Teaching Reading

English for Young Learners
Group 4:
IFTAHUR REZQI
ALVITA AKFARAHIN NINGRUM
DEVINA DAMURI
FATIMAH FIRDAUS
HIDAYATUL FADHILAH
LIZA PURNAMA SARI
Teaching reading
According to Klein (2005, p.12), young children tend to change their

mood every other minute, and they find it extremely difficult to sit still.
On the other hand, they show a greater motivation than adults to do
things that appeal to them. In addition, Ashworth and Wakefield (2005,
p.3) claim that all young children are highly motivated to learn
language.
JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

DIFFERENT APPROACHES TO TEACHING
READING
Reading is central to the learning process. To access critical information from

enormous data banks, students will need to be able to read complex material with a
high degree of comprehension (Parkay and Stanford, 1998, p.445).
Learning to read can begin from text level; from sentence level; from word level; or
from letter level. Each starting point has produced approaches to teaching reading
that can be used in the foreign language classroom.

Emergent Literacy
“Emergent literacy” describes the phenomenon in which children seem

to learn to read without any teaching, gradually, and through exposure to
text and to reading (Hall, 1987; cited in Cameron, 2001, p.145). When
children spends lots of time being read to from interesting and
appropriate books, some will begin to work out for themselves the
patterns and regularities that link spoken and written text.

Cameron (2001, p.146) mentions the features of emergent literacy that are
most relevant for foreign language teaching. They are:
(1) children choose the books they want to hear and read;
(2) children are motivated by choice and by the quality of the writing they
encounter;
(3) children often choose to read the same book many times, and this is a
valuable learning experiences;
(4) meaning comes first because the child understands the story as a whole;

(5) from this overall meaning, attention moves to whole words and letters, beginning
with initial consonants, then final consonants, then vowels in the middle;
(6) the link between reading and oral skills is very strong because children adopt and
play with the language of the story;
(7) parents can be involved with their children’s language learning through reading
aloud with them.

Language Experience Approach
The Language Experience approach (LEA) starts children reading at

sentence level, and its key feature is the child’s use of his or her own
experience as the topic of the texts. This approach builds upon the
notion that if children are given material to read that they are already
familiar with, it will help them learn to read.

Ediger (2001, pp.158-159) summarizes that typically a class of LEA would follow a series of steps like this:
(1) The student or class dictates a “story,” usually based upon an experience they have had, that the teacher writes
down on a large sheet of paper;
(2) the teacher then reads the story to the class (this “reading” may be repeated several times until the children are
familiar with what have been written);
(3) depending on their level of ability and needs, the class will the engage in various extended activities based
upon the original story, including focusing on individual words, letters, or meanings of various parts;
4) finally, the children are expected to move from the stories they have dictated toward being able to read those
written by others.

The Whole Word / Key Words
Approach It starts from word level, with children looking at single words on
cards to encourage rapid whole word recognition (Cameron, 2001, p.148). In the
Whole-word approach, the children learn words such as cat, dog, or ship as
whole, independent words. Other experts call this approach as sight word or
look-say method, which teaches children to recognize whole words or sentences
rather than individual sounds. Flash cards with individual words written on them
(which are often accompanied with related pictures) are used for this method.

The Phonics Approach
The phonics approach is probably the best known and widely used method to teach
reading and writing in the English language. This approach generally emphasizes
teaching children to match individual letters of the alphabet with their specific
English pronunciations, with the idea that if children can “sound out” or decode new
words, they will be able to read independently. They then will be able to blend two
letters together to make simple words then three letters, then four and so forth.
Decoding is the process of identifying the written words using the alphabetic code to
determine pronunciation ad meaning (Riley, 1999, p.45).

Phonics generally involves teaching children the sound-letter relationships used in
reading and writing. A related type of knowledge, phonemic awareness, involves
children understanding that speech is made up of individual sounds, including such
things as the ability to tell if two words begin or end with the same sound, and the
ability to focus on the form of speech apart from focusing on its meaning or content
(Strickland, 1998; cited in Ediger, 2001, pp.157-158). Phonemic awareness is also
important for literacy development and frequently taught with phonics.

Teaching Reading

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English for Young Learners

According to Klein (2005, p.12), young children tend to change their

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

Reading is central to the learning process. To access critical information from

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

“Emergent literacy” describes the phenomenon in which children seem

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

The Language Experience approach (LEA) starts children reading at

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

JOURNAL OF ENGLISH LITERACY EDUCATION, VOL. 3, NO. 1, MAY. 2016

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