Reading


 * //Reading//**

Reading is the process of constructing meaning from print and from other symbols (Hill 2006, p139). Cues that can be used by a reader when learning to read are: __Semantic cues-__ meanings that are gained from personal experiences, knowledge about the world and from books that have been read aloud. __Syntactic cues-__ these are derived from the structure or syntax of written language. The order of syntax is important. __Grapho-phonic cues-__ are the individual letters or 'graphs' and the phonemes associated with the letter.

__Active Problem Solving__

This involves the reader cross-checking their reading with these sources of information and the cues: - the text meaning- //semantics// - the sentence structures- //syntax// - the sounds- //phonology// - the letters, illustrations, format and layout- //visual//

__Teaching Reading__

There are four roles when it comes to teaching reading: __Code breaker-__ This decodes print by using the students knowledge of sound-letter relationships and high-frequency sight words. __Meaning makers-__ Identify meanings in illustrations, sentence structure and the print. __Text user-__ Determines genre and form and how it will be read. __Text critic-__ Explores the intention of the text and how the text works on them and how it makes them feel.

Pointers to think about when teaching reading:
 * Encourage emergent readers to point to each word. This encourages them to self-monitor their reading.
 * When assesing readers it is important to know that effective readers use a range of strategies to create a match between the visual structural, semantic and phonological cues (Hill 2006)



Guided Reading http://www.teachertube.com/view_video.php?viewkey=51ddc25d4d93baf7b908