Introduce the text to students, discuss the title, content, the author and illustrator, concepts of print etc. These sessions also provide an opportunity to nurture a passion for literature. Unfamiliar and unusual vocabulary, increasingly complex sound-letter patterns and structures and features of different text genres can be introduced and explained through this practice (Heath, 1983). They gain practice in constructing images of events, people and objects removed from themselves. which fall within the zone of proximal development), so that the reader can gradually experience success and read independently (Bruner, 1986).ĭuring modelled reading, students develop an appreciation and an understanding of literature and the skills required of readers. Through this high level scaffolding, students begin to imitate and internalise the modelled reading strategies in shared reading and guided reading (i.e. However, when a teacher or adult reads to students, they provide an opportunity for students to see and hear skilled reading behaviours. The practice of modelled reading falls outside the zone that a learner can successfully undertake with guidance. The use of modelled reading relates to Vygotsky’s (1978) Zone of Proximal Development and Bruner’s (1986) notion of scaffolding. Students who are read to are supported in the development of their "vocabulary., syntax, listening comprehension, print engagement and early reading behaviours" (Hill, 2015, p. Nevertheless, during the reading, the student is encouraged to be an active listener and engage with the text. Theory to practiceĪccording to the Gradual Release of Responsibility model (Duke and Pearson, 2002), modelled reading provides the maximum amount of support by the teacher as they are in control of all the reading. This all occurs in an authentic literacy experience, where modelling of texts for pleasure can stimulate thinking and motivate students to read. Similarly, analysis of the composition of the pages, use of visuals, and elements of the text structure can also be highlighted and discussed. Story elements vocabulary teacher pay teachers serial#
Serial reading is a common form of modelled reading.Īs well as demonstrating fluent and expressive reading, teachers can also model the comprehension of unfamiliar or complex vocabulary and talk through their thought processes when comprehending a text.
enables teachers to model good reading behaviours while providing opportunities to familiarise students with the linguistic and visual features of text.develops students' understandings about reading while building a background of text experiences that they can draw on as they learn to read independently.Modelled reading is an essential part of daily reading programs across all year levels (F-6). This includes the teacher modelling skillful use of: Modelled reading can also be used to target various literacy focuses. It provides an opportunity for teachers to demonstrate their enjoyment in reading, and allows students to see a purpose in learning to read. The teacher models skilled reading behaviour, enjoyment and interest in a range of different styles of writing and types of text. Modelled reading (reading to or reading aloud) involves students listening to a text read aloud by the teacher.
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