ceivethewordsandder
ivemeaning.

Inotherwor ds,l
anguagecompr ehensionbecomesr eadingcompr ehensionwhen
wordmeani ngisderi
vedf r
om pri
[Link]
spossi bl
etohav estr
onglanguage
compr ehensionandst i
ll
bepoorr eaderift
hereisdif
ficult
[Link]
decoding( D)skil
landlanguagecompr ehension(LC)abili
ti
esareverykeyforreadi
ng,
andf orthatmatter,t
heyneedtobeext rastrong.

St
rengt
hinonear
ea(
DorLC)cannotcompensat
eforadef
ici
tint
heot
herar
ea.

Inthediagram bel
ow,quar
ters1, 3and4ar enotgoodbecausether eaderhas
strengthinoneareaanddefi
[Link],
in2,t
her eaderisstrongi
n
bot hwordrecogni
ti
onandlanguagecompr ehensi
[Link]
simpl
iest hat,
teachers
teachingreadi
ngmustmakesur ethat,l
ear
nersdevelopbot
hstrongwor d
recogniti
onandgoodlanguageski l
ls.

Thei
l
lust
rat
ionofSVoRmodel
isf
oundbel
ow.

SI
MPLEVI
EW OFREADI
NG.

1. Goodl
anguagecompr
ehensi
on, 2,
goodwor
drecogni
ti
on

Poorwor
drecogni
ti
on. Goodl
anguagecompr
ehensi
on

_ +
 [Link]
drecogni
ti
on, 3,goodwor
drecogni
ti
on,

Poorl
anguage poorl
anguagecompr
ehensi
on

Compr
ehensi
on

TYPESOFREADI
NG.

Readi
ngtypesar
elookedatdif
fer
entl
yfr
om t
heperspecti
vesofdif
fer
entauthori
ti
es.
However
,thefol
l
owingtypesaregoi
ngtobedeal
twithforthesakeofthi
scourse.

a.I
ntensi
veReadi
ng

[Link]
ensi
veReadi
ng

[Link]
mmi
ng

[Link]
ng.

I
ntensi
veReadi
ng.

Itisthetypeofr eadingthataimsatteachingorpract
ici
ngspeci
ficreadingstr
ategi
esor
skill
s.I
tisreadingf orhi
ghdegr eeofcompr ehensi
onandret
enti
onov eralongperi
odof
[Link],thetexti
streat
edasanendi nit
self
.Itinvolvesl
earner
s
readingfordetails.

Br
own( 1989)expl ai
nsthatint
ensi
ver eadingcallsatt
ent i
onf orgrammati
calforms,
di
scoursemar kers,andothersur
facest ruct
uredet ai
l
sf orthepurposeofunderstandi
ng
l
it
eralmeaning,implicat
ions,r
het
oricalrelat
ionships,andmanyot hers.

Intensi
vereadingwhi chisatti
mesr eferr
edtoas‘ narrowr eadi
ng’mayinvol
velear
ners
readingselectionsbyt hesameaut hororsev eralt
extsaboutt hesamet opi
[Link]
ng
toMi ddl
eton( 2011) ,
intensi
vereadingisthepr act
iceofreadingshort-t
o-medium
l
engt hpassageswi ththeaim offocusingonspeci fi
ctext-basedelements,
compr ehension, f
luency,vocabul
aryandot hers.
Rol
esoft
eacheri
nInt
ensi
veReadi
ng.

[Link]
eacherchoosesv
erysui
tabl
etext

[Link]
eacherchoosest
asksandact
ivi
ti
est
odev
elopski
l
ls

[Link]
eachergi
vesdi
rect
ionsbef
ore,
dur
ingandaf
terr
eadi
ng

[Link]
eslearner
stoworkont
hei
[Link]
ten,
themostdi
ff
icul
tpar
t
i
sfortheteacherto‘getoutoft
heway’
.

[Link]
eacherencour
agesl
ear
ner
sthr
oughpr
ompt
s,wi
thoutgi
vi
nganswer
s.

Advant
agesofI
ntensi
veReadi
ng.

[Link]
desabasetost
udystr
uctur
e,vocabular
yandi
diomsandabasef
or
studentst
odevel
opagreat
ercontr
oloflanguage

b.I
tal
soprov
idesf
oracheckont
hedegr
eeofcompr
ehensi
onf
ori
ndi
vi
dual
l
ear
ner
s.

Li
mit
ati
onsofI
ntensi
veReadi
ng.

[Link]
eisal
i
ttl
eact
ual
pract
iceofr
eadi
ngbecauseoft
hesmal
lamountoft
ext
.

b.I
nacl assofmult
i-r
eadingabil
i
ties,l
ear
nersmaynotbeabl
eatt
hei
rownl
evel
becauseever
yoneintheclassi
sr eadi
ngthesamemater
ial
.

[Link] extmayormaynoti
nter
estt
her
eaderbecausei
twaschosenbyt
he
teacher.

[Link]
eisal
i
ttl
eti
met
olear
nlanguagepat
ter
nsduet
osmal
lamountoft
ext
.

[Link]
ner
smaycomet oassoci
atereadi
ngwit
htesti
ngandnotpleasur
ebecause
howint
ensi
ver
eadi
ngisalwaysfoll
owedbyexer
cisesandassessment.

Ext
ensi
veReadi
ng

I
tinvolvesreadi
ngofalargequantit
iesofmat eri
als,di
rect
lyandf l
uentl
[Link]
i
ncluder eadi
ngsimpl
yforpleasureorreadingtechnical
,sci
entif
icorprofessional
material
[Link](1989)explai
nsthat,ext
ensivereadingiscarri
edoutt oachievea
generalunderst
andi
ngofat [Link], Long&Ri chards(1971)identi
fy
extensivereadi
ngasoccurr
ingwhenpupi lsreadlargeamount sofhighinterest
mat eri
als,
usuall
youtofcl
ass,concentr
atingonmeani ng,thusreadingforgistand
[Link],i
tinv
olvesr eadi
ngal argeamountoft extfor
pleasureorgeneral
[Link]
ordslearnerstodevelopanawar enessof
collocat
ionsandsomanyt [Link]
compr ehendgrammar.

Extensiv
ereadi
ngaimsatbui
ldi
ngt
her eaders’
conf
[Link]
ensi
ve
readingisal
waysdonef
orthecomprehensionofmainideasandnotforspeci
fi
cdetai
l
s.

Char
act
eri
sti
csofExt
ensi
veReadi
ng.

Day&Bamf
ord(
1980)hav
eident
if
iedsomechar
act
eri
sti
csofext
ensi
ver
eadi
[Link]
ar
e:

[Link]
ari
etyofmat
eri
alsonar
angeoft
opi
csi
sav
ail
abl
e.

[Link]
udent
ssel
ectwhatt
heywantt
oread.

[Link]
ngar
eusual
l
yrel
atedt
opl
easur
e,i
nfor
mat
ionandgener
al
under
standi
ng.

[Link]
ngi
sit
sownr
ewar
d

[Link]
ial
sarewel
lwi
thi
nthel
i
ngui
sti
ccompet
enceoft
hei
nter
msof
vocabular
yandgrammar.

f
. Readi
ngi
sindi
vi
dual
andsi
l
ent

[Link]
ngi
susual
l
y

[Link]
eacheri
sar
olemodel
ofar
eaderf
ort
hest
udent
s.

Ext
ensi
veReadi
ngAct
ivi
ti
es.

[Link]
thaspeaki
ngcomponent
.Exampl
e,t
heymay
i
nterv
ieweachot
heraboutt
hei
rreadi
ng.

[Link]
hawri
ti
[Link]
terr
eadi
ngapassage,
l
earnersmaybeaskedtowri
tear
epor
tonwhatisread.

[Link]
asst
imemaybei
ncl
udedf
orbookexchange,
ift
her
eisani
n-cl
assl
i
brar
y.
[Link]
udent
smaysett
hei
rowngoal
sfort
hei
rnextsessi
on.

[Link]
udent
smaypr
ogr
essf
rom r
eadi
nggr
adedr
eadi
ngmat
eri
alst
oaut
hent
ict
ext
.

f
. Student smaycompl eteanyoft hefoll
owing:
areadi nglog(recordingnumberof
pagesr eadandatwhatl evel
)andar eadi
ngjournal(refl
ecti
onsont het extr ead).
Readi ngofjournalmayt akethefol
lowingfor
mat :date,t
it
leofbookandaut hor,a
briefstatementonwhatt hebookisabout,asummar yofeachpar tasi tisreadand
student s’r
eact
ionstoeachpar [Link]
eabookr eportorretellpar toft he
text,andabookpr oj
[Link]
ti
esmaybesui tableforl
earner sfrom upper
primar yandbey ond.

Ext
ensi
veReadi
ngmat
eri
als.

St
ori
esandar
ti
cleschosenbyt
het
eacher
,wi
tht
hef
oll
owi
nggui
del
i
nes:

Thest
yleshoul
dincl
uder
epet
it
ion,
wit
houtbei
ngmonot
onous.

[Link]
ocabul
ari
esshoul
dnotoccuratt
hesamepl
aceasdi
ff
icul
ti
esofst
ruct
ure.

[Link]
dbreakinsessi
onst
hatar
enottool
[Link]
sist
ogi
vet
her
eader
afeel
ingofaccompli
shmentwhencomplet
ed.

[Link]
esscompl
exst
ruct
ureandl
essext
ensi
vev
ocabul
aryr
angeshoul
d
bechosen.

[Link]
ershoul
dbeofr
eal
int
erestt
othest
udent
sandsui
tabl
efor
thei
ragelevel
.

[Link]
hent
icmat
eri
alssuchasnewspaper
sandmagazi
nes

f
. Mat
eri
alschosenshoul
dbeatt
her
eadi
ngabi
l
ityl
evel
oft
hest
udent
s.

Note:Mat
erial
sar
eusual
l
yatalowerl
evelofdi
ff
icul
tyt
hant
hosechosenf
or
i
ntensi
vereadi
ngfort
hef
oll
owi
ngreasons:

[Link]
l
dingaut
omat
icr
ecogni
ti
onofwor
ds.

2.I
tal
lowsther
eadert
oseewor
dsi
nchunksofl
anguage,
all
owi
ngf
orf
ast
er
r
eading.

Rol
eoft
eacheri
nExt
ensi
veReadi
ng.
 [Link]
desstudent
sinchoosi
ngappr
opr
iat
elev
elsofmat
eri
als
begi
nningwitheasybooks.

[Link]
eachergui
desst
udent
sinchoosi
ngav
ari
etyofmat
eri
alsoft
hei
rint
erest
s.

[Link]
eachergui
desst
udent
sinset
ti
ngspeci
fi
cgoal
sforamount
s.

[Link]
eacherpr
ovi
desmodel
i
ng.

[Link]
erl
ooksi
fst
udent
sar
enotawar
eoft
heexactmeani
ngofeachwor
d.

f
. Theteacherleadspre-readi
ngactiv
iti
estobuil
dinterestinthet
extsuchasint
he
char
acters,
places,t
hemesandact i
[Link] dbecar
efult
oprovi
de
j
ustenought osti
mul at
ecuriosi
tybutnotsomucht hattheneedtoreadi
s
removed.

Rol
eofst
udenti
nExt
ensi
veReadi
ng.

[Link]
udentassumest
otal
responsi
bil
i
tyf
ordev
elopi
ngr
eadi
ngabi
l
ity

[Link]
udentr
eadswi
thoutt
heuseofadi
cti
onar
y

[Link]
udent
schooset
hei
rownmateri
alsandmovealongatt
hei
rownpacebut
mustpusht
hemsel
vesi
nordert
oshowgr eat
erpr
ogr
ess.

Advant
agesofExt
ensi
veReadi
ng.

[Link]
udent
sdev
elopar
eadi
nghabi
t

[Link]
nmor
econf
idence

[Link]
ti
tudest
owar
dsr
eadi
ngar
eimpr
ovedandt
heybecomemor
emot
ivat
ed
toread.

[Link]
udent
sf eelmor
eaut
onomousov
ert
hei
rownl
ear
ningandmor
eli
kel
ytot
ake
morei
nit
iati
ve.

[Link]
sbecomemor
eawar
eofwhati
sav
ail
abl
etot
hem t
oreadandhowt
o
accessmater
ial
s

f
.Itexpandsst
udent
s’si
ghtv
ocabul
ary

[Link]
psst
udent
sacqui
rei
nci
dentalgr
ammat i
calcompet
[Link],
itmaybe
acqui
redevent
houghi
twasnotdir
ectl
ytaught
.
 h.I
tincr
easesr
eadi
ngcompr
ehensi
on

i
.Iti
mpr
ovesst
udent
s’ov
eral
ll
anguagecompet
ence.

j
. Student
sbecomemor eprepar
edf
orf
urt
heracademi
ccour
sesbecauset
hey
havereadl
argequant
it
ies.

Chal
lengesofExt
ensi
veReadi
ng.

[Link]
lyandt
imeconsumi
ngi
fmat
eri
alsar
eal
readynotav
ail
abl
e

2.I
tmaybediff
icul
ttokeepst
udent
schal
l
engedt
oreadmor
edi
ff
icul
ttext
sast
he
pr
ogr
am conti
nues

[Link]
ngeachst
udent
’sj
our
nal
sandr
epor
tscanbet
imeconsumi
ngf
ort
eacher
s.

[Link]
smayfeelthatt
imespentonext
ensiv
ereadi
ngwi
l
ltakeawayf
rom
ti
methatcoul
dbespentonlearni
ngl
anguageski
l
ls.

Scanni
ng.

I
ti saquickr eadi
ngwhichfocusesonl ocatingspeci
ficinf
ormation.I
thastodowi t
h
quickeyemov ementsnotnecessar i
l
ylinearinfashi
on,inwhichtheeyeswanderuntil
thereaderfindsthetar
[Link] mally,
iti
susedwhenspeci fi
c
pieceofinformationi
srequir
ed, suchasaname, date,symbol,
formulaandphrase.

Rol
eoft
eacheri
nScanni
ng.

[Link]
eachersel
ect
spassagest
hatdonoti
ncl
udespeci
fi
cinf
ormat
ion

[Link]
icmater
ial
sthatar
ecommonl
yscannedi
nreal
li
fe
suchasthestudent
s’l
i
st,menusandbusschedules.

[Link]
heyscanat
extt
onot
ehowt
he
i
nfor
mat i
onisorgani
zedinthetext.

[Link]
emindstudent
sthatastheyreadcaref
ull
ytof
indt
he
requi
redinf
ormati
on,t
heyshoul
dpayparti
cularat
tenti
ontoti
tl
esandkey
words.
Act
ivi
ti
esi
naScanni
ngLesson.

Theseact
ivi
ti
esmayi
ncl
udeexer
cisesandt
hatar
ecar
ri
edonasacompet
it
ionso
st
udentswil
lwor
kqui
ckl
y.

[Link]
l
lsofpr
edi
cti
onandant
ici
pat
[Link]
udent
smaydoanyoft
hef
oll
owi
ng:

[Link]
edi
cti
onsandguesses

[Link]
it
lesandt
abl
esofcont
ent
stogetani
deaofwhatapassagei
sabout

[Link]
ici
pat
ewhatt
heywantt
olear
naboutt
het
opi
c

[Link]
les,
pict
ures,
andpr
iorknowl
edget
oant
ici
pat
ethecont
ent
soft
he
text
s.

Ski
mmi
ng.

Ski
mmi ngisaquickr
eadingtogettoknowt hegeneralmeaningofapassaget oknow
howthepassageisorgani
zed,thatt
heis,thestr
uctureofthetext,
togetanideaofthe
oft
heintensi
onofthewriter
.Skimmingrequir
esthereadertoorganizeandr
emember
someoft hei
nfor
mationgivenbytheauthor,
notjusttol
ocateit.

Also,i
tisareadi
ngtypethataimsatlookingf
ormainorgenerali
deasi
nat ext,wi
thout
goingint
odetail
edandexhaust i
ver
[Link]
e,t
hereaderreadsonl
yimportant
i
nformation,
butnotever
[Link]
erial
ssuchasnon-f
ict
ion,l
ongmateri
als,
newspapersandothers.

Rol
eoft
het
eacheri
nSkemmi
ng.

Therei
stheneedf
ortheteachert
ogui
dehisorherst
udent
stoat
temptanswer
ingt
he
fol
l
owingbefor
eembarki
ngonskimming.

[Link]
ndofaudi
encewasthetextwri
ttenf
or?Wasi
t,f
orgener
alpubl
i
c,
t
echni
calr
eader
soracademicstudent
s/

[Link]
peoftexti
sit
?Isi
taf
ormal
let
ter
,anadv
ert
isementorasetof
i
nst
ruct
ions?

[Link]
heaut
hor
’spur
pose?I
sitt
oper
suade,
toi
nfor
m ori
nst
ruct
?

[Link]
ngsoft
hisnatur
eneedtobemadever
yexpli
citt
ost
udentsbef
oregiv
ingout
ski
mmingexer
cise:t
hepur
poseoft
heexerci
seandhowdeeplyt
hetexti
stobe
 r
ead.

Rol
esofst
udent
sinSki
mmi
ng.

Thet
extneedst
ober
eadbyst
udent
sint
hef
oll
owi
ngway
:

[Link]
het
it
lei
fany

[Link]
hei
ntr
oduct
ionort
hef
ir
stpar
agr
aph

[Link]
hef
ir
stsent
enceofeachoft
hef
oll
owi
ngpar
agr
aph

[Link]
ngsorsub-
headi
ngs

[Link]
ctur
esorphr
asest
hatar
einbol
dfaceori
tal
i
cs

f
. Readt
hesummar
yort
hel
astpar
agr
aph.

Act
ivi
ti
esi
naski
mmi
ngl
esson

[Link]
udent
smustl
ocat
efact
sthatar
eexpr
essedi
nsent
ences,
notsi
ngl
ewor
ds.

[Link]
hough,spedi
sessent
ialandtheteacheroft
ensetsatimeli
mitt
otheacti
vit
y,
ski
mmi ngshoul
dnotbedonecompet it
ivel
[Link]
sshoul
dbeencouraged
i
ndivi
dual
lytomakethemselvesbet
ter.

c.I
nordertoimpr
oveskimming,r
eader
sshouldreadmoreandmorerapi
dly
,to
f
orm appr
opri
atequest
ionsandpr
edict
ionsandthenr
eadqui
ckl
y.

Mi
sconcept
ionaboutReadi
ng.

Therearecer
tai
npeopl
ewhohav
esomei
l
l-f
ormednot
ionsaboutr
eadi
[Link]
thesenoti
onsar
easfol
low:

[Link]
etoReadEver
yWor
d.

Manyofthewor
dsusedi
nwr i
ti
nggr
ammati
cal
lycor
rectsent
encesact
ual
l
y
conv
eynomeani
ng.I
fyouexer
tasmuchef
for
tinconcept
uali
zi
ngthese
 meaningl
esswordsasyoudoimportantones,
youl
i
mitnotonl
yyourr
eadi
ng
speedbutal
soyourcomprehensi
on.

[Link]
ngOnceI
sEnough.

Ski
m oncerapidl
ytodet
ermi
nethemaini
deaandi
dent
if
ythepar
tsthatneed
car
efulr
[Link]
eadmorecar
eful
l
ytopl
uggapsi
nyourknowl
edge.

Themostef f
ectiv
ewayofspendi ngeachstudyhourisl
essti
medev otedto
readi
ngandmor et i
metot estif
yingy our
sel
f,or
gani
zi
ngandr el
ati
ngt he
conceptsandfacts,masteri
ngt het echni
calt
erms,f
ormulas,
andot hers,not
painf
ull
yprocessi
ngwor dsv isually
.

c.I
tisI
rr
esponsi
blet
oski
ppassagesi
nReadi
ng.
.

Youmustact i
velydecidewhatisi mport
[Link]
p,but
havetoreadev er
ypassage, i
sleftoverfr
om whenwef i
rstl
ear
nedhowt oread.
Asar esul
t,st
udentsfeelguil
tyiftheyfi
ndanov eldul
landputitdownbefore
fi
nishi
ngit
.Forgettheguilt
.Readandl earnwhaty ouneedto.

[Link]
icesar
enecessar
ytoi
mpr
ovemyr
eadi
ngspeed.

Whatmostpeopl eneedt oi mpr

oveisreadingeffi
ciency-r
eadingwithapurpose,
pract
ici
ngskimming, l
ookingformainideassot haty oucanreadthem more
caref
ull
y,andtaki
ngnot [Link] f
ectivewaytoincreaser
eading
speedistoconsciousl
yf orceyour
selft
or eadfast.

[Link]
porreadtoor apidl
ymycompr ehensi
[Link] hat
,
therei
ssti
l
l l
i
ttl
erelati
onshipbetweenr at
eandcompr [Link]
havegoodcompr ehensiondependsonwhet heryoucanext ractandret
ainthe
i
mpor t
anti
deasf r
om y ourreadi
ng,notonhowf astyouread.

I
fyouconcent
rat
eony ourpurposeforr
eading,exampl
elocatingmaini
deas,and
t
hedetai
ls,
andforcey
ourselftosti
cktothetaskoffi
ndi
ngt hem qui
ckl
y,bot
h
y
ourspeedandcomprehensionshouldincr
ease.

. Ther
f eissomet
hingaboutmyey
est
hatkeepsmer
eadi
ngf
ast
.

Usual
l
y,i
tisy
ourbrai
nnoty
oureyest
hatsl
owsy oudowni
[Link]
es
ar
ecapabl
eoftaki
nginmorewor
dsthanyourbr
aini
susedtoprocessi
ng.

I
fyousoundoutwordsasyouread,
youwil
lpr
obablyr
eadverysl
owl
yandhav
e
di
ff
icul
tinski
mmingandscanni
ngunti
lyoubr
eakthehabi
t.
THECONCEPTOFWRI
TING.

Writ
ingisasyst em ofgraphi
csy
[Link]
c
componentsofawr it
ingsyst
em ar edgr
ecal
l [Link]
so,wr
iti
ngistheactof
composingat ext,f
orexampleacademi
cwr i
ti
[Link]
n,wri
ti
ngi
nv ol
vesmakingan
utt
erancevi
sible.

Onecanalsosaythat
,iti
samedium ofhumancommunicat
ionthatr
epr
esent
s
l
anguagewithsi
gnsandsy mbol
[Link]
sattestt
othef
actt
hat,apar
tfr
om humans,
no
ot
hercreat
urehasaofwr i
ti
ng.

SI
MPLEVI
EW OFWRI
TING.

Si
mplev i
ewofwr i
ti
ngisamodel ofwriti
ngwhi chisdevel
opedbyBer niner(2002)
.The
ai
mi stoaddresst
hedev elopmentalprocessesofhowchi l
drenlear
nt owr i
te.
Accordi
ngtotheSimpleViewofWr i
ti
ngconcept ,wri
ti
ngasapr ocessisdependent
uponwor ki
ngmemor ythatinv
olvestheTr anscri
pti
onal
,Exer
cuti
v eFunctionsandText
Generat
ion.

Tr
anscr
ipt
ionalEl
ement
s:Theseel
ement
sincl
udespel
l
ingandhandwr
it
ing.

Execut
iveFunct
ions:Thesehav
etodowi
thpl
anni
ng,
rev
iewi
ngandr
evi
sing.

TextGenerati
on:Thisincl
udesknowledgeandunder
standi
ngofwords,
sentencesand
di
[Link]
soincludesvocabul
ary,
grammarandsemanticspl
usanunderstandi
ng
oftheneedoft hereader.

Theseski
ll
sareunderpinnedbyorall
anguageski
ll
[Link]
eforepupil
swhoexperience
speci
fi
cdif
fi
culti
eswithlanguagear
elikel
ytost
ruggl
ewithtextgenerat
ion(Ber
ninger
&Amt mann,2003).

Basedonthi
s,teacher
sneedtoensuret
hatl
ear
ner
sdev
elopski
l
lsi
ntheabov
ethr
ee
menti
onedareasofensur
ingeff
ecti
vewri
ti
ng.

Onehastocoordi
nateal
ltheseelementswelli
nworki
ngmemor ysoastobecomea
goodwri
ter
.Itt
heref
oremeanst hat,t
hosewhof i
ndi
tdif
fi
cul
ttowri
temighthav
e
probl
em wi
thei
theri
ndiv
idualoftheseelement
soracombinati
onofthem.

Gr
aphi
calRepr
esent
ati
onofSi
mpl
eVi
ewofWr
it
ing.
 TEXT
GENERATI
ON

Wor
ds,
sent
ences
di
scour
se.

WORKI
NG
MEMORY

Act
ivi
ti
es

Longterm
memor y
(composing)
&shor t
memor y
(rev
iewing)

TRANSCRI
PTI
ON EXECUTI
VEFUNCTI
ON

Handwrit
ing, Consci
ousat
tent
ion,
planni
ng
keyboar
ding&
Rev
iewi
ng,
rev
isi
ngst
rat
egi
esf
or
spell
i
ng
sel
fregul
ati
on.

Mi
sconcept
ionsofWr
it
ing.

Bel
owar
esomemi
sconcept
ionst
hatsomesect
ionsofpeopl
ehav
eaboutwr
it
ing:

[Link]
bodywhowr
it
esanypi
ecei
sver
ycl
earabouthi
sorherwr
it
eup.

[Link]
it
ingi
sasci
ent
if
icort
echni
cal
actwhi
chmanyar
escar
edof

[Link]
eti
met
odel
vei
ntowr
it
ing.
 [Link]
oreyoucanwr
it
e,y
oushoul
dbeagi
ft
edonebutnott
obet
rai
nedbyany
prof
essi
onal
.

[Link]
it
ingi
sver
ydi
ff
icul
ttask.

f
. Al
so,
anywr
it
ingmustal
sobet
heor
igi
nal
text
.

I
mpor
tanceofWr
it
ing.

Wri
ti
ngskil
li
sasmuchimport
anceasot
herski
l
lsi
nli
ter
acydev
elopment
.Someof
t
heseval
idi
ti
esofwr
it
ingar
e:

a.I
tiscr
uci
alt
oacademi
candv
ocat
ional
success

[Link]
it
ingi
sthev
ehi
clef
orcommuni
cat
ionandaski
l
lmandat
edi
naspect
sofl
i
fe

c.I
tpr
ovi
desoppor
tuni
ti
esf
orst
udent
stodev
elopcl
eart
hinki
ngski
l
ls.

d.I
tiscr
it
ical
forl
i
ter
acydev
elopment
.

TYPESOFWRI
TING.

Thef
oll
owi
ngt
ypesofwr
it
ingwi
l
lbedi
scussedundert
hissect
ion:

[Link]
tor
y

[Link]
rat
ive

[Link]
suasi
ve

[Link]
ipt
ive

Thesewr
it
ingt
ypesar
emor
eappr
opr
iat
eatJHSl
evel
.

Exposi
tor
yWr
it
ing.

Iti
sakindofwri
ti
ngt
hataimsatmakinglear
ner
sawareofcer t
aininf
ormation;ori
t
exposesr
eader
[Link]
des,
itexpl
ainsideastoreaders.

Nar
rat
iveWr
it
ing.

Normally,i
ttell
sastoryi
nal ogical
manner .Here,
readersaremadetogetinsi
ghtint
o
[Link] eskil
lf
ulwheni
tcomest o
choiceofwor dsundernar
rativ
ewr i
[Link]
his,
teachersoweitasadutytohelp
l
ear
ner
sdev
elopt
hoseski
l
ls.

Descr
ipt
iveWr
it
ing.

Thiswri
ti
ngtypenormall
ydescri
besthi
ngs,issues,si
tuati
onsandot
her
[Link]
des,i
ts
tal
[Link]
ter
smustsel ectwor dsi
nsuchawaythatt
heir
reader
swill
form ment
alpict
uresaboutt
hingst hatar
ebeendescri
bedi
nthetext
s.

Per
suasi
veWr
it
ing.

I
tlur
esreader
stobeli
eveordevel
opint
eresti
nt hemessagebeenputoutbyt
hewr
it
er.
Al
so,iti
smeanttoconvi
ncereader
stogiveinforthewri
ter
’si
deas.

EFFECTI
VEWRI
TINGI
NSTRUCTI
ONBEYONDPRI
MARYFOUR

Atpr imar yf ourandbey ond,i

tisexpectedt hatlearnershav ealreadyacqui reaccurate
andcer tainlev elofaut omat i
chandwr i
tingskil
[Link] snowl eftforteacherstodoi s
tolayemphasi soncont entaspectsofwr i
ti
[Link] e, pupilsmaywr i
tetoconv ey
newi nformat i
ont heylear nti
nothersubj ectareaslikeHistoryt oexplainandj usti
fyan
opiniononsoci alissuesort oanalyzethemesi nanov eltheyr eadi nEngli
shcl ass.
Teacher smustdowel ltohelppupi l
spayat tentiontomechani csandcont entinwr i
ti
ng
i
nst [Link] easonbeent hat,l
earner satthesel evel
sar eexpect edtowr it
e
i
ncr easi nglylengt handcompl expieceofwor kinaddi ti
ont oef f
ectiveuseofhi gherlevel
planni ngandr ev i
si onprocessesinwr i
[Link] B7onwar ds, studentsareexpect edto
havehi gherl evel ofindependencei nusingt hesepr ocessesandl essreli
antongui dance
fr
om t eachert hanatB6downwar [Link] tethis,
fruit
fulfeedbackf r
om bot hteachers
andpeer sremai nimpor tanttogreatimpr ovementi nwr i
ti
ngski ll
s.

Chil
drenwi t
hdisabi
li
ti
es,thosethatarestr
uggli
ngandbadhandwr i
ti
ngonesstandf or
haveproblemswheni tcomest owr i
ti
[Link]
et heref
oreexpectedtoat
tend
suchstudentsasindiv
idualsbyusingappropri
atestr
ategiesandmat er
ial
ssothatthey
canalsoreachappreciabl
elevel
.

PRACTI
CESOFEFFECTI
VEWRI
TINGI
NSTRUCTI
ON

Thefol
l
owingaresomekeyt
eachi
ngpr
act
icest
hatcanai
dwr
it
ingski
l
ldev
elopment
amongstudent
s:

[Link]
feri
nst
ruct
ionsi
nst
rat
egi
esf
orpl
anni
ng,
rev
isi
ngandedi
ti
ngcomposi
ti
ons.
 [Link]
ear
ner
stosummar
izei
nwr
it
ingt
hepassaget
heyhav
eread.

[Link]
aget heassi
stanceofpeer
sinpl
anni
ng,
draf
ti
ngandr
evi
sing
composit
ion.

[Link]
sforwr
it
ingt
hatar
especi
fi
ctot
hepur
poseandt
ypeofwr
it
ing
task.

[Link]
feri
nstr
ucti
onsincombiningshortsent
encesint
[Link]
s
pr
acti
ceusual
lyi
ncludesexerci
sesandappli
cati
ontoreal
worl
dwr i
ti
ngtasks.

f
. Forinter
medi at
ewr i
ters,
useprocessapproachest
owrit
ingi
nst
ructi
onthat
str
essext endedwrit
ingopport
uniti
es,
writ
ingforaut
hent
icaudi
ences,
personal
izedinstr
uctionandci
rcleofwri
ti
ng.

[Link] oyinqui
ryapproachestoinstr
uct
iont
hatinv
olv
eestabli
shi
ngclear
,goal
s
gatheringandanaly
zingrelevanti
nfor
mati
on,usi
ngthati
nfor
mationto
str
uct ureandpl
anthewr it
ingtask.

[Link]
ti
ngacti
vi
ti
essuchasmakingli
stsordi
agr
amspri
ortowr
it
ing
whichhelpst
udent
sgenerat
erel
evantcont
entsandcompl
etet
ext
s.

i
. Analy
zemodelsofgoodwr
iti
ngsuchasdiscussi
ngt
hef
eat
uresofgood
essaysandl
earni
ngtoi
mit
atethosef
eat
ures.

j
. Lear
ner
sshoul
dmemot
ivat
edt
oexhi
bitgoodwr
it
ingi
ncl
ass.

PROCESSESI
NVOLVEI
NWRI
TINGBEYONDB3.

Therear
etwomai
npr
ocessesorappr
oachest
hatar
einv
olv
edi
nteachi
ngwr
it
ing.
Theseare:

[Link]
oductWr
it
ing

[Link]
ocessWr
it
ing.

PRODUCTWRI
TING

Productwri
tingismuchconcer
nedwiththeresul
toft
hewri
ti
ngandnothowitwas
[Link],t
heint
eresti
sonthef
inalwri
teupbutnott
heprocessest
hatar
einv
olv
ed
i
nt hatwri
ti
ng.

Thepr
oductor
ient
edappr
oacht
othet
eachi
ngofwr
it
ingemphasi
zesmechani
cal
aspect sofwriti
[Link] si
ncludef ocusingongrammat i
calandsynt
actical
structuresandimi t
ati
ngmodel [Link] oachismainlyconcernedwithcorr
ect ness
andf orm [Link] it
ingexer ci
sesappli
edi nthi
sapproachtypicall
y
deal withsentencelevelwrit
ingandpar agraphlevelor
ganizati
[Link]
sappr oach,
botht hecontentandt heform whi chthest udentsdealwit
har elar
gelycont
rol
ledbyt he
teacher.

STAGESI
NPROCESSWRI
TING.

Fortheprocesswr
it
ingtobewellexecut
edbyt
eacher
s,t
her
eist
heneedf
ort
hem t
o
fol
l
owt hesuggest
edstagesbel
ow:

[Link]
l
ing.

Model textsar
ereadandt henfeatur
esofthegenrearehighl
[Link]
writ
ingaf ormall
etter
,learners’
att
entionmaybedr awntotheimpor tanceof
paragraphingandthelanguageusedt omakef ormalrequest
[Link],
the
focusmaybeont hetechni quesusedt omakethestoryi
nter
estingandst udent
sfocus
onwher eandhowt hewr i
teremploysthesetechni
ques.

[Link]
rol
l
edPr
act
ice.

Thi
sconsist
sofcont roll
edpracticeoft
hehi
ghl
ightfeaturesusual
l
yinisol
ati
[Link]
f
st
udentsarestudyi
ngf ormallett
er,t
heymaybeaskedt opracti
cethel
anguageusedto
makeformalrequests,pract
icing‘Iwoul
dbegrat
efulifyouwould……..
’str
uct
ure.

[Link]
gani
zat
ionofI
deas.

Thi
sstageisverycrucial
.Proponentsofthi
sapproachbel
ievet
hattheorgani
zat
ionof
i
deasismoreimpor tantt
hant heideast
hemselvesandasimportantasthecont
rol
l
[Link]
hthisteachersmustt ryasmuchaspossibletocat
ermor eweakpupil
sto
comealongwiththeircol
leagues.

[Link]
oduct
.

Learner
schoosef r
om comparabl
ewrit
[Link]
vi
duall
y,t
heyusetheski
ll
s,
str
uctur
esandv ocabul
ari
estheywer
et aughttoproducetheproduct
;tpshowwhatt
hey
candoasfluentandcompetentuser
soft helanguage.

Advant
agesofPr
oductAppr
oach.

Someadv
ant
agesofpr
oductappr
oachar
easf
oll
ow:
 [Link]
ousewi
thl
argecl
ass

[Link]
ert
ogr
adebecauseemphasi
sisonf
orm

[Link]
ulappr
oachwhenf
ormi
simpor
tant

Demer
it
sofPr
oductAppr
oach.

[Link]
act
ical
appl
i
cat
ion

[Link]
eachhowt
othi
nk

[Link]
eachhowt
owr
it
eindependent
ly

[Link]
mit
scr
eat
ivi
ty.

[Link]
it
ingmanageabl
eandi
ntent
ional
act
ivi
ty.

PROCESSAPPROACH.

Process–or i
entedapproachesconcer npr ocessofhowi deasaredev el
opedand
formulatedinwr i
ti
ng,Writ
ingi sconsideredapr ocesst hroughwhi chmeani ngiscreated.
Processwr iti
ngisanapproacht owriti
ngwher el anguagel earner
sf ocusonthepr ocess
bywhi chtheyproducetheirwr it
tenproduct sr atherthanont heproductsthemselves.
Thef oll
owingprocessesar einvolvedint hepr ocesswr it
ing: pl
anning,draf
ti
ng,revisi
ng
edit
ingandev al
uati
[Link] i
rstt askedt ogot hroughsuchwr it
ingprocesses,
tyi
ngor ganizeandexpresst heiri
deascl early.

TheWr
it
ingPr
ocessi
nPr
ocessWr
it
ing.

Theprocessesi
nvol
vedinprocesswr
it
ingar
e:pl
anni
ng,
draf
ti
ng,
rev
isi
ng,
edi
ti
ng,
eval
uati
ngandpost-
writ
ing.

Pl
anni
ng(
Pre-Wr
it
ing)

Planning(Pr e-wri
ti
ng)isanyacti
vit
ythathelpslear
nerstowri
tewil
li
ngly
.It
st
imulat
est houghtsforgett
ingst
arted.I
tisthestart
erofthewri
ti
nglessonpl
[Link]
his
st
age,actualwr i
ti
[Link]
ti
ngincl
udes:
 [Link]
oupbr
ainst
ormi
ng(member
scomeoutwi
thi
deasaboutt
het
opi
c)

[Link]
ust
eri
ng(f
orm wor
dsr
elat
edt
oast
imul
ussuppl
i
edbyt
het
eacher
)

3. Rapidf
reewr
it
ing(bet
weenonetwominut
es,st
udent
sfr
eel
yandqui
ckl
y
wr
it
edownsi
ngl
ewordsandphr
asesaboutt
hetopi
c)

[Link]‘Wh-quest
ions’
(st
udent
sgener
atewho,
why
,what
,wher
e,whenand
howquest
ions.

DRAFTI
NG

Iti
sthef i
rstatt
emptofwr it
ing.I
nt hefir
stdraft
, t
hereisfl
uencyofwr iti
ngwithoutbeing
preoccupiedwithgrammat i
calaccuracyorneat [Link]
sar etovisuali
ze
anaudience; t
[Link] hi
sst ageareadvisedtohav ecentr
al i
dea
thatwil
lgivedirect
iontothewr i
ti
[Link], withoutaclearcutidea,there
wouldnotbeanybet terwri
ti
[Link]
st heteachers’dutytorespondinit
ial
lytothedraft.

REVI
SING.

Learnersatt
hisstagerevi
sethewr it
tenpiece(fi
rstdr
aft)basedonf eedbackfrom the
teacher
.Themai nideabehindthisistoimprovethegl
obal contentandtheorganizati
on
oftheideastomakei nt
[Link]’worksinpair
stor ead
eachother’
sdraftbefor
etheyrev i
se.

EDI
TING.

Editi
nginvolvestidy
ingupthetextasthefi
naldr
afti
sprepar
edf oreval
uati
onbythe
teacher.I
tinvolvestaki
ngacri
tical
lookatt
hegrammar ,
spel
ling,punct
uati
on,di
cti
on,
sentencestructureandaccur
acyofsupporti
vetext
ualmater
ialasquotati
on,andother
s.

EVALUATI
NG.

Eval
uat i
ngst udent’
sworkmaybeanal yt
ical
;thusmadeonspeci fi
caspectsofwrit
ing
abil
i
ty).Itmayal sobeholist
ic;t
hus,basedonagl obal
interpr
etat
ionofthe
eff
ecti
v enessoft hatpi
eceofwr i
ti
ng).I
tisalwaysgot omakecr i
teri
aforeval
uati
on
knownt ost [Link]
smaymakest udentsstayfocusonwhatt odo
becauset heyknowwhatar eexpect
edoft [Link] scanassi gnanumer i
calscor
e
orgr
adet
ost
udent
s’wor
ks.

POST-
WRI
TING.

Aft
ereval
uatingstudents’works,
thefoll
owingcanbedone:
publi
shing,shar
ing,
readi
ng
al
oud,t
ransformingthet extf
orstageofperfor
mancesormerel
ydisplayi
ngtext
son
not
[Link] omotivat
elear
nerstodomoreofsuchwor ks.

I
MPROVI
NGPROCESSWRI
TING

Teacher
sshoul
dtakenot
eoft
hef
oll
owi
ngwhenusi
ngpr
ocesswr
it
ing:

[Link]
forst
udent
stoemul
ate

[Link]
atepr
ocesst
opr
oduct

[Link]
ndi
vi
dual
dif
fer
encesi
ntoconsi
der
ati
on

[Link]
oitt
heuseofcomput
ersi
nthewr
it
ingpr
ocess

[Link]
agest
udent
stor
eadext
ensi
vel
yandi
ntensi
vel
y.

[Link]
eat
eoppor
tuni
ti
esf
orst
udent
stopr
act
icet
hei
rwr
it
ingski
l
ls.

[Link]
sar
etoexposepupi
l
stodi
ff
erentt
ypesofwr
it
ing.

8.I
nvol
vest
udent
sint
hewr
it
ingpr
ocess

[Link]
eat
e-postwr
it
ingact
ivi
ti
est
hatwi
l
lmot
ivat
est
udent
stowr
it
e

10.
Makesurest
udent
shav
etopi
cal
/backgr
oundknowl
edgeoft
hewr
it
ingt
asky
ou
giv
ethem.

Mer
it
sofPr
ocessAppr
oach.

[Link]
sadv ant
ageoustostudent
sinlanguagelear
ningbecausest
udentsar
ethe
creator
soflanguage,
theyneedtofocusoncont entandmessage,
andthei
rown
i
ntrinsi
cmot i
vesareval
ued(Brown2001) .

b.I
tlet
sst
udent
smanagethei
rownwr
it
ingbygi
vi
ngt
hem achancet
othi
nkas
t
heywri
te(
Brown2001)
.
Cr
it
ici
sm oft
hePr
ocessWr
it
ing.

1.I
tpayslessatt
enti
ontogrammarandst
ruct
ureandput
sli
tt
lei
mpor
tanceont
he
f
inal
products(Rei
d,2001)

[Link]
sar
enotadequat
elyt
rai
nedi
npr
ocesswr
it
ing

[Link]
ethi
nkt
hatt
heprocessapproachi
sunreal
ist
icbecausei
tput
stoo
muchemphasi
sonmult
ipl
edraf
tswhicharenotr
equir
edinexam.

Pr
oductver
sesPr
ocessWr
it
ing

Thedi
sti
nct
ionsbet
weenpr
oductandpr
ocesswr
it
ingar
etabul
atedbel
ow:

Pr
ocesswr
it
ing Pr
oductWr
it
ing

Textasar
esour
cef
orcompar
ison I
mit
atemodel
text

I
deasasst
art
ingpoi
nts Organi
zat
ionofideasmor
eimpor
tantt
han
i
deasthemselv
es

Mor
ethanonedr
aft Onedr
aft

Mor
e,gl
obal,
focusonpurpose,
theme, Featureshi
ghli
ghtincl
udingcont
rol
l
ed
t
ext
,ier
eaderisemhpasi
sed. practi
ceofthosefeatur
es

Col
l
abor
ati
ve I
ndi
vi
dual

Emphasi
sisoncr
eat
ivepr
ocess Emphasi
sisonendpr
oduct
.

Teachersshouldnotethat
,teachingwr i
ti
ngmusti
nvolvebothprocessandpr oduct.
Facil
it
ator
smustf ocusont heorganizat
ionofwri
ti
ngfirst
.Grammat i
calproblemsseen
i
nt hewrit
ingmustfoll
owt heorganizati
on.I
nal
l,t
eachersmustpaypar t
icularat
tenti
on
todiver
sit
yoflearni
ng.

Way
sofDevel
opi
ng/I
mpr
ovi
ngst
udent
s’Wr
it
ing.

[Link]
abl
ishaposi
ti
veatmospher
eforwri
ti
ng,
readi
ngandlear
ninginthe
cl
assr
[Link]
ngcareofdi
ver
sit
yofi
deas,r
espectf
orstudents,
thei
r
 i
deas,
emoti
ons,
cul
tur
albackgr
ounds,
int
erest
s,concer
ns,
rel
i
giousbackgr
ounds
andot
her
s.

[Link]
zef orwr
iti
[Link]
gani
zi
ngr eferst
oplanni
ngthel
essonsaswellasthe
cl
assroom acti
vi
ti
esandrout
ines,pract
icesest
abl
i
shedtohelpst
udentsdevel
op
aswriter
s.

[Link]
rangeforstudentst
oread,r
espondtoanduseav
ari
etyofmat
eri
alswr
it
tenf
or
avari
etyofpurposesandaudi
ences.

[Link]
udentstohaveconstr
uct
iver
esponsetothei
rwri
ti
ngandt
oof
fer
responsetootherwri
ter
sli
keclassmat
es,t
eachersandother
s.

[Link]
ovi
deoppor
tuni
tyf
orst
udent
stocol
l
abor
ateaswr
it
ers,
thi
nker
sandl
ear
ner
s.

[Link]
ni-l
essononwr
it
[Link]
vest
udent
stopi
cst
owr
it
epar
agr
aphson.

LESSONTHREE(
3)

THEORI
ESANDMODELSOFREADI
NG.

Theorycanbeconsi
deredasprinci
plesonwhichanacti
sbased.I
nthecaseofwr
it
ing,
i
twill
bet er
medasprinci
plesonwhichreadi
ngisdone.

Model
sareproceduressetasexampl
esf
orpeopl
est
ofol
l
owpr
oduceei
thersi
mil
aror
al
mostoftheori
ginal.

Theor
iesofReadi
ng.

Thef
oll
owi
ngt
heor
ieswi
l
lbet
akeni
ntoconsi
der
ati
on:
Cogni
ti
veandSchemat
heor
ies.

Cogni
ti
veVi
eworTheor
y(t
op-downpr
ocessi
ng)

Inthi
stheory,r
eadingisnotjustextracti
ngmeaningf r
om atextbutapr ocessof
connecti
nginformati
oni nthetextwiththeknowledgethereaderbri
ngst otheactof
readi
[Link],t
hetheor yseesreadingasadialoguebetweent hereaderandthetext
whichinvol
vesanact i
vement alorcogni t
ivepr
ocesswhicht hereader’
sbackground
knowledgeplaysakeyr oleinthecreati
onofmeani ng(Tier
y&Pear son, 1994)
.

Thetheor
yagainst
atest
hat
,readi
ngi
snotmerel
yamatterofdecodi
ngpr
int
stosound
butal
soamat t
erofmaki
ngsenseofwri
tt
enl
anguage(
Smi t
h,1994).

I
nnut
shel
l
,accor
dingt
othi
stheor
y,r
eadi
nghast
odowi
thpsy
chol
i
ngui
sti
cguessi
ng
game,apr
ocessi
nwhichreader
ssampl
ethet
ext
,makehy
pot
heses,
conf
ir
m orr
eject
them,
makenewhy pot
hesesandsofor
th.

SCHEMATHEORY.

Thistheorydescr
ibeshowt hebackgroundknowledgeofthel
ear
neri
nter
actswitht
he
readi
ngt askandil
lust
rat
eshowast udent
’sknowledgeandpr
evi
ousexperi
enceswit
h
thewor l
discruci
altodecodeorinterpr
etatext.

Theschemat heoryisbasedont henotionthat

,pastexperiencesl eadtothecreati
onof
ment al f
rameworkst hathelpareadermakesenseofnewexper [Link]
ned
thefactt hat
,pastexper i
enceswi l
lberelat
edtonewexper iences, whichmayincludet
he
knowl edgeofobjects,situat
ionandev entaswellasknowl edgeofpr oceduresfor
ret
ri
ev ing,or
ganizi
ngandi nt
erpreti
nginfor
[Link] dsthat,
compr ehensionisthei nt
eracti
onbet weenoldandnewi nformation.

Ty
pesofSchema.

Thet
wot
ypesofschemaar
e:f
ormalschemat
aandcont
entschemat
a.

FormalSchemat a:Thi sreferstothewaythattext

sdiff
erfrom oneanot
[Link]
e
fi
cti
onalt
exts,alettert otheeditororsci
enti
fi
cessay,andeachgenrewillhavea
di
ffer
entstr
ucturalor ganizati
[Link]
ureswil
lai
dreadingand
[Link] vesreadersbasi
sforpredi
cti
ngwhatat extwi
llbe.

Cont
entSchemat
a.

Thisrefer
stot hemessaget [Link]
s’f
amil
iar
it
yofthetextwi
ll
faci
li
tatemorepr oducti
veandeffici
entunderstandingoftext
.Onecancomprehend
messagei ntextwellifhe/
sheisablet obri
ngt omi ndaschemathatgi
vesaccountof
theobjectsandev ent
sdescribedinthemessage.

Act
ivat
ingandBui
ldi
ngSchemat
a.

Iti
st hereaderwhopl aysfundament alr
oleintheconst r
ucti
[Link]
thi
s,teachersneedt otaketheirages,gender,exper
iences,andcul
tur
eintoseri
ous
considerati
onwhenpl [Link] eaderscannotl
ocateaschema
thatfit
sat ext,t
heyfi
ndi text
remelydiffi
cul
ttocompr ehendasat ext
.Evenift
eachers
real
izethat,reader
s’schemat aisnowher erelatedt
ot hetext,
he/shecanbuilditup
dur
ingt
hepr
e-r
eadi
ngact
ivi
ti
es.

Normall
y,r
eaders’dif
fi
cul
ti
esincomprehendi
ngtext
smaybecausedbyl ackof
backgr
oundknowl edgepr
esumedbythet ext
.Witht
his,
theteacher
’sr
oleistoact
ivat
e
preexi
sti
ngschemat aandtohel
pstudentstoint
egr
ateisol
atedknowl
edgei nt
oa
schemaortobuildanewone.

MODELSOFREADI
NG.

Thefoll
owingmodel
swil
lbedi
scussedher
e:Li
nearModel
,I
nter
act
iveModeland
Psychol
ingui
sti
cModel
.

Befor
etheabov
emodel
swi
l
lbedi
scussed,
ther
eist
heneedf
orusal
ltot
hinkoft
he
fol
l
owing:

[Link]
eadsi
nschool

[Link]
ethewr
it
ersexper
iencef
it

c.t
hewayonet
hinksoft
eachi
ngr
eadi
ng.

TheLi
nearModel(Bot
tom-UpModel
)

Thismodel ofreadi
ngv i
ewsr eadi
ngaspar t–to–whol [Link]
hismodel
,
readersl
earnthelett
ers,thei
rsounds,f
oll
owedbyt hewor dsandthenwordsincont
ext,
phrasesandclausesunt i
lwhatisreadiswellunder
[Link] i
sthebrai
nbehind
thebasalreaderapproach–sequent i
alapproachtoteachi
ngreading.

Ther eadingprocessisbrokendowni
ntosmal lert
olar
gersub-ski
ll
swhicharet
aughti
n
achronologicalorder
.Theskill
smaybegr oupedinthi
sorder
:readi
ness,wor
d
recogniti
on,wordmeani ngandcomprehension.

TheI
nter
act
iveModel
.

Theinter
acti
vemodel i
sbasedont heschemat heory.I
tviewsr eadingasani nter
acti
ve
processbetweenther [Link] eadermakesconnect ionbet weennewand
i
nformationandpriorknowledge( schemat a).Val
uableinstr
uct i
onal st
rategi
esneeded
i
nt hi
smodel incl
udepr e–r eadi
ngdi scussionsthatrevi
ewpr iorknowl edge,prov
ide
i
nformationtohelpstudentsuset heirpri
orknowl edgeandi denti
fygapsi nprior
knowledge.
Mer
it
sofI
nter
act
iveModel
.

1.I
tal
l
owsf
orbot
hbot
tom –upandt
op–downpr
ocessest
obeused.

2.I
tput
spremium ondi
rectr
eadi
nginst
ruct
ionofwor
dident
if
icat
ionski
l
ls,
v
ocabul
aryandwordmeaningandcomprehensi
on.

[Link] rategi
esincludeacti
vati
ngpri
orknowledgeandconceptsdevel
opment,
teacherquest i
oningstr
ategies/l
earner
-questi
oningstr
ategi
es,summarizi
ng,
graphicallyr
epresenti
ngideasandusingmat er
ial
sthatencour
agepredi
cti
onon
thepar tofthereader.

4.I
tusescar
eful
l
ypl
annedquest
ioni
ngst
rat
egi
esf
oranyki
ndoft
ext
.

5.I
tprovi
desreader
swi t
hskil
lst
obecomeindependentr
eader
sandbeabl eto
monit
orthei
rownt hi
nkingwhi
chi
sbasedonquest i
onanswerr
elat
ionshi
p.

THEPSYCHOLI
NGUI
STI
CMODEL.

Thismodelwasdev el
[Link] choli
nguist
icmodel i
sal edt
socal
l op
–downappr oachtoteachingr
[Link] hatthereaderisexpectedtodoi
s
tomakepredict
ionofwhati sr
[Link] choli
ngui sti
cguessinggamei susedto
descr
ibet
hismodel becausehowr eadersprocessi nformati
onwhi l
[Link]
hat
thi
smodelisrefl
ectedinthewholelanguageappr oach.

Ther
ear
ecer
tai
nkeyf
eat
uresori
deasi
nthi
smodel
.Thesear
e:

[Link]
ter
acydevel
opsf
rom whol
etopar
tdur
ingf
unct
ional
,meani
ngf
ul,
rel
evant
l
anguageuse

[Link]
sconst
ructmeani
ngwhi
l
ebasedont
hei
rpr
evi
ousknowl
edge.

[Link]
spr
edi
ct,
sel
ect
,conf
ir
m andsel
f-cor
rectast
heymakesenseofpr
int
.

[Link]
anguagesystemsinteracti
nwri
tt
[Link]:gr
aphophonic
(soundsandlet
terpatt
erns),
thesynt
acti
c(sentencepatter
ns)andsemantics
(meaning)

[Link]
ehensi
onofmeani
ngi
sal
way
sthegoal
ofr
eader
s.

LESSONFOUR&FI
VE

COMPONENTSANDSTRATEGI
ESOFUPPERPRI
MARYANDJHSREADI
NGAND
WRI
TING.

Thecomponent
sofUpperPr
imar
yReadi
ng.

Accor di
ngtoTay l
or(2005)
,readi
ngismadeupofi
ndi
vi
dualcomponent
swhenall
achieved,ensureeff
ect
iver
eading.I
tmeanst
hati
nanabsenceofanyoft
hem,ef
fect
ive
readingwillal
sobeabsent.

Thesecomponent
sthatar
eincl
udedi
ntheUpperPr
imar
yreadi
ngar
easf
oll
ow:

[Link]
ogi
calAwar
eness

[Link]
cAwar
eness

[Link]
uency

[Link]
ary

[Link]
ehensi
on.

[Link]
sone’sabil
it
ytoident
ifyorrecognizesoundst hatar
e
madewhenev [Link] dorsent [Link]
abi
li
tyofaper sont onoti
cesounddevicesinatext
; i
denti
fi
cat i
onofrhymi ngwords,
al
li
ter
ation,assonance,onomatopoei
aandmanyot [Link],
italsoincl
udes
syl
l
ablest r
ucturesinwordsandbreakingdownofsent encest ocl
auses,phrases,words
andevenal phabetsandsounds.

Phonemi cAwar [Link] et hesmal l

estunit
smaki ngupspokenl anguage.
Theycombi nedt oform sy l
lablesandwor ds.I
tisalsothesmal l
estunitofsoundi n
[Link] ethewor d‘ cat’[Link] e:/k/,/
a/ ,/
t/andt he
word‘plot’
hast hef ol
lowingphonemes: /p/,/
l/,
/4/,/
t/.Not ethat,phonemesar enot
l
etter
sbutsoundst hatrepr esentlett
ersandf orthatmat [Link] c
awarenessr ef
erst othest udent ’
sabil
it
yt ofocusonandmani pulatethesephonemesi n
spokensy l
labl
esandwor [Link] di
ngt otheNat i
onalReadi ngPanel( 2000)and
Hougen( 2012),teachingphonemi cawar enesstochildrent r
emendousl yimpr ovesthei
r
readi
ngmor ethananyi nstructionsthatlacksanyat t
entiontophonemi cawar eness.
Notethatphonemi cawarenesscomesundert hebigumbr el
lawhi chisphonol ogi
cal
awareness.

Phoni
cs.

I
tist
hesy
stem oft
eachi
ngr
eadi
ngt
hatbui
l
dsont
heal
phabet
icpr
inci
ple,
asy
stem of
whichacent ralcomponenti stheteachingofcor r
espondencesbet weenlettersor
groupsofl et
tersandtheirpronunciat
ions(Adams, 1990) .Inot
herwor ds,phonicsisthe
rel
ati
onshipbet weentheletter
sorl et
tercombi nat i
onsinawr i
tt
enlanguageandt he
i
ndividualsoundsinthespokenl [Link] csinstr
uct i
onteachesstudentshowt o
usethisrelat
ionshi
pt oreadandspel [Link] ef
orei mpli
esthat,
teacherscan
makeuseoft heseinstr
uctionswhent eachingt heirstudentsespecial
lybeginnersand
thosethathav edif
fi
cult
iesinreadingirr
espectiv eoftheirlevel
sandages.

[Link]
uencyistheabi l
i
tytoreadaswel lasspeakandt omakesenseoft hetext
withouthavi
ngtostopanddecodeeachwor [Link] eadersareabletoreadorall
ywit
h
appropri
atespeed,accuracyandpr [Link] mportantt
hingwhichneeds
tobeknownt oteacher si
st hat
,gui
dedor alreadi
ngandr epeatedoralr
eadingcanhav e
signi
fi
cantandpositi
v eimpactswor drecognit
ion,readingfluencyandcompr ehensi
on
i
nst udentsofal
lmat urat
ions.

Vocabul
[Link]
ari
esref
ertothewordsofl
[Link],
ther
earespeci
fi
c
vocabul
ari
esthatbel
ongtovari
ousfi
eldsl
ikemedi
cine,
agricul
tur
e,f
li
ght
,spor
taand
gamesandmanymor e.

AccordingtoNational
ReadingPanel(2000),
vocabularycanlearntincident
all
ythrough
stor
ybooksr eadi
ngorlist
eningtoot
hers,andvocabularyshouldbet aughtbothdirect
ly
andindirect
[Link]
ththi
s, t
eacher
saretoencouragetheirstudentstobroadt hescopeof
thei
rreadingsoast oacquir
emor evocabul
ari
eswhichwi llr
esulti
nt heirl
it
eracy
devel
opment .

Compr [Link] hecomplexcogni ti

v eprocessreadersuseto
underst [Link] herwords,itisther eaders’
abil
it
ytomake
meani ngoutofwhatt [Link] i
fyearl
ier,compr ehensionplayvit
alr
olein
readi
ngandf orthatmatt
er,teachersmustadoptst rat
egiesl i
keansweringquesti
ons
from passagest heyr
ead,summar i
zingbooksr ead,narratingstori
esreadtoothersand
manymor e.

STAGESI
NUPPERPRI
MARYREADI
NG.

Thev
ari
ousst
agesi
nvol
vedi
nupperpr
imar
yreadi
ngar
easf
oll
ow:

[Link]
ngf
orLear
ning
 [Link]
ir
mat
ionf
orReadi
ng.

Readi
ngf [Link] nsf r
om pri
mar y4t oJHS1.Itoccursbetweenages9-
[Link] eadersenterst agethr ee,theystartont helongcourseofreadingtolearnthe
newknowl edgeinformat i
on,thoughtandexper i
[Link]
sstage,t
heirbackground
knowl
edge, vocabularyandcogni ti
v eabil
i
tiesar estil
lli
mit
[Link]
thi
sstageareusual l
ybestdev elopedwi thmat eri
alsandpurposesthatareclear,
withi
n
onevi
ewpoi ntandl i
mitedi ntechni calcompl exiti
[Link]
sattimesrefer
redt oas‘t
he
fl
uent
,compr ehendingr eaders.’Reader sreadpur poselyf
orlearni
ngnewknowl edge
andskil
[Link] hi
sst agecandot hef ol
lowing:

[Link]
ytolear
nnewi
deas,
gai
nnewknowl
edge,
exper
iences,
new
feel
i
ngsandat ti
tudes.

[Link]
all
y,f
ormv
iewpoi
nt

[Link]
udyt
ext
books,
ref
erencebooks,
newspaper
s,magazi
nesandot
her
s.

[Link]
ienceunf
ami
l
iarv
ocabul
aryandsy
ntax

[Link]
otextt
hroughdi
scussi
onsandwr
it
ing

[Link]
ecompl
exf
ict
ions,
non-f
ict
ionsandmanyot
her
s.

Conf
ir
mat
ionf
orReadi
ng.

I
nt heconfi
rmat
ionreading,
fluencyi
sat
tai
ned;
thusr
eadingbecomesmor
efl
uent.
Readersdonoti
ceindiv
idualwordsasqui
ckl
yaspossi
bleandbecomeaut
omati
cin
pronounci
ngfamil
iarwords.

Readersnor
mall
yreadt
oconfir
m whatisal
readyknownt
[Link]
sisduet
othe
famil
i
arit
yofwhati
salr
eadyknowntothem.

STAGESI
NUPPERPRI
MARYLEARNERS’
WRI
TINGDEVELOPMENT.

Wri
ti
ngasweknowisrepresenti
ngone’
sthoughtsbyt
heuseofsy
mbolsi
nacoherent
manner
.St
agesthatar
einvolvedinwri
ti
ngattheabov
ementi
onedst
ageareasf
ollow:

[Link]
it
ingofsi
mpl
esent
ences

[Link]
ansi
ti
onal
phr
ases

[Link]
agr
aphwr
it
ing

[Link]
andar
dspel
l
ing
 [Link]
it
ingsi
mpl
eexpr
essi
vet
ext
s.

Wr i
ti
ngofSi [Link]
marylear
ner
sar eexpectedtowriteatl
east
[Link]
sareencouragedtoaidl
earnerspracti
cewrit
ingofsimple
[Link]
olmethodsattheini
tial
stagebeforeall
owing
them towrit
eindependentl
y.

Transit
[Link] odrawlearnersat
tent
iont osomeoft he
tr
ansiti
onalphraseswhichtheywi lli
ntendusinginthei
rwriti
ngs,Thesephrases
normallyli
nkonewor dtotheot her,onesentencetotheother,onephrase,cl
auseor
sentencetotheot her
.Theuseoft hem,makewr i
ti
[Link]
are:however,al
so, moreso,besides,againandmanyot hers.

ParagraphWriti
[Link] erygoodpar agraphneedst ohaveonecentr
alideawhichwi l
lbe
supportedbyauxil
[Link] ousethet
ransit
ionalphrases
l
[Link] hei
rstage,iti
sadvi
sabl
etomaket heirtopi
c
sentencescontai
nt hemai nideaforthepar agraph.

StandardSpell
[Link]
sstagepupil
shav etowordswel l
.Theycanbetakenthrough
vari
ousacti
viti
estomast ersi
mplespell
ingatthei
rlev
[Link]
approachattheinit
ial
stagebefor
eallowingthem t
odoi ndependentr
eadi
[Link] ds
canalsobedictatedtothem t
owr i
teforassessment.

Writ
ingSimpl eExpressi
[Link]
ngpassedthroughtheabovestages,t
helear
ners
arenowexpect edtoputsimpletext
sbyemployi
ngt heskil
l
[Link]
si
mpl eexpressi
vetextscoul
dbe‘ mysel
f,myfat
her ,
mymot her,mybestfood………’.
Thesetextsareexpectedtobeasbr i
efaspossi
ble.

Component
sofWr
it
ingatUpperPr
imar
ylevel
.

Thesecomponent
sar
easf
oll
ow:

[Link]
ralI
dea

[Link]
gani
zat
ion

[Link]
ti
ngMat
eri
als

[Link]
essi
on

[Link]
l
ing,
GrammarandPunct
uat
ion.
[Link] heknowledgeorideaaboutt het opi
ct hatthest
udentsarewri
ti
ng
[Link]
ssomet imesr efer
redtoast opi
calknowledgeordomai nknowl
[Link]
studentsareexpect edt oremainfocusont hi
sideawhenwr it
[Link]
mall
y,other
supportiveideasareusedt [Link]
students’attent
iontot heseideasduri
ngthepr ewr i
ti
ngdi scussionst
age

Organizat
[Link]
tytoor gani
zewor dstopr oduceaneffect
.Al
so,i
tist
he
ski
ll
fulwaybywhi chst udentsarrangetheirideasbef oreembarkingonwri
ti
[Link]
wri
tingistheonet hatismadeupwi thwell [Link]
zati
oni
sattimes
cal
ledcomposi ti
onalskill
[Link] isedtoor ganizet
heiri
deaswell
befor
e
embarkingont heactualwr i
ti
ng.

Support
ingMater
ial
[Link]
et heauxi
li
arymat eri
alsfrom whi
chwr i
tersgetext
ra
i
deasfrom t
osupportt
heirwr
it
[Link]
ywr i
terowesi tasadutytosearchev er
ywher
e
i
ncludi
ngonli
netogetval
uabl
epiecesofinfor
mat iontosupportthei
rideaswheni t
comestowriti
ng.

Oneimpor
tantt
hingwhichneedstotakenot
eofi
sthat,
ever
ywr
iterneedssupport
ing
i
deastooi
nthei
rwr i
ti
[Link]
l
iaryi
deaswi
l
lenabl
ethewr
it
ertosupportthemain
i
deaswell
.

Expr
essi
on.

Thisishowst udentst ransferthei rideasfrom memor yt opr i

[Link] iterwhohasnot
donet hi
swel l,wil
lendupcont radi cti
ngbot hhim /herselfincl
udi ngt heaudiences.
Studentsneedt oequi pthemsel v eswi ththenecessaryv ocabul arieswhi chwill
enable
them towritewel lbecauset herecannotbeanygoodwr i
tingwi thoutt heappropriat
e
vocabulari
[Link] so,thewr it
er smustbeawar eoftherudiment soft helanguaget hatthey
[Link] llalsoenabl et hest udentstowr i
teaccor dingt ot heaccepted
struct
ureoft heconcer nedlanguage.

Spel
li
ng,
Grammar&Punct
uat
ions.
Grammat i
calskil
lsinthi
scontextistheabil
itytoconstructmeaningf
[Link]
abil
it
ytoconstructsentencesisnecessaryforwri
[Link]
scannotwr i
tewellwhen
theyhavepoorgr ammat i
[Link]
ingandpunct uat
ionspl
aymaj orrol
esin
grammarofanyl anguage.

St
udentsmustther
efor
ebeencour agedtoreadwideinordertoabr
eastt
hemselves
wi
ththeaccept
edgrammati
calrulesoftheconcernedlanguagewhichwi
llai
dthem
wr
itewell
resul
ti
nginmaki
ngtheirideascleart
oreaders.

COMPONENTSOFREADI
NG ANDWRI
TINGAPPROPRI
ATEFORJHSLEARNERS.

Component
sofReadi
ngatJHSLev
el.

Theseincl
udet
hefol
l
owing:Fl
uency,Vocabul
aryandCompr
ehensi
[Link]
e:r
efert
o
expl
anati
onsoft
heabov
et er
minologi
esunderUpperPri
mar
y.

However,thel
ev eloff
luencyatJHSlevelmustbemor eaccurat
ethanthatofupper
pr
[Link],JHSpupilsareexpect
edtoacquiremorevocabulari
eswhichincl
udeboth
si
mpleandcompl exonesascompar edtothei
rcounter
partsatupperpri
[Link]
n,
JHSpupilslev
el ofcomprehensi
onisalsoexpectedt
obef arbeyondlear
nersatupper
pr
imary.

Component
sofWr
it
ingatJHSl
evel
.

Thesecomponent
sar
easf
oll
ow:

f
. Cent
ral
Idea

[Link]
gani
zat
ion

[Link]
ti
ngMat
eri
als

i
. Expr
essi
on

j
. Spel
l
ing,
GrammarandPunct
uat
ion.

[Link] heknowledgeorideaaboutt hetopi

cthatthestudentsarewri
ti
ng
[Link]
ssomet imesr efer
redtoast opi
calknowledgeordomai [Link]
studentsareexpect edt oremainfocusont hi
sideawhenwr it
[Link]
y,other
supporti
v eideasareusedt ocomplimentthecentrali
[Link]
smustdr aw
st
udent
s’at
tent
iont
othesei
deasdur
ingt
hepr
ewr
it
ingdi
scussi
onst
age

Organizat
[Link]
tytoor gani
zewor dstopr oduceaneffect
.Al
so,i
tist
he
ski
ll
fulwaybywhi chst udentsarrangetheirideasbef oreembarkingonwri
ti
[Link]
wri
tingistheonet hatismadeupwi thwell [Link]
zati
oni
sattimes
cal
ledcomposi ti
onalskill
[Link] isedtoor ganizet
heiri
deaswell
befor
e
embarkingont heactualwr i
ti
ng.

Support
ingMater
ial
[Link]
et heauxi
li
arymat eri
alsfrom whi
chwr i
tersgetext
ra
i
deasfrom t
osupportt
heirwr
it
[Link]
ywr i
terowesi tasadutytosearchev er
ywher
e
i
ncludi
ngonli
netogetval
uabl
epiecesofinfor
mat iontosupportthei
rideaswheni t
comestowriti
ng.

Oneimpor
tantt
hingwhichneedstotakenot
eofi
sthat,
ever
ywr
iterneedssupport
ing
i
deastooi
nthei
rwr i
ti
[Link]
l
iaryi
deaswi
l
lenabl
ethewr
it
ertosupportthemain
i
deaswell
.

[Link] udentst r
ansf ert
heirideasfrom memor yt opri
[Link] i
ter
whohasnotdonet hiswell,
wi l
lendupcont radicti
ngbot hhim /herselfi
ncludingthe
[Link] oequi pthemselveswi ththenecessaryv ocabul
arieswhich
wil
lenablethem t owr i
tewellbecauset herecannotbeanygoodwr iti
ngwithoutthe
appropri
atev ocabulari
[Link],thewr i
tersmustbeawar eoftherudi mentsoft he
l
anguaget hattheyar [Link] l
lalsoenablet hestudent
stowr i
teaccordingtothe
accepted structureoftheconcer nedlanguage.

Spel
li
ng,
Grammar&Punct
uat
ions.

Grammat i
calskil
lsinthi
scontextistheabil
itytoconstructmeaningf
[Link]
abil
it
ytoconstructsentencesisnecessaryforwri
[Link]
scannotwr i
tewellwhen
theyhavepoorgr ammat i
[Link]
ingandpunct uat
ionspl
aymaj orrol
esin
grammarofanyl anguage.

St
udentsmustther
efor
ebeencour agedtoreadwideinordertoabr
eastt
hemselves
wi
ththeaccept
edgrammati
calrulesoftheconcernedlanguagewhichwi
llai
dthem
wr
itewell
resul
ti
nginmaki
ngtheirideascleart
oreaders.
LESSONSI
X

APPROACHESTOTEACHI
NGUPPERPRI
MARYREADI
NGANDWRI
TING.

Appr
oachest
oTeachi
ngReadi
ngatUpperPr
imar
yLevel
.

Teachersar
ether
efor
eadv i
sedtodothei
rpossi
blebestwheni
tcomestoteachi
ng
readi
[Link]
sissobecause;r
eadi
ngisoneofthekeyskil
lsi
nli
ter
acydev
elopment.

Thefol
lowingaresomeoftheapproachest
hatt
eacher
scanadopti
nteachi
ngr
eadi
ng
especi
all
yattheupperpr
imaryl
evel:

[Link]
eLanguage

[Link]
cAppr
oach

[Link]
candWhol
eLanguageCombi
ne.

Whol
eLanguageAppr
oach.

Wholelanguagereadi
nginstr
ucti
onisalsot
ermedas‘l
ook-say ’
or‘si
ght’
[Link]
f,
(1997)st
atedthat,
wholelanguagecont
endsthat
,si
ncelearningtospeakisusually
accompli
shedi naneffor
tl
ess,nat
uralf
ashi
on,soal
soshoul dschoolchil
dren’
slearni
ng
toread.

Whol elanguageisamethodoft eachi

ngreadingthatemphasizesli
ter
atur
eandtext
compr [Link]
udentsar
et aughttousecrit
icalt
hinki
ngstrat
egiesandtouse
contexttoguesswor dst
hattheydonotr ecogni
[Link] sappr
oachispropagat
edbythe
constructi
vi
sttheor
yoflear
ning.

Inwhol elanguageappr oach,t

eacher
sar eexpectedtoprov i
deal i
teracyri
ch
env ir
onmentf orthei
rst udentsandtocombi nespeaking,
listeni
ng, r
eadingandwr i
ti
ng.
Thewhol el anguaget eachersemphasizethemeani ngoftext soverthesoundsof
l
et ters,andphoni csinst r
ucti
onbecomesj ustonecomponentoft hewhol elanguage
classr [Link] elanguagei ster
medas‘ topdown’ approachwher et hereader
const ructaper sonalmeani ngforatextbasedonusi ngtheirpriorknowledget o
i
nt erpretthemeani ngofwhatt heyarereading.

Moat
,(2000)spel
toutsomechar
act
eri
sti
csofwhol
elanguageappr
oach.

[Link]
ldr
enandadul
tsusethesimi
l
arstr
ategiestoreadandspell
.Accordingtothe
pr
oponent
softhi
sapproach,
chi
ldr
enlearnreadi
ngfrom i
mitat
ingtheiradul
t
 r
eadi
ng.

[Link]
ningt
oreadandspel
li
sjustl
i
kel
ear
ningt
otal
k.

[Link]
csi
nst
ruct
ioni
shar
mful
tochi
l
drensoi
tmustbekept
unobt
rusi
ve.

[Link]
ldr
enshoul dconstructthei
rowninsi
ghtint
[Link]
ngt
owhole
l
anguage,conceptsaret obediscov
ered,nott
opresentedbecausedi
scov
ery
pr
omot eshigh–or derthinki
ng.

[Link]
csandspell
ingwherether
eist
heneedtodoso;
aft
erst
udent
smake
err
orsonwordswhi
letheyarereadi
ngandwri
ti
ng.

Advant
agesofwhol
elanguageappr
oach.

1.I
tint
egratesreadi
ngandwri
ti
ngwhichhel
pschi
l
drent
oseet
her
eci
procal
r
elat
ionshipbetweent
hetwoski
l
ls.

2.I
tbui
l
dsonpr
evi
ousknowl
edgeofst
udent
s

3.I
tisst
udentcent
ered

4.I
thel
psst
udent
sdev
elopposi
ti
veat
ti
tudest
owar
dsr
eadi
ng.

5.I
tencour
agesl
ear
ner
stot
akeconsi
der
abl
econt
rol
overt
hecont
entofl
ear
ning

6.I
tishol
i
sti
c;i
tint
egr
atesal
lthel
anguageski
l
ls(l
i
steni
ng,
speaki
ng,
readi
ngand
wri
ti
ng)

7.I
tencouragesint
eract
ioninthel
anguagecl
assbecausei
tisbasedona
t
ransact
ionalmodeloflear
ning.

Di
sadvant
agesofwhol
elanguageappr
oach.

[Link]
acestoomuchemphasi soninner-di
rect
edlearni
ngbecausetheapproach
expli
cit
lystat
esthatsuccessf
ullear
ningdependsmai nl
yonthelear
ners’
contri
buti
ontotheprocess–i nt
erest,moti
vat
ion,per
sonalsenseofpurpose,
autonomy ,
creat
ivi
tyandmanyot hers.

b.I
ttakesforgrantedthefactthatgoodt
eachi
ngmeansmor ethanact i
ngasa
f
acil
it
atorofstudents’l
earni
ngandworkingt
ofosterandatmospher eof
i
ndependentinquir
[Link]
heref
oremeansthat,
studentscannotsucceedwelli
n
 l
ear
ningwi
thoutt
eacher
s’assi
stance.

[Link]
eisnosy
stemat
icpr
esent
ati
onofsoundsy
mbol
cor
respondences.

[Link]
ocusesonshar
edr
eadi
ngofbooksi
nst
eadoft
eachi
ngchi
l
drenhowt
oread
andcomprehend.

e.I
tleadst
othebel
i
ttl
i
ngofr
eadi
ngski
l
ls.

f
.Itcanpr
esentpr
obl
em f
orst
udent
swi
thr
eadi
ngdi
ff
icul
ti
es.

Rol
eoft
eacher
sint
hewhol
elanguageappr
oach.

Teacher
shav
etoadoptt
hef
oll
owi
ngact
ivi
ti
esi
nthewhol
elanguagecl
assr
oom:

[Link]
assi
cchi
l
dren’
sli
ter
atur
e

[Link]
ouddai
l
y.

[Link]
essonhigher
-or
derthi
nki
ngandt
eachi
ngmul
ti
plecui
ngsy
stemsf
or
decodi
ngunknownwords.

[Link]
dregul
arteacher-st
udentconf
erencesandor
gani
zi
ngst
udent
sint
o
col
l
aborat
ivegroups.

[Link]
ngasast
agedpr
ocessandi
nvi
teear
lywr
it
ingdev
elopment
al
spel
li
ng.

f
. Teachgr
ammarandcor
rect
nessi
nthecont
exofst
udent
s’er
ror
.

[Link]
agest
udent
s’goal
set
ti
ngandsel
fassessment
.

[Link]
ofadul
treadi
ng.

i
. Actasaf
aci
l
itat
orandact
ivepar
ti
cipanti
nthel
ear
ningpr
ocess.

Rol
eofst
udent
sinwhol
elanguageappr
oach.

[Link]
isks
 [Link]
act
icemor
eandmor
eunt
ilr
eadi
ngcanbedonewi
thmor
eease.

[Link]
l
abor
ator
sandev
aluat
orsoft
hei
rownandot
her
s’r
eadi
ng.

[Link]
ect
ingl
ear
ningmat
eri
alsandact
ivi
ti
es.

Suggest
ionsf
ort
eacher
susi
ngWhol
eLanguageAppr
oach.

[Link]
ancether
eadi
ngl
essonsbyprov
idi
ngasmuchstruct
ureasneededandsome
st
ep-by
-st
epski
ll
wor
kespecial
l
yforanal
yti
cst
udent
s.

[Link]
ov i
desuff
ici
entt
oolsfordecodingwords,usi
ngsmallamountamount
sof
di
recti
nstr
ucti
oninphonicsforaudit
oryandanaly
ticl
ear
ner
s.

[Link]
nvent
edspel
l
ingf
orl
ongper
iodwi
thst
udent
swhohav
ememor
y
pr
obl
ems.

Phoni
cAppr
oach.

Thephoni cmethodisbasedont eachingthesoundst hatmatchlet

tersandgroupsof
l
ettersofthepart
icul
arl
anguageal [Link],thephonicapproachtoteachi
ng
readingiswherewordrecognit
ioni staughtbyusi ngt hegrapheme-phoneme
associati
on(Adams,1994).Agr aphemei sthewr it
tenlett
er(whatyouseeonpaper).A
phonemei sthesoundthatthelet t
err epr
esents(.whaty ouhear)
.Therearetwophonics
met [Link]
hesy nt
hetic( systematic)andt heanalyt
icmethods.

Thesy ntheti
cphoni cmethodinv ol
vest eachingt hesoundsi nisolat
[Link]
enl earn
thatthelett
err epresent
scer t
ainsound, exampl elett
er‘m’ hasthesound/ m/,l
etter‘c’
hasthesound/ k/andmanyot [Link] heblendthesesoundst oform wor ds.
Thismet hodi nvolvesexaminingev eryindi v
idualspell
ingwi t
hinthewor dindivi
dual l
yas
anindivi
dual soundandt henblendingt hosesoundst ogethertoform wor [Link] e
thewor d‘come’ i
smadeupoft hefoll
owi ngsounds/ k/,/^/,/m/.Whenputt ogether,
wehav e/ k^m/ .Thesound/ k/,/a/and/ t/areputt ogethertoform‘cat ’
.I
nt hi
s
approach, l
earnersar et
akent hrought hei ndiv
idualsounds, af
terwhi chtheywillblend
them andpr onounceatago.

Mer
it
sof(
syst
emat
ic)sy
nthet
icphoni
cs.

Rai
nbow&Phoni
cs,
(2018)enumer
atedsomemer
it
sofsy
nthet
icphoni
cmet
[Link]
ar
e:

a.I
thel
psst
udent
sdecodewor
dswel
l
 [Link]
l
dren’
svocabul
aryknowl
edge

[Link]
agesl
ear
ner
stor
ecogni
zet
extf
luent
ly

[Link]
esst
rongerr
eadi
ngcompr
ehensi
on.

e.I
mpr
oveschi
l
dren’
swr
it
ingabi
l
ity

f
. Hel
psl
ear
ner
stodev
elopcr
it
ical
thi
nki
ngski
l
ls

[Link]
eadi
ngandwr
it
ingf
unt
ochi
l
dren

[Link]
ovi
desanexcel
l
entwayf
orchi
l
drent
oreadbot
hqui
ckl
yandef
fect
ivel
y.

I
tsDemer
it
s.

[Link]
ear
edi
ff
erencesi
nlear
ner
s’l
ear
ningabi
l
iti
es

[Link]
ear
einconsi
stenci
esi
nphoni
csr
ules

[Link]
eist
heneedf
orsi
ght–wor
dmemor
izat
ion

[Link]
eissomet
imesl
ackofunder
standi
ng.

TheAnal yti
calmet [Link] e,thesoundsaretaughtaspartofawor [Link] e
/b/asin‘bat’.Learnersnowlear nt henewwor dsasthephonicelementsar eintr
oduced
[Link] sapproach,l
ear nersanalyzesound-symbolcor
respondences, suchas‘ou’
spell
ingof/ a3/inshr oudsbutl earnersdonotblendthoseel
ement sast heydoi n
synthet
icphoni [Link], consonantbl
[Link] ein
‘
shrouds’,
‘shr ’
willbetaughtasauni t.

Poi
ntst
orememberwhent
eachi
ngphoni
cs

[Link]
ngthev
[Link]
sdi f
fi
cul
ttoteachvowel
soundsasthebegi
nni
ng
soundofawordbecausevowellett
erscanstandf
ormorethanonesound
dependi
ngontheotherl
ett
ersi
nt heword.

Agoodwayt
oteachr
eadi
ngofv
owel
s,i
sin‘
wor
dfami
l
ies’
aft
ert
hechi
l
dhas
 l
earntsever
al [Link] e,
wri
tethewor d‘at’
ontheboar [Link]
i
t,andletl
[Link] d‘bat
’andhav ethem
guesshowt osayt hewor [Link] t
h‘bat’,andthencontinueinthi
s
waywr i
ti
ngall t
hefamilywor dsthatr
hymewi t
h‘at’
,example,‘bat
,cat,fat
,hat,
mat,rat
,pat,
et candaskt hem todothepronunciat
ions.

[Link]
ett
ershavepredi
ctabl
esounds
thatt
heyrepr
[Link]‘
b’i
n‘bal
l’
,‘
d’in‘
dog’,
‘h’
in‘hi
l
l’andmanymor e.

Begi nbyt eachi

ngt heeasi
estsound/
let
tercombinat
ionf
ir
st(thosethatfol
lowregular
rul
es),thatissingleconsonant
[Link] eontoteacht
hev owels(di
phthongs)and
l
aterteachcombi nati
onofvowelsandcombinat
ionofconsonants(consonantblends
orclusters)

[Link]
ancey ourreadi
nglessonbyf
ocusi
ngonlit
erat
[Link]
udent
s
oft
en,choralr
eadwi t
hthem,andgi
vethem t
imetoreadbothaloneandi
npair
s.

[Link]
dagai
nstbor
[Link]
yabr
ieft
imeeachday
.

[Link]
dgamesi
nyourt
eachi
ng.

f
.Ifstudent
sarenotabl
etol
earnphoni
cseasi
l
y,t
ryot
herr
eadi
ngappr
oachesl
i
ke
r
ecordedbooksorst
orywr
it
ing.

g. Hav
elear
ner
sbr
owse,
readanddi
scussbooks.

Phoni
candWhol
eLanguageCombi
ned.

Thi
siswher
eteacher
sdot eacht
heindiv
idual soundsofthelett
ersthatfor
mt hewor
ds,
whi
chisi
mmediatel
yfoll
owedbybyt heteachingofsomeoft hesoundsaspar t
soft
he
whol
[Link]
sapproachonlymakesther eadingtaskeasyforthelear
ners.

Hi
ntsont
eachi
ngr
eadi
ng.

[Link]
ecti
nter
est
ing,
engagi
ngandmeani
ngf
ulr
eadi
ngmat
eri
als

[Link]
argetf
ort
her
eadi
ng

[Link]
ari
edv
aluabl
ereadi
ngmat
eri
als

[Link]
ff
erentr
eadi
ngt
echni
ques
 e. Hav
epr
e–r
eadi
ngact
ivi
ti
est
oact
ivat
ereader
s’schemat
aandmot
ivat
ion

f
. Sel
ectmat
eri
alst
hatar
ewi
thi
nthel
evel
ofl
ear
ner
s’compr
ehensi
on.

[Link]
eengagi
ngr
eadi
ngact
ivi
ti
es

[Link]
eamodel
readi
ngespeci
all
yatt
hebegi
nnerl
evel
.

Readi
ngDevel
opmentPr
act
icesf
orUpperPr
imar
yLear
ner
s.

Ther
earecert
ainpr
act
icesthatt
eacher
sneedtotakethei
rlear
ner
sthr
oughi
nor
dert
o
hel
pthem dev
elopr
eadingski
ll
.Someofthesepr
acti
cesare:

[Link]
ngAl
oud

[Link]
l
entReadi
ng

[Link]
ningExper
ience.

Readi
ngAl
oud.

I
tisakindofr eadi
ngwhi chiseff
ectedtotheheari
ngofallt
hosethatar econcer
ned.
Readingal
oudbui l
dsmanyi mport
antfoundati
onalski
l
ls,
int
roducesv ocabul
ary,
provi
desamodel off
luent,expr
essiver
eadingandhelpschi
ldr
enr ecognizet
helovef
or
readi
ngpleasure.

Benef
it
sofReadi
ngAl
oud:

a.I
texpandsthei
magi nat
ionsofchil
dren,
prov
idenewknowl
edge,suppor
t
l
anguageacqui
sit
ion,buil
dvocabul
aryandmakesreadi
ngenj
oyableact
ivi
ty.

b.I
tlayf
oundat
ionf
orl
i
ter
acydev
elopment

c.I
fthemodel
readi
ngi
sver
ygood,
iti
nspi
resst
udent
stor
ead

[Link]
eat
esaclassr
oom communit
ybyestabl
ishi
ngaknownt
extt
hatcanbeused
asthebasi
sforbui
ldi
ngoncr
it
icalt
hinki
ngskil
l
s.

[Link]
vesstudentstheoppor
tunit
ytoheartheteachermodel
sfl
uencyand
expressi
oninreadingt
echnical
orli
ter
arylanguage.

f
.Ithel
psl
ear
ner
slear
nhowt
ousel
anguaget
omakesenseoft
hewor
ld.

[Link]
mpr
oveslearner
s’i
nfor
mat
ionpr
ocessi
ngski
l
ls,
vocabul
ary
,and
compr
ehension.
 h.I
tmot
ivat
esst
udent
stor
ead

i
. Readi
ngal
oudhel
psl
ear
ner
sdev
elopgoodl
i
steni
ngski
l
ls

j
.Itpr
ovi
desqui
ckandeasyassessmentofst
udent
s’r
eadi
ngcapabi
l
ity
.

Pr
epar
ingf
orReadi
ngAl
oudl
esson.

Teacher
steachi
ngr
eadi
ngal
oudshoul
dtaket
hef
oll
owi
ngi
ntoconsi
der
ari
on:

[Link]
e-r
eadorski
mthet
extt
oident
if
yanypossi
blepi
tf
all
s

[Link]
hel
engt
hoft
hest
orywi
tht
hechi
l
dren’
sat
tent
ionspansandl
i
steni
ng
ski
l
ls

[Link]
dewhethery
ouwantmul
ti
plecopi
esoft
hebooksochi
l
drencanr
eadal
ong
i
ftheywant
.

[Link]
eastr
eadi
ngal
oudshoul
dbecar
ri
edoutonesaday
.

Somei
dealt
hingst
odoatt
hest
artoft
her
ead-al
oudsessi
on.

[Link]
het
it
leandaut
horandi
l
lust
rat
oroft
[Link]
udent
canbenominatedt
odoso.

[Link]
thl
ear
ner
s,suggestt
hingst
olookatorl
i
stenf
ordur
ingt
hest
ory

[Link]
l
owami
nut
eort
wot
oset
tl
eandf
orev
ery
onet
oetcomf
ort
abl
e.

Si
lentReadi
ng(
Sust
ainedSi
lentReadi
ng)

Iti
saf orm ofschool–basedrecreationalreadingorfreevoluntaryr
eadingwhere
student ssi
lentl
yinagi v
entimeperiodev [Link]
erredtoasDrop
EverythingandRead.I ti
sakindofr eadingwher estudentsreadoni ndi
vidual
basis
withoutanydi stur
bancesfrom ei
thercolleaguesoranyot [Link]
ions
whenobser vedwilli
mpr ov
ethepracticeofsi l
entreadi
ng;

[Link]
f–sel
ect
ionofr
eadi
ngmat
eri
als

[Link]
udent
sengagementandt
imeont
askdur
ingsi
l
entr
eadi
ngt
ime.

[Link]
ingAccount
abi
l
ity
.

d.I
nter
act
ionsamongt
eacher
sandst
udent
s.

St
rat
egi
esf
orensur
ingt
hesuccessofSi
lentReadi
ng.
 [Link]
tmentt
osi
l
entr
eadi
ngandst
ickt
oit
.

[Link]
l
owy
ourst
udent
stomaket
hei
rownchoi
ceswut
hhel
pful
gui
dancef
rom y
ou.

[Link]
rom t
hei
rowncl
assr
oom/
school
/homel
i
brar
y.

[Link]
l
yincor
por
atewr
it
ingact
ivi
ti
eswi
thsi
l
entr
eadi
ng.

[Link]
abl
i
shcl
earr
ulesaboutsi
l
entr
eadi
ngbehav
ior
.

f
. Showt
hest
udent
sgoodr
eadi
ngbehav
iorandr
eady
ourownbook.

Benef
it
sofSi
lentReadi
ng.

[Link]
eadi
ngenj
oymentofst
udent
s

b.I
ncr
easescompr
ehensi
onofst
udent
s

[Link]
l
dvocabul
aryofst
udent
s

d.I
mpr
oveswr
it
ingski
l
lsofst
udent
s.

LanguageLear
ningExper
ienceAppr
oach.

Iti
sawhol elanguager eadingapproachthatpr omotesreadingandwr i
ti
ngt hr
oughthe
useofpersonal experi
enceandor [Link]
ng
ski
ll
s(li
stening,
speaking, r
eadingandwr iti
ng).Languagelearni
ngexperienceapproach
l
essonisnor mallycenteredaroundal earnergenerat
[Link]
ialswithfamil
iar
vocabul
ariesandi deasaremost l
yusedundert hi
sapproach.

Feat
uresofLanguageLear
ningExper
ienceAppr
oach.

[Link]
ear
nergener
atest
hemat
eri
als

[Link]
lthef
ourl
anguagel
ear
ningski
l
lsar
eint
egr
ated

[Link]
ff
icul
tyofv
ocabul
aryandgr
ammarar
edet
ermi
nedbyt
hel
ear
ner
sown
l
anguageuse

[Link]
ningandt
eachi
ngar
eper
sonal
i
zed,
communi
cat
iveandcr
eat
ive.
St
epsi
nusi
ngLanguageLear
ningExper
ienceAppr
oachi
ncl
assr
oom.

[Link]
ingofexper
iences

[Link]
eat
ingt
het
ext

[Link]
evi
set
het
ext

[Link]
eread.

[Link]
ension;wher
ethet
extisusedf
orav
ari
etyofl
i
ter
aryact
ivi
ti
esl
i
kecr
eat
ionof
comprehensi
onquest
ions.

Wr
it
ingDevel
opmentPr
act
icesf
orUpperPr
imar
ylear
ner
s.

Thi
sisal
sot
ermedasst
agesi
ndev
elopi
ngwr
it
ingski
l
lsofchi
l
dren.

Teacher
smustdowellt
ot akethei
rlear
ner
sthrought
hef
oll
owi
ngpr
act
icesf
ort
he
devel
opmentoft
hei
r(l
earners’
)wri
tingski
l
ls:

[Link]
edWr
it
ing

[Link]
edWr
it
ing

[Link]
dedWr
it
ing

d.I
ndependentWr
it
ing.

Model
edWr
it
ing:

Thisiswhent heteacherisinthefrontoft hecl

assdoingallthewri
[Link] eacheri
s
thekeyatthisstageleadingallacti
vit
[Link]
sathi
nkal oudaboutstrategi
eswhi ch
uti
li
zesapr oblem solvi
ngappr oachtot eachaspecif
icelementoflanguage, example
writ
ingsi
mpl esentencesorpar [Link]
ng,teachersneedt otel
ltheir
student
sev er
y t
hingthattheyaredoingandwhy .I
tisactual
lydonetoser veasacl uefor
student
stoemul ate.

Shar
edWr
it
ing.

Thi
sisawr
it
ingst
agewher
ebot
hthet
eacherandt
hest
udent
sar
einv
olv
edi
nthe
wr i
ti
[Link] ngt
his,
teacherswillscr
ibethewords,butt
hestudent
sare
nowi nvi
tedt ocontr
ibut
etothepi
[Link] ri
butet
heideaswhil
ethe
[Link]
otsofdiscussions,questi
onsandanswersandthi
nk-
[Link] hestudentsbrai
nst
orm andsel
ectatopi
c
towr i
teonamongot hers.

Gui
dedWr
it
ing.

I
nguidedwriti
ng,teacher
scontinual
lyprovi
defeedback,redi
recti
onandexpansi
onof
i
[Link] acil
i
tator
.Theteacherut
il
izes
pr
ompt sandcluestohelpdevelopideasandorganizat
ionandwor kwit
hstudentseither
i
nagr ouporindependentl
y.

I
ndependentWr
it
ing.

Thi
siswher ethestudent
seffect
ivel
ymakeuseofwr i
tt
enlanguageforthei
rown
pur
posesorasassi gnedbytheteacher
.Thewri
ti
ngpiececouldbeast oryorrepor
tfor
j
ournal
.Studentsuseideasfr
om sharedwri
ti
ngtoproducethei
rowni ndependentpi
ece.
Theteachereval
uatestogiv
ehelpstudenti
mproveupontheirwri
ti
ngskill
s.

Pr
inci
plesForEf
fect
iveWr
it
ingI
nst
ruct
ionBey
ondPr
imar
yFour
.

Atthislevel
,thepupil
sareexpect
edt ohaveacquir
edaccurateandreasonably
automat i
chandwr i
ti
ngskil
l
[Link] stolayemphasisoncont entaspect
ofwr i
ti
[Link]
encanwr i
tetoconveynewinformati
ontheyhavelearntf
rom other
subjectareastoexplai
nandjusti
fyanopini
ononsocialissues.

Att
enti
ontomechanicsaswellascontenti
nwrit
inginst
ruct
ionremaini
mportant
.
Teacher
smustnotforgett
otakediver
sityofl
ear
ningcapabil
it
iesi
ntoconsi
derat
ion.

Pr
act
icesForEf
fect
iveWr
it
ingI
nst
ruct
ion.

[Link]
feri
nst
ruct
ionsi
nst
rat
egi
esf
orpl
anni
ng,
rev
isi
ngandedi
ti
ngcomposi
ti
on

[Link]
udent
stosummar
izei
nwr
it
ingt
hepassagest
heyhav
eread.

[Link]
etheassi
stanceofpeer
sinpanni
ng,
draf
ti
ngandr
evi
singcomposi
ti
ons.
 [Link]
ectcl
eargoal
sforwr
it
ing

[Link]
feri
nst
ruct
ionsi
ncombi
ningshor
tsent
encesi
ntomor
ecompl
exones.

f
. Teachpr
e-wr
it
ingact
ivi
ti
es

[Link]
yzemodel
sofgoodwr
it
ing

[Link]
ivat
elear
ner
swhoexhi
bitgoodwr
it
ingi
ncl
ass.

St
agesofReadi
ngandWr
it
ingDev
elopmentatJHSLev
el.

St
agesofReadi
ngatJHSl
evel
.

Thest
agesar
easf
oll
ow:

[Link]
ng

b.I
nit
ialReadi
ng

[Link]
ngf
orLear
ning

[Link]
ti
pleVi
ewpoi
nts

[Link]
ruct
ionandr
econst
ruct
ion.

PseudoReadi
ngorPr
e-Readi
ng.

Thisstagei salsorefer
redtoas‘emer gi
ngpr e-
reader’
.Att
hisst
age,chi
ldrenpret
endto
readbyr etell
ingstor
iesastheyflipt
hroughthepagesofbookspr evi
ouslyreadtothem.
Here,childrenandadultsint
eri
orizecognit
iveknowledgeaboutreadi
ng,suchaswhat
thelet
tersar efor,
howt oknowt hat‘cat
’isnot‘bat’
andhowt oknowami stakeismade.

Bel
owar
esomechar
act
eri
sti
cst
hatchi
l
drenexhi
bitatt
hisst
age:

[Link]
etendt
ober
eadi
ng

[Link]
ell
stor
yfr
om pi
ctur
es

[Link]
phabetl
ett
ers

[Link]
intownnames

[Link]
aywi
thbooks,
penci
l
s,paper
sandot
heri
tems
 [Link]
ober
eadt
obysomeonewhor
espondst
othechi
l
dren’
sint
erest

[Link]
standchi
l
dren’
spi
ctur
ebooksandst
ori
esr
eadt
othem.

[Link]
standt
housandofwor
dsatat
enderage.

I
nit
ialReadi
ng.

Thisst
agei
salsoref
erredt
oas‘
thenov
icer
eader
’.Chi
l
drenatt
hisv
eryst
agedoexhi
bit
thebel
owchar
acteri
sti
cs:

[Link]
mpl
etextcont
aini
nghi
ghf
requencywor
dandphoni
cal
l
yregul
arwor
ds.

[Link]
elat
ionshi
pbet
weenl
ett
ersandsoundsandbet
weenpr
int
edandspoken
words.

[Link]–sy
ll
abl
ewor
ds

[Link]
recti
nst
ruct
ionandpr
act
icei
nlet
ter
-soundsr
elat
ionshi
p.

[Link]
mpl
est
ori
esusi
ngsi
mpl
ephoni
cpat
ter
nsandhi
ghf
requency
words.

f
. Needtobereadt
oatahi
gherl
evel
todev
elopadv
ancedl
anguagepat
ter
ns,
new
wordsandi
deas.

Readi
ngf [Link] nsf r
om pri
mar y4t oJHS1.Itoccursbetweenages9-
[Link] eadersenterst agethr ee,theystartont helongcourseofreadingtolearnthe
newknowl edgeinformat i
on,thoughtandexper i
[Link]
sstage,t
heirbackground
knowl
edge, vocabularyandcogni ti
v eabil
i
tiesar estil
lli
mit
[Link]
thi
sstageareusual l
ybestdev elopedwi thmat eri
alsandpurposesthatareclear,
withi
n
onevi
ewpoi ntandl i
mitedi ntechni calcompl exiti
[Link]
sattimesrefer
redt oas‘t
he
fl
uent
,compr ehendingr eaders.’Reader sreadpur poselyf
orlearni
ngnewknowl edge
andskil
[Link] hi
sst agecandot hef ol
lowing:

[Link]
ytolear
nnewi
deas,
gai
nnewknowl
edge,
exper
iences,
new
feel
i
ngsandat ti
tudes.

[Link]
all
y,f
ormv
iewpoi
nt

[Link]
udyt
ext
books,
ref
erencebooks,
newspaper
s,magazi
nesandot
her
s.

[Link]
ienceunf
ami
l
iarv
ocabul
aryandsy
ntax

[Link]
otextt
hroughdi
scussi
onsandwr
it
ing
 [Link]
ecompl
exf
ict
ions,
non-f
ict
ionsandmanyot
her
s.

Mul
ti
pleVi
ewpoi
nts.

Thi
sbeginsatagesof15to17.I
tisast
agenor mall
yforHighSchoolGr
adestudent
s.
Themaincharact
eri
sti
csofthi
sstagei
sthat
,itinv
olvesdeal
ingwit
hmor et
hanone
poi
ntofview.

Thel
ear
ner
satt
hisst
ageexhi
bitt
hef
oll
owi
ngchar
act
eri
sti
cs:

[Link]
yfr
om abr
oadr
angeofcompl
exmat
eri
alswhi
chi
ncl
udeexposi
tor
y
andnar
rati
ve.

[Link]
wit
hmul
ti
plev
iewpoi
nts

[Link]
stemat
ical
l
yst
udywor
dsandwor
dpar
ts

[Link]
wit
hfor
mal
andcr
eat
ivewr
it
ing

[Link]
ebet t
err
eadi
ngcompr
ehensi
ont
hanl
i
steni
ngcompr
ehensi
onofdi
ff
icul
t
mater
ial
s.

Const
ruct
ionandReconst
ruct
ion.

Thisi
smainlyf
orst
udent
sofSeni
orHi
ghandUni
ver
sit
[Link]
hisst
age,
thef
oll
owi
ng
areobser
ved:

[Link]
ngi
susedf
orone’
sneedsandpur
poses

[Link]
egr
atesone’
sknowl
edgewi
tht
hatofot
her
stosy
nthesi
zeandcr
eat
enew
knowl
edge

[Link]
ngi
srapi
dandef
fi
cient

[Link]
der
eadi
ngwi
thmor
edi
ff
icul
tmat
eri
als

[Link]
tepaper
s,t
est
s,essay
sthatcal
lfori
ntegr
ati
onofv
ari
edknowl
edgeandpoi
nt
ofv
iew.

f
. Readi
ngi
smor
edi
ff
icul
tthanr
eadi
ng.

Wr
it
ingDevel
opmentSki
ll
sforJHS.

Bef
oreanywr
it
ercandev
elophi
sorherwr
it
ingwel
l
,ther
eist
heneedf
ort
hatper
sont
o
acquir
ecert
ainpeculi
arski
ll
[Link] l
l
sincl
udealltheknowl
edgeandabil
it
iest
omake
one’si
deasknownt [Link],t
hatpersonneedstobeconver
santwit
h
techni
calt
ermswhichwi l
lenablehim orhertocommunicateasexpect
ed.

Thewri
teral
soneedstotakenot
eofthi
ngsli
keavoi
danceofexcessi
velongsent
ences,
doi
ngawaywi t
hsever
aldif
fi
cul
twor
ds,usi
ngpunctuat
ionsmarkswellandcr
eati
ng
goodparagr
aphs.

Thef
oll
owi
ngar
esomest
agesi
nwr
it
ingdev
elopmentski
l
ls.

[Link]
edWr
it
ing

[Link]
edWr
it
ing

[Link]
dedWr
it
ing

d.I
ndependentWr
it
ing.

Model
edWr
it
ing:

Thisiswhent het eacherisinthefr

ontoftheclassdoingallthewri
ti
[Link] eacheri
s
thekeyatthisst ageleadingallact
ivi
ti
es.I
tisathi
nkal oudaboutstr
ategi
eswhi ch
uti
li
zesaprobl em solvingapproachtoteachaspecifi
cel ementofl
anguage,example
writ
ingsi
mpl esent encesorpar agr
[Link]
ng,teachersneedtotel
ltheir
student
sev er
y thingthattheyaredoingandwhy .I
tisactuall
ydonetoserveasacl uef
or
student
stoemul ate.

Shar
edWr
it
ing.

Thisisawr iti
ngstagewhereboththet eacherandt hestudentsareinvol
vedinthe
wr i
ti
[Link] ngt
his,teacherswillscri
bethewor ds,butthestudent
sare
nowi nvi
tedt ocontr
ibut
[Link] ri
butetheideaswhi l
ethe
[Link]
ot sofdiscussions,questi
onsandanswer sandthi
nk-
[Link] hestudentsbrainst
orm andselectatopi
c
towr i
teonamongot hers.

Gui
dedWr
it
ing.

I
nguidedwriti
ng,teacher
scontinual
lyprovi
defeedback,redi
recti
onandexpansi
onof
i
[Link] acil
i
tator
.Theteacherut
il
izes
pr
ompt sandcluestohelpdevelopideasandorganizat
ionandwor kwit
hstudentseither
i
nagr ouporindependentl
y.

I
ndependentWr
it
ing.

Thi
siswher
ethest
udent
sef
fect
ivel
ymakeuseofwr
it
tenl
anguagef
ort
hei
rown
pur
posesorasassi gnedbythet
[Link]
ti
ngpiececouldbeastoryorrepor
tfor
j
ournal
.Studentsuseideasfr
om sharedwri
ti
ngtoproducethei
rownindependentpi
ece.
Theteachereval
uatestogiv
ehel
pst udenti
mproveupontheirwri
ti
ngski
ll
s.

LESSONSSEVEN&EI
GHT

Readi
ngandWr
it
ingPr
obl
emsofUpperPr
imar
yLear
ner
s.

Readi
ngPr
obl
emsUpperPr
imar
yLear
ner
s.

Someoft
hepr
obl
emst
hatt
heupperpr
imar
ylear
ner
sdoencount
erdur
ingr
eadi
ngar
e
asfol
l
ow:

[Link]
ddecodi
ng

[Link]
ocabul
ary

[Link]
luency

[Link]

LackofWor
dDecodi
ng.

Decodi nginvolvesidenti
fyingandrecognizi
ngt hewordsthatarei
nat extand
pronounci ngthem accurately.I
tist
heknowl edgeorskill
sthathel
preader sto
determi netheor alequi
valentorpri
[Link]
,worddecodingistheabili
tytoapplyt
he
knowl edgeofl etter
-soundr el
ati
onshipincl
udingknowledgeoflet
terpatterns,
to
correctlypronouncewr it
tenwor ds.

Unfort
unately,
somechi
ldr
enl
ackthisv
eryv i
tal
ski
l
[Link]
smakesthem f
indi
tdi
ff
icul
tto
[Link]
l
dr encanwor
kinpai
rssothat
,theymayhelpeachot
her
.

LackofVocabul
ary
.

Vocabularydealswiththewor dswemustunder st
andtocommuni cateef f
ecti
vely
.It
playsverytremendousr oleinthereadingpr ocessandcontri
butetother eader’
s
compr ehensionofwhati [Link] eadercannotunder st
andthetextwithoutknowi ng
themeani ngofmostoft hewor [Link], anystudentwhoisinthi
sstate,willfi
nditvery
diff
icul
ttocopewi threading.I
ti sadvisableforsuchlear
nerstoreadwidei nordert o
acquiremor evocabul
aries.

LackofFl
uency
.
Fluencyi
st heabi
l
itytoreadwithappr
opri
atespeed,accuracyandwit
hproper
expressi
[Link],chil
drenwhodonotreadwit hf
luencysoundchoppyandawkwar
d.
Suchchildr
enneedt ober eadt
oloudl
[Link]
des,theymustcontinuet
opracti
cer
eadi
ng
fr
equentl
y .

LackofSpeed.

Iti
sthesit
uat
ionwherereadersr
[Link]
ngsabout
comprehensi
onandforthatmatt
eressent
ialforever
yreader
.Regressi
on(r
eadinga
word,phr
ase,cl
ause,
sentencemorethanone)isthemaincauseoflackofspeed.

Const
antpr
act
icewi
l
lenabl
esuchst
udent
stogai
nspeed.

CausesofChi
ldr
en’
sReadi
ngPr
obl
ems.

St
udent
s’i
nabi
l
ityt
oreadwel
lmayduet
othef
oll
owi
ng:

[Link]
sonalAt
tri
but
e

1.I
ntel
l
igent

[Link]
ofi
ciencyi
nlanguage

[Link]
tor
yabi
l
ity

[Link]
ion

[Link]
sabi
l
ity

[Link]
chol
ogi
cal

[Link]
ironment
.

[Link]
ect
ful
homes

[Link]
l
drenpoor
lyf
ed

[Link]
o-economi
cst
atueofpar
ent
s

[Link]
ent
ali
nvol
vement

[Link]
alEnv
ironment
.

1.I
nadequat
etr
ainedt
eacher
s

[Link]
ofi
ciencyi
nL1
 [Link]
edgeaboutt
hepr
ocessofacqui
sit
ionofr
eadi
ngski
l
ls.

REMEDI
ESOFREADI
NGPROBLEMS.

Teacher
sareadv
isedt
oadoptt
hef
oll
owi
ngst
rat
egi
esi
nor
dert
oatl
eastmi
nimi
zet
he
readi
ngprobl
emsofst
udent
s:

[Link]
dedReadi
ng

[Link]
ngAl
oud

[Link]
l
entReadi
ng

[Link]
edOr
alReadi
ng

[Link]
ngFami
l
iarBooks.

WRI
TINGPROBLEMSOFUPPERPRI
MARYCHI
LDREN

Manychil
drendoencountersever
alprobl
emswhenitcomestowr i
ti
ngwhicht
urnto
af
fectt
heirl
anguagedevelopmentnegati
vel
[Link]
it
ingprobl
emsare:

[Link]
sgr
ahpi
a

[Link]
slexi
a

[Link]
essi
veLanguagePr
obl
em

[Link]
spr
axi
a

Dy
sgr
aphi
a.

Thishastodowi t
hchil
drenwit
hdi f
fi
cultyspaci
ngt hingsoutonpaperorwi t
hinmargins
(poorspati
alpl
anni
ng).Ther
eisinconsistencyi
nl etterandwor dspacingi
ntheirwr
it
ing.
Poorspell
ingormissi
ngofwordschar acteri
zetheirwr it
ing.I
nshort,i
tisal
anguage
disor
derthataf
fect
sstudent
s’abil
it
ytowr i
teef
ficientlyandeffect
ivel
y.

Ital
sobr i
ngsaboutt
roubl
ei ncont
rol
li
ngwri
tingtool
s,for
minglet
ter
s,andwordswhich
eventuall
ymakeswri
tingextremel
[Link]
so,chil
drenmaynotbeablewri
tedown
thoughtsasfastast
[Link]
houghtsont
opaperinan
organizedway.

Dy
slexi
a.
Iti
saconditi
onthatcr
eatesdif
ficult
ywithreadingandspell
[Link]
writ
ingandspeaki
[Link]
fi
cult
ywi thmanipulat
ingsoundsinwor dsisacommonway
thatdysl
exi
aimpactsspel
li
[Link]
ngaboutt r
oublewithidenti
fyi
ngi ndi
vi
dual
soundsinwordswhichmakesi thardtodecidewhatletter
sareneededt ospell
the
word.

Expr
essi
veLanguagePr
obl
em.

Acondi
ti
onthatcreatest
roubl
ewithexpr
essi
ngthought
sandideas,ei
therinspokenor
wri
tt
enfor
[Link]
hlanguageexpr
essi
veprobl
em dost
ruggletoformulat
ewhat
t
osayorwrit
e.

Dy
spr
axi
a.

Acondi
ti
onthatmakesi
thardtoplan,
coordi
nat
eandexecut
emotormovement
[Link]
causet
roubl
ewithfi
nemotorski
ll
[Link]
mpactt
heabil
it
ytousewr
it
ingt
ools
corr
ect
ly.

I
talsomakesitdi
ff
icul
tforl
ear
ner
stoholdpaper
swi
thonehandwhi
l
ewr
it
ingwi
tht
he
ot
herhand,canmakewr i
ti
ngfr
ust
rat
ing.

READI
NGANDWRI
TINGPROBLEMSOFJHSLEARNERS.

Someprobl
emst
hatJHSst
udent
sar
eli
kel
ytof
acewheni
tcomest
owr
it
ingand
readi
ngar
e:

[Link]
ocabul
ary

[Link]
luency

[Link]
ehensi
on

[Link]
cgr
ammar

[Link]
entknowl
edgeandor
gani
zat
ion.

Theabov
epoi
ntspl
aykeyr
olesi
nwr
it
ingandr
eadi
ngatJHSl
evel
.

Remedi
esf
orReadi
ngandWr
it
ingPr
obl
ems.

Tosav
et hi
ssi
tuati
onforl
ear
ners,t
eacher
shav
etoaidthei
rlear
nerstodomor er
eadi
ng
andwri
ti
ngasoftenaspossi
bleandalsot
aket
hem t
hroughseverall
anguagegames.

Teachersshoul
dagai
ncreatemoreconduci
velear
ningenv
ironmentforthei
rlear
ner
sby
i
nvolvi
ngthem i
nmateri
alsel
ect
ionswhichwil
lmakethem (l
earner
s)feelathomeand
st
[Link]
so,
learner
smustexhi
bitt
hatwil
lpowerwhi
chwi
l
lgi
vet
hem t
hati
ntr
insi
c
moti
vati
ont
or eadandwr
it
eevenont hei
rown.

APPROACHESTOTEACHI
NGJHSREADI
NGANDWRI
TING.

Appr
oachest
oteachi
ngr
eadi
ngatJHSl
evelar
easf
oll
ow:

[Link]
eLanguageAppr
oach.(
WLA)

[Link]
d/Sent
enceAppr
oach

Whol
eLanguageAppr
oach(
WLA)

Whol
eLanguageAppr
oach.

Wholelanguagereadi
nginstr
ucti
onisalsot
ermedas‘l
ook-say ’
or‘si
ght’
[Link]
f,
(1997)st
atedthat,
wholelanguagecont
endsthat
,si
ncelearningtospeakisusually
accompli
shedi naneffor
tl
ess,nat
uralf
ashi
on,soal
soshoul dschoolchil
dren’
slearni
ng
toread.

Whol elanguageisamethodoft eachi

ngreadingthatemphasizesli
ter
atur
eandtext
compr [Link]
udentsar
et aughttousecrit
icalt
hinki
ngstrat
egiesandtouse
contexttoguesswor dst
hattheydonotr ecogni
[Link] sappr
oachispropagat
edbythe
constructi
vi
sttheor
yoflear
ning.

Inwhol elanguageappr oach,t

eacher
sar eexpectedtoprov i
deal i
teracyri
ch
env ir
onmentf orthei
rst udentsandtocombi nespeaking,
listeni
ng, r
eadingandwr i
ti
ng.
Thewhol el anguaget eachersemphasizethemeani ngoftext soverthesoundsof
l
et ters,andphoni csinst r
ucti
onbecomesj ustonecomponentoft hewhol elanguage
classr [Link] elanguagei ster
medas‘ topdown’ approachwher et hereader
const ructaper sonalmeani ngforatextbasedonusi ngtheirpriorknowledget o
i
nt erpretthemeani ngofwhatt heyarereading.

KeyWor
d/Sent
enceAppr
oach.
Iti
sthesituati
onwheret
heteacheri
sexpectedtogiv
ehisorherstudentskeywordsor
sentencesoncardsandencour
agethem (
students)t
oreadthem outloudl
ythehear
ing
ofthewhol ecl
ass.

Att
imes,
someident
ical
wordscar
dsarematchedbythestudent
[Link]
ly,
thesekey
wor
dsandsent
encesarefr
om t
hepassagest
hatstudent
sareexpect
edtoread.

Inshort,t
hismethodenabl
esteacherst
opaymuchattent
iontowords,phr
asesand
[Link]
terthi
s,t
hesephrasesandsent
encesar
eanalyzedi
ntothei
rver
baland
alphabeti
ccomponents.

APPROACHESTOTEACHI
NGWRI
TINGATJHSLEVEL.

Wr
it
ingPr
ocess.

Thef
oll
owi
ngappr
oacheswi
l
lbet
akeni
ntoconsi
der
ati
on:

[Link]
oductWr
it
ing.

[Link]
ocessWr
it
ing.

c.I
ntegr
atedAppr
oacht
oReadi
ng&Wr
it
ing

Pr
oductWr
it
ing

Productwri
tingismuchconcer
nedwiththeresul
toft
hewri
ti
ngandnothowitwas
[Link],t
heint
eresti
sonthef
inalwri
teupbutnott
heprocessest
hatar
einv
olv
ed
i
nt hatwri
ti
ng.

Thepr oductor i
entedapproacht ot heteachingofwr it
ingemphasi zesmechanical
aspect sofwriti
[Link] si
ncludef ocusingongr ammat i
calandsynt
actical
structuresandimi t
ati
ngmodel [Link] oachismai nlyconcernedwithcorr
ect ness
andf orm [Link] it
ingexer ci
sesappl i
edi nthi
sapproachtypicall
y
deal withsentencelevelwrit
ingandpar agraphlevelorganizati
[Link]
sappr oach,
botht hecontentandt heform whi chthest udentsdeal wit
har elar
gelycont
rol
ledbyt he
teacher.

(
**r
efert
oear
li
erdi
scussi
ononpr
oductwr
it
ingf
ordet
ail
s**
)

Pr
ocessWr
it
ing.

Pr
ocess–or
ient
edappr
oachesconcer
npr
ocessofhowi
deasar
edev
elopedand
formulatedinwr i
ti
ng,Writ
ingi sconsideredapr ocesst hroughwhichmeani ngiscreated.
Processwr iti
ngisanapproacht owriti
ngwher el anguagelearner
sf ocusonthepr ocess
bywhi chtheyproducetheirwr it
tenproduct sr atherthanont heproductsthemselves.
Thef oll
owingprocessesar einvolvedint hepr ocesswr it
ing:pl
anning,draf
ti
ng,revisi
ng
edit
ingandev al
uati
[Link] i
rstt askedt ogot hroughsuchwr it
ingprocesses,
tyi
ngor ganizeandexpresst heiri
deascl early.

(
***r
efert
oear
li
erdi
scussi
onsonpr
ocesswr
it
ingf
ordet
ail
s**
)

I
ntegr
atedAppr
oacht
oReadi
ngandWr
it
ing.

Iti
sakindofapproachwhichisdesi
gnedinsuchawayt hat,i
tcatersforbothreadi
ng
andwrit
[Link]
woski l
lsar
enotstudi
edinisol
ati
on;rat
her,theyareacquir
ed
simul
taneousl
[Link]
ial
sandpedagogiesandacti
vit
iesarecareful
lydesignedtocater
fort
hedev el
opmentoftheseski
ll
satago.

Othersal
sovi
ewt hi
sappr
oachasimmersi
nglear
nersinreading,wr
it
ing,
speaking,
l
isteni
ngandobserv
ingpr
ocedur
esandcancutacrosssubjectcont
entareas.

Teacherscansuccessful
lyexecut
ethisi
ntegrat
edapproachtor eadingandwri
ti
ngby
emphasizi
ngconnectionsbetweenreadi
ngandwr i
ti
[Link] ortextscanbeusedin
addit
iontocognit
ivestr
ategysent
encestart
erstohel
pst udentsunderstandwhat
exactl
ythewrit
erisabout.

LESSONNI
NE

TECHNOLOGYANDDEVELOPI
NGUPPERPRI
MARYREADI
NGANDWRI
TING
MATERI
ALS.

Whatar
eReadi
ngandWr
it
ingTLMs?

Theyareanymat er
ialsbeingconcr ete,
semi-concr et
e,v
isual
,non-vi
sual,r
ealor
i
mpr ov
isedwhichat eacherandst udentsmakeuseoff orthepurposeofpr omot i
ng
comprehensionofl
esson, is/ar
et er medasteachi ngandlearni
ngmat eri
[Link]
materi
alsarenamedby( Yel on,1996)asai [Link] hat,t
heyprovideassist
ancefor
bothstudent
sandteacher swheni tcomest ot eachingandlearni
ng.

Char
act
eri
sti
csofTLMs.
All
TLMs, i
rr
espect
iveoft
hel
evel
andpur
posest
hatt
heyar
egoi
ngt
oser
vemustat
tai
n
quali
ti
esbel
ow:

[Link]
dbeunder
stoodbybot
hst
udent
sandt
eacher
s

[Link]
eal

[Link]
ivat
ing

[Link]
vet
hei
rpur
poseswel
l

[Link]
ce

f
. At
tract
ive

[Link]
elopment
all
evel
student
s

[Link]
dnotbei
njur
ioust
ost
udent
s

Benef
it
sofusi
ngTLMsi
nreadi
ngandwr
it
ingl
essons.

[Link]
elast
ingi
mpactont
hel
esson

[Link]
l
enget
heat
tent
ionofst
udent
s

[Link]
ovi
dei
ncent
ivef
oract
ion

[Link]
ari
etyt
othel
ear
ningpr
ocess.

[Link]
imul
atei
magi
nat
ionsanddev
elopment
ali
mager
yofst
udent
s.

Fact
orst
otakei
ntoconsi
der
ati
onwhenpr
epar
ingTLMs.

[Link]
rusef
ulness

[Link]
ail
abi
l
ityofr
esour
ces

[Link]
entoft
hel
essonandi
tsdur
ati
on

[Link]
ningenv
ironmentandcl
asssi
ze

[Link]
esandact
ivi
ti
esoft
hel
esson.

Usi
ngTechnol
ogyt
opr
epar
eUpperPr
imar
yreadi
ngandwr
it
ingTLMs.

Technol
ogi
cal
tool
sli
ketel
evi
sion,r
adi
os,smartphones,
computers,
proj
ectorsand
manyother
scanbeusedbyteacherst
ofaci
li
tateduri
ngreadi
ngandwrit
inglessons.
Model
edr
eadi
ngandwr
it
ingcanbepr
oject
edf
orst
udent
stoobser
veandemul
ate.

Theabov ement i
onedtoolscanbeusedbyteacherst oprepar eTLMsf orreadingand
writ
[Link]
cchartscanbedownloadedf orstudentsf orreadinglessons.
Also,vi
deosonar ti
cul
ati
onofsoundsandpr onunciati
onsofwor dscanbeupl oaded
andprojectedforl
[Link] so,listentoaudiosaf t
er
whichtheywi l
lberequestedtotr
anscr
ibet
[Link] ltheabov eandmanymor ewillmake
l
essondel i
veryeasyforteacher
sandcomprehensionf ast
erf orstudent s.

Chall
engingofusingTechnol
ogyt
opr
oduceTLMsf
orUpperPr
imar
yReadi
ngand
Writ
inglessons.

Theuseoft
echnol
ogyi
nTLMspr
epar
ati
oni
snotdev
oidofchal
l
[Link]
chal
l
engescoul
dbe:

a.I
nadequat
eoft
echnol
ogi
cal
tool
s

[Link]
ati
ngpr
icesoft
heset
ool
s

[Link]
abl
eint
ernetsy
stem

[Link]
abl
epowersuppl
y

[Link]
nter
netconnect
ivi
tyatcer
tai
npar
tsoft
hecount
ry.

f
. Lackoft
echni
cal
knowhow

(*
*not
e:t
heabov
edi
scussi
onsonTLMs&t
echnol
ogyar
esui
tabl
eforbot
hJHS&Upper
Pri
mar
y**
)

LESSONTEN

ASSESSI
NGUPPERPRI
MARYREADI
NGANDWRI
TING.

Assessmenti
sawayofcol l
ect
ingpiecesofi nf
ormationf
rom st
udent
sbasedon
teachi
ngandlearni
ngthathaveal
readyt [Link]
naimi smakedeci
sion
aftert
heanal
ysisoftheinf
ormati
ongat hered.

Ty
pesofReadi
ngassessmentt
ool
sandt
hei
ruses.

Ther
eadi
ngassessmentt
ool
sar
easf
oll
ow:
 [Link]
lyGr
adeReadi
ngAssessment
.(EGRA)

[Link]
ngCompr
ehensi
on

[Link]
dreadi
ngef
fi
ciency

[Link](
Ear
lyDi
agnost
icReadi
ngAssessment
)upperpr
imar
y

[Link]
andar
dReadi
ngAssessment
.

. T-
f Mast
er

Ear
lyGr
adeReadi
ngAssessment(
EGRA)

Iti
sameanbywhi chreadingi
sassessedattheear
lygr
adelevel
.Iti
sanor al
ly
administ
eredt
[Link]
sadmi ni
ster
edtoindi
vi
dual
satatime.I
ttakes15mi nutest
o
examineastudent’
sabili
tytoperf
ormfundamental
pre–readi
ngandr eadingski
ll
s.

Theul
timat
eaimistospurmoreef
fecti
veef
for
ttoimprov
eper
for
mancei
nreadi
ng
ski
l
ls,
corevar
iabl
einl
earni
ngandsuccessi
neducati
on.

Pr
obl
emsofAssessi
ngReadi
ng.

[Link]
tment

[Link]
asssi
ze

[Link]
ningenv
ironment

[Link]
etosetassessmentt
askv
erycl
eart
opupi
l

[Link]
ff
icul
tyi
ncr
eat
ingassessmentt
ool
s.

Assessi
ngUpperPr
imar
yWr
it
ing.

Teacher scanassesswriti
ngoftheirpupi
lsinvari
ousway [Link]
writesimplestor
iesbasedont hei
rexperi
[Link] sobet askedt
ouse
technicalt
ermsinconstructi
[Link],t
heycanwr i
tedownanswersbased
onpassagesr [Link] i
ttenforteacher
st ogot hroughf
or
assessment .

Teacher
sal
souse‘
EGWA’
Ear
lyGr
adeWr
it
ingAssessmentmodel
toassesspupi
l
[Link]
s
modeli
susedforbegi
nnerreader
[Link]
rmodesofwr
it
ingar
eassessedf
ornecessar
y
act
iont
obetakenbyteachers.

Assessi
ngReadi
ngandWr
it
ingi
nJHS

Readi
ngatJHSl
evel
canbeassessedbyt
ool
sli
ke:

[Link]
luencyi
nreadi
ng

[Link],
Ear
lyDi
agnost
icReadi
ngAssessment

[Link]
ngPr
ofi
ciencyAssessment
.

Teacherscanalsoassessst udents’
wr i
ti
ngatJHSl evelbygiv
ingthem clearcuttopics
towrit
eaboutforassessment .Thisassessmentcanbebasedont heuseoft echnical
wordsincomposi t
ions,var
iouskindsofessay sandcreati
vewr i
ti
[Link]
basedont hecri
ter
[Link]
deas,di
cti
ons,grammat ical
element sand
manyot hersar
ecriti
cal
lyexami neatthi
slevel.

LESSONELEVEN

Readi
ngandWr
it
ingComponentofUpperPr
imar
yCur
ri
cul
um.

Curri
culum i
sadocumentt hati
sconsist
edofenti
reknowledgethatcomesf rom t
he
di
scipli
nes,whicharetobefaci
li
tat
edbyteacher
[Link]
culum i
sor ganizedbased
onfeaturesli
keStrands,
Sub-St
rands,
ContentSt
andards,
Indicat
ors,SubjectSpecif
ic
Pract
icesandCor eCompetences.

TheReadingaspectoft
heUpperPri
maryCur
ri
culum hasSub-St
randsl
i
keSummar
izi
ng,
Fl
uency,
SilentReadi
ng,
Phoni
cs,Readi
ngComprehensionandmanymor e.

Thewr i
ti
ngaspectthesamecur r
iculum hasSub-Str
andsli
keLetterWrit
ing,
I
nformativ
e/AcademicWr i
ti
ng,Persuasi
v eWrit
ing,
Creati
veWr i
ti
ng,Argument at
ive
Wr i
ti
ngandmanymor [Link]
hesesub-strandswith
othersub-
str
andssot hatal
ltheskil
lscanhaveadequatetreatment.

TheJHScur r
icul
um i
salsoorganizedbasedt hefeat
uresjustast heUpperPr i
mar yone.
Thereadi
ngaspectofthi
scurri
culum i
smai nl
yonCompr ehensionandSummar izi
ng,
whil
ethewrit
ingaspecti
scenteredaroundBui l
dingPresentingKnowl edge,TextTypes
andPurposesandProducti
onandDi st
ributi
onofWr i
[Link]- str
andswi l
l
handl
edarounddiver
seareassoast obr oadenthescopeoft hestudents.
Def
ici
enci
esi
ntheCur
ri
cul
um.

[Link]
ecompet
enci
esar
enott
akeni
ntoconsi
der
ati
on

[Link]
nlyf
ocusonexami
nat
ion

3.I
nadequat
eknowl
edgeonassessmentpr
ocedur
es

[Link]
l
lsandat
ti
tudest
obedev
elopedar
enotwel
lspel
tout

[Link]
ces,
pedagogi
esandact
ivi
ti
esar
enotspel
toutexpl
i
cit
ly.

[Link]
ninghar
dlygoesbey
ondcl
assr
oom.

I
nor dertodealwi
ththeaboveandotherdefi
cienci
es,ther
eistheneedforteacherst
o
i
ntensifyPr
ofessi
onalDevel
opmentSessioni
nor dertosharei
deasonsomeoft hese
defi
cienci
eswhichwill
thenbefor
wardedt ot
heappr opri
atest
akeholder
sforthe
necessaryact
iontobetaken.

Teacherscanatleastr
esol
vesomeofthei
dentif
ieddefi
cienci
esatthei
rlev
[Link]
so,
they
canoffersuggest
ionstoNaCCAfort
henecessaryact
ionstobetaken.

Pl
anni
ngSchemeofWor
k.(
UpperPr
imar
y&JHS)

I
tistheactofevenl
ydi
str
ibut
ingStrandsandSub-
Str
andsacr osst
hespeci
fi
edperiod
ofst
[Link]
dbeeit
herontermlyoryearl
ybasi
s.I
tispreparedf
rom t
hecurr
icul
um.
I
tshouldbedoneinsuchawayt hat,nosub-
str
andsuff
ers.

Teacher
sneedt
otaket
hef
oll
owi
ngf
act
orsi
ntoconsi
der
ati
onwhenpr
epar
ingscheme
ofwork:

1. Dur
ati
onoft
het
erm

[Link]
ivi
ti
esi
nthet
erm

[Link]
iencesoft
hest
udent
s

[Link]
ent
soft
hesubj
ect
s

[Link]
seai
m

[Link]
ion’
sai
mtowar
dswhi
char
espel
touti
nthecur
ri
cul
um

[Link]
ear
ningcapabi
l
iti
esofy
ourst
udent
s.
Ter
mlySchemeofWor
k(Sampl
e)

WEEK STRAND SUB-

STRAND CONTENT I
NDI
CATORS RESOURCES

STANDARD

1 Oral Songs B4.

1.1.
1 B4.
1.1.
1.1 Let
ter&wor
d
Language car
ds

Readi
ng Sentence
Phoni
cs B4.
2.2.
1 B4.
2.2.
1.1 cards

Wor
dcar
ds
Wr
it
ing
Penmanshi
p B4.
3.1.
1 B4.
3..
1.1.
1

2. Ext
ensi
ve Bui
ldthel
oveand B4.
6.1.
1 B4.
3.1.
1.1 Wri
ti
ngon
Readi
ng cul
tur
eforreadi
ng car
ds

Oral
Language
Rhy
ming Sentence
B4.
1,2.
1 B4.1.
2.1.
1 cards

Wr
it
ing Wor
dcar
ds
Usi
ngCapi
tal
s
B4.
2.7.
1 B4.
2.7.
1.1

3. Ext
ensi
ve Buil
dthel
ovef
or B4.
6.1.
1 B4.
6.1.
1.1 Sentence
Readi
ng readi
ng cards
 Oral St
oryt
ell
i
ng B4.
1.4.
1 B4.
1.4.
1.1 Wor
dcar
ds
l
anguage

Usi
ng B4.
3.3.
1 B4.
3.3.
1.1 Sentence
Wr
it
ing Punct
uat
ions cards

4 Readi
ng Compr
ehensi
on B4.
1.7.
1 B4.
1.7.
1.1 Wor
dcar
ds

Wr
it
ing Usi
ngPunct
uat
ion B4.
2.7.
1 B4.
2.7.
1.2 Wor
dcar
ds

5 Oral Pr
esent
ati
on B4.
1.6.
1 B4.
1.6.
1.1 Recorded
l
anguage tape

Ext
ensi
ve
Readi
ng Bui
ldthel
oveand B4.
6.1.
1 B4.
6.1.
1.1
cul
tur
eofreadi
ng Wor
dcar
ds

6 Oral Pr
esent
ati
on B4.
B4.
1.6.
1 B4.
1.6.
1.1 Comput
er
l
anguage

Di
pht
hongs B4.
2.4.
1 B4.
2.4.
1.1 Recorded
Readi
ng sounds

7 Wr
it
ing Blendsand B4.
4.8.
1 B4.
4..
8.1.
1 Wor
dcar
ds
consonantcl
ust
ers

Bui
ldthel
oveand
Ext
ensi
ve cul
tur
eofreadi
ng B4.
6.1.
1 B4.
6.1.
1.1 Wor
dcar
ds
Readi
ng

Li
steni
ng
Or
alwor
k Comprehensi
on B4.
1.7.
1 B4.
1.7.
1.1 Wor
dcar
ds
LESSONTWELVE.

I
ntegr
atedReadi
ngandWr
it
ingLessonPl
an(
Upperpr
imar
y&JHS)

Lessonpl
anisnout
li
neofwhatt
heteacheri
ntendst
eachi
ngataper
iodoft
ime.I
tis
devel
opedfr
om t
heschemeofwork.

Anint
egratedreadi
ngandwr i
ti
nglessonpl
anisthety
pethatcat
ersforbothskil
l
s
si
multaneousl
[Link]
nginthislessonpl
an,t
heabovestat
edskil
lsarenotstudi
edi
n
i
solat
ion,r
atherbot
haretaughtandlear
ntatthesameti
me.

Withthis,i
tver
yimportantf
ort
eacherstobev eryski
l
lfulsoastoidentif
ypedagogi
es,
acti
vi
tiesandmateri
alsthatwi
l
lcaterfort
hiskindoflesson.I
tisadvisablef
orthem
seekhel pwhenev
ertheneedari
ses.

Val
idi
tyofI
ntegr
atedReadi
ngandWr
it
ingl
essonPl
an.

[Link]
eral
ski
l
lsar
ecat
eredf
oratago.

[Link]
udent
scr
it
ical
thi
nker
s

[Link]
oadent
hest
udent
s’scopeofexper
iences

[Link]
thl
azi
nessf
rom bot
hteacher
sandl
ear
ner
s

[Link]
est
ime

f
. Hel
psl
ear
ner
stot
ransf
erknowl
edgeacr
ossdi
sci
pli
nes.

Chal
lengesofI
ntegr
atedLesson.

[Link]
ail
ift
eacher
sdonotpl
anwel
l

[Link]
eacher
sfi
ndi
tdi
ff
icul
ttohandl
esuchal
esson

[Link]
owl
ear
ner
smaysuf
ferbecauseofmul
ti
pleski
l
lsbei
ngl
ear
ntatat
ime

[Link]
ti
ngmat
eri
alst
ohandl
elessonoft
hiski
ndposepr
obl
ems.

Cur
bingsomeoft
hesechal
lenges.

a.I
ntensi
fi
cat
ionofPDsessi
ons
 [Link]-
teachi
ngmustbeencour
aged

[Link]
ningdi
ver
sit
ymustt
akeni
ntoconsi
der
ati
onatt
hepr
epar
ator
yst
ageoft
he
l
esson.

[Link]
sshoulddel
vei
ntoi
mpr
ovi
sat
ioni
nor
dert
odoawaywi
tht
hei
ssueof
i
nadequateTLMs.

Sampl
eLessonPl
an

Subj
ect:
Engl
i
shLanguage

Aspect
:Readi
ngCompr
ehensi
on

Topi
c:TheSt
rangeCr
eat
ure

Cl
ass:[Link]
udent
s:40

Ti
me:
8:00-8:
[Link]
ati
on:
45mi
nut
es

[Link]
ner
shav
ebeenr
eadi
ngst
ori
es

Obj
ect
ive:
Byt
heendoft
hel
esson,
thel
ear
nerwi
l
lbeabl
eto;

1.answer3quest
iosbasedont
hepassage

2.use4oft
hekeywor
dsi
nsent
ences.

Ref
erence:
Andoh-
Kumi
,K.(
1987)
.St
ori
esAr
oundTheWor
[Link]
a:Uni
ver
sit
yPr
ess.

Resour
ces:AChar
tshowi
ngmar
ketscene.

Phases/Ti
me Core Teaching Teacher’
s Student
’s
Competences Str
ategies Acti
vit
y Acti
vit
y.
(cor
epoint
)

Phase1. Col
labor
ati
ve, Di
scussi
on Leadpupi l
sto Answer
Star
ter
(Int
roduct
ion) or
alskil
l
s di
scusst heir questions
7minutes RPKt hrough aboutt hei
r
l
eading RPKas
questions contri
but i
ons
tothe
discussions
Phase2. Col
labor
ati
ve Gr
oupwor
k Grouppupils Pupilsarein
Main(Lesson and tostudythe groupand
Devel
opment)30 Communicati
ve chart,
ident
if
y discussthe
minutes. ski
l
ls keywor ds chart,i
denti
fy
andfindthei
r keywor dsand
Stage/St
ep1.(
Pre- meaning fi
ndt heir
Reading) meani ngs

Pupi
lsl
i
sten
Stage/St
ep2. well
tothe
(Whil
eReadi
ng) Cr
it
ical
thi
nki
ng Letpupi
ls modelr
eading
l
istenwel
lto
I
ndi
vidual
themodel
wor
k
readi
ng

Pupil
sread
thepassage
Stage/st
ep3(
Whi
le Letpupils sil
ent
lypaying
Reading) readthe att
enti
ont o
Cr
it
ical
thi
nki
ng
passage thegeneral
sil
ently meaning.
pay i
ng
Quest
ioni
ng&
attenti
onto
answeri
ng
thegeneral
meani ng

Pupil
sanswer
questi
onson
Ask thepassage
Stage/st
ep4(
Post questi
onson read.
Reading) thepassage
Cri
ti
cal readfor
thi
nki
ng, pupil
sto
communicat
ive Quest
ioni
ng& answer
ski
ll
s answeri
ng

Phasee3. Col
labor
ati
ve, Groupwor k& Putpupi
l
sin Whil
eingroup,
Plenar
y/Refl
ect
ion communicati
ve di
scussi
on gr
oups& pupi
l
sdiscuss
(Concl
usion) andcri
ti
cal di
scusswit
h andbrngout
 t
hinki
ng. t
hem l
essons thelesson
l
ear
ntfr
om theylearnt
t
hepassage. from the
passage

Teachergi
ve
assi
gnment Pupilst
ake
topupil
s homet he
teacher
s’
assignment

Component
sofaReadi
ngCompr
ehensi
onLesson

Ever
yreadi
ngcompr
ehensi
onl
essonneedst
ohav
ethr
ee3mai
ncomponent
sorst
ages.
Theseare;

[Link]
e-Readi
ngAct
ivi
ti
es

[Link]
l
eReadi
ngAct
ivi
ti
es

[Link]
ngAct
ivi
ti
es.

Pr
e-Readi
ngAct
ivi
ti
es:

Theseareacti
vi
tiesusedbybotht
eacher
sandlearnerst
obui
ldstudent
s’exper
iences,
act
ivat
estudents’schemat
a,andmoti
vat
ethem forther
eadi
ng.

Theyarebasical
lyact
ivit
iestoprepare/war
m- upst udent
sbeforetheyst
artr
eadi
ngt
he
text
.Therearemanypr e-readi
ngactivi
ti
esthet [Link]
ceofa
part
icul
arpre-
readi
ngact i
v i
tydependsonthel evelofthelear
ners.

Thef
oll
owi
ngar
eexampl
es:

[Link]
oreader
saboutt
het
ext

[Link]
ainst
ormt
ogener
atewhati
sli
kel
ytooccuri
nthet
ext

[Link]
ingst
udent
sdoski
mmi
ng

[Link]
ingcl
assdi
scussi
onont
het
opi
c
 [Link]
ngatpict
ures,
headl
i
nes,
tit
les,
char
tsorot
hercont
ext
ual
aids
accompany
ingthetext

[Link]
vi
ngcont
ext
ual
backgr
oundoft
het
ext

[Link]
ingst
udent
sdoadv
anceor
gani
zer

[Link]
evi
ewi
ngv
ocabul
ari
es.

Whi
leReadi
ngAct
ivi
ti
es.

Thesear
etheact
ivi
ti
esst
udent
sengagei
nwhi
l
ereadi
ngt
het
ext
:

[Link]
pst
udentmakeconnect
ions

[Link]
est
udent
saskquest
ions

[Link]
pst
udent
srel
atet
oper
sonal
exper
iencesorr
eal
li
fesi
tuat
ions

[Link]
est
udent
smaker
efer
ences

[Link]
ionst
ocheckst
udent
s’under
standi
ng

[Link]
est
udent
smakepr
edi
cti
on

Post
-Readi
ngAct
ivi
ti
es.

Thesearetheact
ivi
ti
esusedtocheckst
udent
s’under
standi
ngofwhatt
heyhav
eread
andtorefl
ectoni
t.
.Examples:

[Link]
est
udent
sdoasummar
y

[Link]
ehensi
onquest
ions

[Link]
scusst
her
elev
anceoft
het
ext

[Link]
ead

[Link]
scussl
anguageuse(
grammar
)

[Link]
tor
ingr
eadi
ng

[Link]
aphr
asi
ng

[Link]
ngt
oabsor
bandi
nter
nal
i
zedwhati
sread

[Link]
nguseofcont
extorguessi
ng

10.
Compl
eti
ngt
het
ext
 11.
Rol
epl
ayi
ng.

Sampl
eTr
ialQuest
ions.

[Link]
aint
heconcept
s

[Link]
ng

[Link]
it
ing

[Link]
ief
lyexpl
ainsi
mpl
evi
ewsof

[Link]
ng

[Link]
it
ing

[Link]
atef
ourt
ypesofr
eadi
ng

[Link]
scusst
hreeoft
hef
ourt
ypesofr
eadi
ng

[Link]
ali
dit
iesofr
eadi
ngandwr
it
ingeachi
nli
newi
thl
i
ter
acy
development

[Link]
aint
hef
oll
owi
ngt
heor
iesi
nrel
ati
onwi
thr
eadi
ng

[Link]
ti
ve

[Link]

[Link]
ethr
eecomponent
sofr
eadi
ngasaJHS&UpperPr
imar
yteacherandexpl
ain
them

[Link]
maryteacher,
enumer
ateatl
eastt
hreest
agesofwr
it
ingski
l
l
dev
elopmentandexplai
nthem

9.I
dent
if
ythr
eecomponent
sofwr
it
ingatJHSl
evel
anddi
scusst
hem

10.
Expl
aint
hef
oll
owi
ngmodel
sofr
eadi
ng

[Link]
near

b.I
nter
act
ive

[Link]
chol
i
ngui
sti
c

11.
Stat
ethr
eer
eadi
ngdev
elopment
alpr
act
icesanddi
scusst
hem.

12.
Writ
eaf
ortyfi
vemi
nut
elessonpl
anonr
eadi
ngcompr
ehensi
onasUpperPr
imar
y
orJHSt
eacher.
13.
Enumer
atef
ourwr
it
ingdev
elopment
alpr
act
icesanddi
scusst
hem

14.
Expl
aint
hef
oll
owi
ngappr
oachest
owr
it
ing

[Link]
ocesswr
it
ing

[Link]
oductwr
it
ing

15.
Stat
ethet
hreecomponent
sofcompr
ehensi
onl
essonandexpl
aineachoft
hem

16.
Whati
sint
egr
atedappr
oacht
oreadi
ngandwr
it
ing?

17.
Discussf
ourr
eadi
ngpr
obl
emsofUpperPr
imar
yandJHSst
udent
s.

18.
Suggestr
emedi
est
othef
ourr
eadi
ngpr
obl
emsi
dent
if
iedabov
e

19.
Discust
hef
oll
owi
ngr
eadi
ngpr
obl
emsamongst
udent
s

[Link]
sgr
aphi
a

[Link]
slexi
a

[Link]
spr
axi
a

20.
Whatdowemeanbyt
hef
oll
owi
ngi
nrel
ati
ont
oreadi
ng:

[Link]
ng

[Link]
ky

[Link]

[Link]
uency

21.
Stat
et hr
eet
echnol
ogi
cal
tool
sthatcanbeusedi
npr
epar
ati
onofr
eadi
ngand
writ
ingTLMs

22.
Expl
ainhowy
ouasat
eacherwi
l
luseI
CTt
odel
i
verr
eadi
ngandwr
it
ingl
esson

23.
Whati
sint
egr
atedl
esson?

24.
Explai
nhowy ouwoulduseint
egrat
edl
essont
odel
i
verr
eadi
ngandwr
it
ing
lessonatei
therJHSorUpperPri
maryl
evel

25.
Whati
s‘Testofwor
dreadi
ngef
fi
ciency
’inr
eadi
ng?

26.
Ident
if
ysixthi
ngst
haty
ouwi
l
lconsi
derasat
eacherwhensel
ect
ingTLMsf
or
youlesson
27.
Expl
ainwellhowy
ouwi
l
luseI
CTt
odesi
gnapar
ti
cul
arTLM f
ory
ourr
eadi
ngand
wri
ti
nglesson

28.
Howwoul
dyouassessst
udent
s’r
eadi
ngski
l
latei
therB6orB8

29.
Thet
hreebasi
ccomponent
sofr
eadi
ngcompr
ehensi
onl
esson

30.
Explainstepbystephowy
ouwoul
ddel
i
verr
eadi
ngcompr
ehensi
onl
essonata
lev
el ofyourchoi
ce.