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Running Head: TEACHING STRATEGY FOR RILEY AND MIA    1
TEACHING STRATEGY FOR RILEY AND MIA     2
TEACHING STRATEGY FOR RILEY AND MIA
Table of Contents
Section 1    3
1. Selecting an Area of Need each for Riley and Mia    3
2. Selecting a Teaching Strategy and Justifying each for Supporting Riley and Mia in Reading Development    3
3. Proposing an Example of Learning Experience in line with the chosen Teaching Strategies    4
Shared reading    4
Guided reading    4
Explaining how Learning Experience support Reading Skill Development    4
Incorporating ICT into Learning Experience for Enhancing Literacy Teaching    5
Section 2    6
1. Comparing the Selected Teaching Strategies: Shared reading versus Guided reading    6
2. Merits and Demerits of the Selected Teaching Strategies    6
Merits and Demerits of Shared reading    6
Merits and Demerits of Guided reading    7
References    8
Section 1
1. Selecting an Area of Need each for Riley and Mia
By analysing Riley reading the transcript, Riley’s reading has phonation problem. Sounds of the soft word and compound words are not clear. Inability to self-correction of words can also be seen. The area of need selected for Riley is phonological development. Riley displays poor syllabification. She is unable to break words into syllable while reading the sentences. Learning of syllabification helps in breaking complex words or unknown words to read it easily. Syllabification is needed to form the words correctly, which is lacking in Riley. Thus, work needs to be done to improve syllabification of Riley. As suggested by Lourenco and Andrade (2014), phonological awareness played important role in learning to read alphabets. Difficulty in phonological awareness led to poor reading and spelling skills.
On the contrary, Mia’s reading has a fluency problem. Unnecessary stretching of words and slow reading of sentences can be observed while listening to Mia’s transcript. The area of need selected is fluency development. Mia displays poor phrasing while reading. She was unable to phrase the sentences correctly, which makes it difficult for her to read the sentences fluently. Phrasing is a method of forming a phrase with correct tone. This is lacking in Mia. She did not knew to make a complete phrase and break every word of sentence while reading. As explained by Kim and Wagner (2015), fluency enables the person to read smoothly, accurately and with expressions. Lack of fluency distracts the students from focussing on the meaning of the text. The struggle to read the sentences, make the reading sloppy and expressionless.
2. Selecting a Teaching Strategy and Justifying each for Supporting Riley and Mia in Reading Development
There are many reading strategies, which are used by teachers while teaching and for improving the skills of students. Some of them are shared reading, guided reading, literature circle, reading aloud to children, buddy reading, independent reading, and reciprocal reading. All the above strategies can be applied to improve skills of Riley and Mia. The strategy selected for Riley is shared reading. According to Sim and Berthelsen (2014), shared reading is a strategy proven to be helpful in improving reading of all the students in a group. Students tend to grasp the word from the teacher and learn to produce the correct sound of every word.
As suggested by Silverman, Kim, Hartranft, Nunn and McNeish (2017), guided reading is proven to be influential in enhancing fluency of students at any age in comparison to the students using other strategies for improvement. Teacher guides the student while reading. Help them in understanding the words and motivates them to develop the speed.
3. Proposing an Example of Learning Experience in line with the chosen Teaching Strategies
Shared Reading
As suggested by Sim, Berthelsen, Walker, Nicholson and Fielding-Barnsley (2014), shared reading is a method, in which students join the reading with the teacher. Students follow the footstep of the teacher. They are encouraged and supported by the teacher. This method is used to help the students who have a reading struggle. The expressions, tone and inflexion of teacher are grasped by the students. They incorporate these skills in their reading. Thus, it helps in improving phoneme and phonological awareness. Teacher improves the reading style of the student. Various activities are conducted and re-reading is done by the students. This makes them interactive and helps in improving spellings. They can identify sounds of words having similar spellings.
Guided Reading
Guided reading is a student-centred strategy. As explained by Simpson and Bui (2017), the teacher provides the set of instructions help to understand the style of reading. Students are guided to...