The Reading Process PDST（阅读过程PDST）.pdf

The Reading Process 1 Introduction Reading is one strand of literacy. The reading process is complex and multi-dimensional. Effective teachers have an understanding of this complexity and are able to use a range of teaching approaches that produce confident and independent readers. Recent work completed by the NCCA (Research Report 15, 2012) identified a number of components that need to be considered in the teaching of reading towards recognizing this complexity. Among these are:  the establishment of varied and rich vocabulary  development of phonological processes  the provision of a framework for teaching comprehension strategies  a need to ensure that motivation and enjoyment of reading are key aspects of the reading process  a renewed focus on reading fluency This booklet attempts to highlight the above components by providing some background knowledge on each and by outlining practical opportunities for their application in the classroom. Each component is an essential ingredient of a multi-dimensional definition of reading and provides guidance for understanding how the reading process should be taught. Components of Reading 2 Motivation refers to a child’s eagerness and willingness to read. The National Literacy and Numeracy Strategy, Literacy and Numeracy for Learning and Life (2011), states that positive attitude and motivation are vital for progression in literacy and numeracy. It also states that “… all learners should benefit from the opportunity to experience the joy and excitement of getting ‘lost’ in a book (in both paper based and digital formats)” (p. 43). Teachers can promote excitement and motivation to read by providing students with 