1. READING
To
YouNG LEARNERs
Hanadi Mirza
hanadym@hotmail.com

2. Do students
Read to Learn
OR
Learn to Read?
Hanadi Mirza
hanadym@hotmail.com

3. Language Skills
L
Listening
S
Speaking
R
Reading
W
Writing
Hanadi Mirza
hanadym@hotmail.com

4. Reading
versus
Reading Comprehension
READ:
psychology / naranjas / pneumonia /
cesame / chiot / piaza / pollo
Hanadi Mirza
hanadym@hotmail.com

5. Reading Process
Reading = Decoding
Reading Comp= Decoding + Encoding
Hanadi Mirza
hanadym@hotmail.com

6. 1.1- Communicate with others observingrules
appropriate to own level
NCERD
KG 1
KG 2
KG 3
-Listen to what is
heard.-Apply some
instructions given
by others.-Express
needs with various
methods.-Express
what he himself is
doing.-Take
initiative in
speaking to
others.
Listen to what is
heard.Apply
instructions given by
others.Express needs
with various
methods.Express what
he/she or others are
doing.-Apply rules of
communication during
dialog.Take initiative in
speaking
Listen to what is
heard.-Follow
instructions &interact
with the urgings of
others -Express needs
with various methods.methods.
Express what he or
others are doing.-Appl
rules of communicatio
during dialog Take
initiative in speaking
and discussing with
others .
Hanadi Mirza
hanadym@hotmail.com

7. Characteristics of
Emergent Reader
1- Attitude toward Books
(Attentive listener & Interested to talk about
srory read to him/her)
 2-
Behaviors with Books (Handle book
correctly & Pretend to read from pics or
memory)
 3-
Word Recognition I(Logos)
Hanadi Mirza
hanadym@hotmail.com

8. The 5 Elements of Reading
 1-
Phonemic Awareness
 2- Phonics
 3- Vocabulary
 4- Comprehension
 5- Fluency
Hanadi Mirza
hanadym@hotmail.com

9. 1- Phonemic Awareness
1- Rhyming words
2- Sounds within words
a) Beginning sounds
b) Middle sounds
c) Ending Sounds
d) Sound Blending (sounds into a word)
e) Sound Segmenting (a word into sounds)
3- Words within sentences
4- Syllables within words
Hanadi Mirza
hanadym@hotmail.com

10. 2- Phonics
SOUND of a letter NOT Writing
 Process of translating written words into speech
 Letter Reading NOT Writing
 Connect sounds to spelling
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Sound blending
Word Building
Connect sounds to word
Hanadi Mirza
hanadym@hotmail.com

11. Phonics
1) m
M
ABCDEFGHI….
2) m + a = ma
ma + n = man
3) cat = c + at
4) hat
pen
mat
e + d = ed
b + ed = bed
ca + t
can
red
dog
bed
Hanadi Mirza
hanadym@hotmail.com
sat

12. 3- Vocabulary
Learn 2000-4000 new words/grade level
 Pre-teach Vocab
How to Teach Vocabulary words:
1-Questioning and coaching strategies
- Meaning prompts
- Structure prompts
- Visual information prompts
2- Prompts that use more than one cue source
3- Demonstrating self – monitoring
4- Relationships between words: synonyms, prefixes, roots etc…
Hanadi Mirza
hanadym@hotmail.com

13. 4- Comprehension
Comprehension is
the REASON we Read.
 Develop Schemata for Story Reading
Reading Strategies:
1- Predicting
2- Questioning
3- Clarifying
4- Summarizing
| Reading Skills:
a) Skimming
b) Scanning
Hanadi Mirza
hanadym@hotmail.com

14. Comprehension (continued)
1) Cover page
 a- Title/Picture / Author /Illustrator (Graphic
Org.)
 b- Predict story from Title & Picture
 2) Picture Walk using Reading Strategies
 3) Retell story using Pictures
 4) Decode words with the help of pictures
 5) Using Reading Strategies to check
students’ comprehension of the written text
 6) Summarize the story using pictures to
check comprehension of the story itself
Hanadi Mirza
hanadym@hotmail.com

15. 5- Fluency
Accuracy Rates
 Frustration
level: below 90%  Too hard
 Instructional
level: 90-94%  Just righ
 Independent
level: 95 – 100%  Easy
Hanadi Mirza
hanadym@hotmail.com

16. Balanced Reading Program
 Read



Aloud  PROPER Pronunciation
Shared Reading
Guided Reading
Independent Reading
Hanadi Mirza
hanadym@hotmail.com

17. Schwa
[ə]
[euh] sound or Arabic “hamza”
Hanadi Mirza
hanadym@hotmail.com

18. Spelling vs Pronunciation
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Psychology (ps--)
[saykolə djy]
Pneumonia (pn--)
[nəmonia]
Climbing, comb, lamb, bomb (--mb)  [klayming], [kom], [lèm],
[bám]
Calm, Palm (--l m)
[kám] , [pám]
Folk , Folktale (-- l k) 
[fok] , [fokteyl]
Vegetable
[ve dj təbl]
Comfortable
[kámftəbl]
Government (nm)
[gavərmənt]
Suggest, Suggestion
[sag djəst], [sagdjəstshən]
People, Apple
[pypəl], [ápəl]
Sensual , Sensuality
[sənshəwəl] , [sənshəwality]
Nation, Nationality
[neyshən], [nashənality]
Social , Beautiful
[soshəl] , [byurəfəl]
Original but Originally
[oridjinəl] but [oridjənly]
Actually
[aktshəly]
Say but Says
[sey] but [sèz]
Hanadi Mirza
hanadym@hotmail.com

19. Spelling vs. Pronunciation (continued)
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Determine but Mine
[ditərmən] but [mayn]
Examine→
[əgzámin]
Seduce but Seduction
[sidýous] but [sidakshən]
Appreciate
[aprishiyeyt]
Result, Adult →
[rizált] , [ədált]
World, Work, Word, War
[wərld], [wərk], [wərd], [wor]
July, Major
[djoulay] , [meydjər]
Children, Church
[tshildrən], [tshərtsh]
Pleasure , Pleasurable bur Leisure [plejər] , [plejrəbl] / [lyjər]
Write/Written, Hide/Hidden  [rayt] / [ritən] , [hayd] /[hidən]
Teacher
[tytshər]
Doctor, Dollars
[daktər] , [dálərz]
Cat, Cup, Color: (c)  [k]
[Kat] , [Kap] , [kalər]
Circus, Ceremony: (c)  [s] [sərkəs] , [sərəmony]
Gallery, Go, Gut: (g)  [g]
[galəry] , [go] , [gat]
Giraffe, Generous: (g)  [dj] [djiraf] , [djənərəs]
Hanadi Mirza
hanadym@hotmail.com

20. (continued)

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The + any letter EXCEPT (a/e/i/o/u) →[o‫ ]ﺫ‬never [za]
Although , Thunder, Thumb→
[ol‫ ﺫ‬o] , [thándər] , [thám]
Thank You
[thánk] Never [sank] You
The +a pple/ e lephant/ i sland/ o range/ u mbrella→ [‫ ] ﺫﻱ‬never [o‫ ]ﺫ‬nor
[zi]
The + eu ropean, u nited
the+[you] (as 1st sound) [o ‫ ]ﺫ‬NOT
[za]
Use
the [yous] but I/you [youz]
Process but processes →
[prósəs] but [prosəsyz]
Woman but women →
[woumən] but [wymin]
Police , Policeman
[polys] .[polysmən]
Symptom→ (--m p)
[simtəm]
Wanted / Added / Promised / Grinned 
[wantid] , [ádid] , [promist] , [grind]
Battles, Flags / Groups, Mats Kisses, Churches,—>
[bátəlz] , [flágz] / [groups] , [máts] / [kisəz] , [tshərtshəz]
Hanadi Mirza
hanadym@hotmail.com

21. VOICED & VOICELESS
SOUNDS
Past Tense of Regular Verbs
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(-ed)  [- id] , [-t] , or [-d] ?
[-t] & [-d] + [-id] / Vd + [-d] / vl + [-t]
Created , Needed / Proved / Fixed
Plural Form of Nouns
(-s)  [-z] or [-s] or [-əz] ?
vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [- əz]
Boys, girls / cats, lin ks / classes, foxes

Hanadi Mirza
hanadym@hotmail.com

22. IMPORTANT to
Young Learners
 Movement
 Play
/ Games
 Breaks
 Drama
 Songs
 Dance
 Positive
Environment  Safe + Low Anxiety
 Literacy
 Reading & Writing
Hanadi Mirza
hanadym@hotmail.com

23. Successful Reader
Independent Reader in KGs (+ Reading Strategies)
 Successful Elementary Reader
 Successful Adult Reader
READ Aloud  Pronunciation + Intonation
READ Silently  Comprehension
Hanadi Mirza
hanadym@hotmail.com

24. Today’s CHALLENGE
Is
to READ
Fluently AND Accurately
TO
Comprehend
Hanadi Mirza
hanadym@hotmail.com

25. Do students
READ to Learn
or
Learn to READ?
Hanadi Mirza
hanadym@hotmail.com