A beginning reading program for a select group of native students

Hobbs, Sandra Dianne (1984) A beginning reading program for a select group of native students. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (24MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

Learning to read in their first language is very difficult for some children. These difficulties are increased when children are required to learn to speak and read in a language which is different from the one used in the home. The problem is compounded when children come from homes in which they have had little exposure to the reading process. In order for children to read a language with comprehension, they must first be able to listen to and speak that language with comprehension. Their acquiring facility in the use of decoding skills is not enough. They must also understand that meaning can be obtained from print and that reading can be a source of enjoyment. Unless educators realize what is involved in teaching reading to English-as-a-second-language students, these students may be assigned to remedial reading classes rather than being given the help they need. -- The purpose of the study was to prepare a beginning reading program for those students who begin school with a minimum knowledge of the English language and yet are required to listen, speak and begin reading in English. -- The study consists of two major parts. Part I deals with the problem and need for the study, as well as a review of related literature. Suggested methods and recommendations for implementing the program are also provided. -- Part II presents the program which consists of twenty units developed according to a thematic approach. Eight of these units have been fully developed while the remaining twelve are presented in outline form for further development. Language development and pre-reading skills are taught through first hand experiences, conversation based on real life situations, children's literature, and the Language Experience Approach to reading. Culturally relevant material is used whenever possible.

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