A universal four-phase reading programme

A universal four-phase reading programme

1. Word familiarization

   • Aim: to acquaint children with the shape of written words. They get familiar with the shapes of the letters and learn to look for their differentiating features.
     • Room Object Pointing: pointing to written words brings the words to the child’s attention and gives them importance.
     • Room Object Pointing: pointing to written words brings the words to the child’s attention and gives them importance.
     • Room Object Matching: children are asked to find another card like it.

2. Word identification

   • Aim: associate written words with their particular spoken words or objects. Requires using the long-term memory. A match in terms of picture and word. The most will be nouns at first, but then verbs and adjectives should be introduced.
     • A child is asked to place a word card on the correct objects. Use a pair of dice to match words and pictures.

3. Phrase and sentence identification

   • Aim: to read the largest basic linguistic unit: the sentence Without simplification. It is not necessary that the child knows how to read every key words before that unit is taught. The numbers of unknown key words should be kept to a minimum. Sentences related to the immediate environment.
     • Luisa likes apples.
     • Tommy is a boy.

4. Paragraphs, stories and book reading

   • Aim: read a sequence of two or more sentences that are related (paragraph) and a sequence of them that make a story. Stories create an excitement. As the child progresses in reading paragraphs and books, the books may have fewer pictures and more text.
     • Teaching short-paragraph stories: ask the child to order the sentence to create the story.
     • Teaching book reading: read the book while point to the words, written and spoken word simultaneously). The child should be asked to imitate.
     • Book reading should always be done: as soon as a child can understand what is being said.