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Rca Week 8 Lecture Notes (Reading Approaches)

The document discusses four approaches to teaching reading: 1. The Language Experience Approach (LEA) is centered around learner-generated text and combines listening, speaking, reading and writing. It involves students sharing an experience and creating a text about it. 2. The Integrated Language Arts Approach exposes students to literacy through integrated reading, writing, speaking and listening activities across subjects. 3. Literature-Based Instruction allows students to select independent reading materials and discuss them individually with teachers. 4. Technology-Based Reading uses software, e-books and games to teach reading through multimedia and built-in assessments.

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108 views5 pages

Rca Week 8 Lecture Notes (Reading Approaches)

The document discusses four approaches to teaching reading: 1. The Language Experience Approach (LEA) is centered around learner-generated text and combines listening, speaking, reading and writing. It involves students sharing an experience and creating a text about it. 2. The Integrated Language Arts Approach exposes students to literacy through integrated reading, writing, speaking and listening activities across subjects. 3. Literature-Based Instruction allows students to select independent reading materials and discuss them individually with teachers. 4. Technology-Based Reading uses software, e-books and games to teach reading through multimedia and built-in assessments.

Uploaded by

Sashagaye Thompson
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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RCA LECTURE NOTES

WEEK 7: OCTOBER 11 - 16, 2021

READING APPROACHES: METHODS OF TEACHING READING

1. THE LANGUAGE EXPERIENCE APPROACH(LEA)


The Language Experience Approach, or LEA, includes “planned and continuous activities such as
individual- and group-dictated stories, the building of word banks of known words, creative writing
activities, oral reading of prose and poetry by teacher and students, directed reading–thinking
lessons, the investigation of interests using multiple materials, and keeping records of student
progress” (Vacca, 2014).

FEATURES OF THE LANGUAGE EXPERIENCE APPROACH


 Centered around a learner-generated text.
 Combines all four language skills: listening, speaking, reading, and writing.
 used in conjunction with other literacy instruction methods
 focuses on expanding students’ language and literacy skills based on their shared
experiences in a natural setting.
 Allows students to make sense of language when communicating about writing and reading
(Vacca, 2014).

STEPS IN THE LEA


STEP #1: A Shared Experience
The LEA process begins with something the class does together, such as a field trip, an experiment,
or some other hands-on activity. If this is not possible, a sequence of pictures (that tell a story) can
be used, as can a student describing a sequence of events from real life.

STEP #2: Creating the Text


Next, the teacher and students, as a group, verbally recreate the shared experience. Students take
turns volunteering information, as in a large-group discussion. The teacher transcribes the student’s
words on the board in an organized way to create the text.

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STEP #3: Read & Revise
The class reads the story aloud and discusses it. The teacher asks if the students want to make any
corrections or additions to the story. Then she makes the changes they suggest and makes further
suggestions, if needed.

STEP #4: Read and Reread


The final story can be read in a choral or echo style, or both. Students can also read in small groups
or pairs, and then individually.

STEP #5: Extension


This text can be used for a variety of literacy activities like illustrations or creating comprehension
questions.

2. THE INTEGRATED LANGUAGE ARTS APPROACH


The integrated language arts approach exposes students to literacy and language by “immersing
students in reading, writing, talking, listening, and viewing activities and can cut across subject
matter areas” (Vacca, 2014).

FEATURES OF THE INTEGRATED LANGUAGE ARTS APPROACH


 does not separate the components of language and literacy, but rather integrates reading,
writing, talking, and listening as taught together across all domains.

 ` This is a student-centered approach that “mimics the real world, which is interactive
instead of moving from one discipline to the next throughout the day with no connection
from one subject to another” (Vacca, 2014).

 reading, writing, listening, and speaking apply across content areas and are intended to help
students read and write well in all disciplines” (Vacca, 2014).

 focus is on an integrated way of learning language through reading, writing, speaking, and
listening in order to comprehend and use language.

 Vacca(2014), asserts that “the integrated curriculum can be beneficial to teachers and
students, using theme teaching, projects, and units to cover a variety of material and
effectively teach many concepts and skills.”
 connects students’ prior knowledge to new knowledge and to real world application.

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 uses a variety of fiction, nonfiction, primary and secondary sources to cover material and to
teach skills and new concepts.

 target audience for the integrated language arts reading approach is any grade level

 does not necessarily target one individual reading strategy, but rather ties in all aspects of
reading and learning into one approach.

3. LITERATURE-BASED INSTRUCTION APPROACH

 Students select their own high interest text to read independently.

 Teachers meet one on one with students to discuss their independent reading in order to
get students thinking deeply about the text.

 Students think about the text by making predictions, making inferences or to perhaps share
an interesting fact or excerpt of their independent reading book.

 LBI allows for flexible grouping in which teachers can move students from group to group or
students can work independently according to their own strengths, interests and needs.

 has a strong focus on reading comprehension but as with almost all reading strategies it can
encourage predicting and can increase a student's vocabulary through independent reading
and in class activities.

 Students are able to work with a variety of genres and structures.

 students might be working independently whereas in another unit they might be working in
a small group or as a whole class.

 encourages students to read for both enjoyment and educational purposes.

 teacher must be constantly assessing each student and is also requires that teachers are
knowledgeable and familiar with all of the texts their students are reading

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4. TECHNOLOGY-BASED READING APPROACH
Technology based reading includes the use of software, applications, mobile and desktop devices to
teach reading. Some examples of digital and online resources are e-books , digital storybooks, games
and multimedia applications. Many of these applications have built in assessment programming that
is able to predict how students will respond to the software and to monitor growth and progress
along the way.

FEATURES OF TECHNOLOGY-BASED READING


 designed for use with children of all grade levels
 target any and all reading difficulty a student might be having.
 teachers can tailor their instruction to meet the needs of their students.
 can be useful in engaging parents in their child's learning

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REFERENCES
Bickerstaff, A. Methods of Teaching Reading, E-Portfolio.

https://eportfolio-abickerstaff.weebly.com/

Braunshausen, S.(n.d.). What is the Basal Reading Approach?

https://education.seattlepi.com/five-components-comprehensive-reading-program-1596.html

Professional Learning Board’s online continuing education course for teachers: Teaching English
Language Learners

https://k12teacherstaffdevelopment.com/tlb/understanding-the-language-experience-approach-lea

Roskos, K. & Neuman, S.(2014). Best Practices in Reading: A 21st Century Skill Update. The Reading
Teacher, 67(7), 507–511. doi: 10.1002/trtr.1248

https://www.readingrockets.org/article/best-practices-reading-21st-century-skill-update

Vacca., & L., J. A. (2014). Reading and Learning to Read, Loose-Leaf Version, 9/e, 9th Edition.
[VitalSource Bookshelf version]. Retrieved from
http://mbsdirect.vitalsource.com/books/9780133587111/epubcfi/6

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