What is Balanced Literacy Approach?
Research has shown that developing the above components of language and literacy requires a comprehensive and systematic approach known as the Balanced Literacy Approach. The Balanced Approach focuses on developing word recognition skills as well as a focus on meaning- making. It balances decoding work with the use of whole language (sentences); as well as the balance between oral language and reading and writing. (Page 114)
What are four Reading Strategies for Developing Reading Skills in ECCE?
i. Read-aloud: The Teacher reads aloud to the children from well-chosen children’s literature (not textbooks). The intent is not for the children to repeat after the Teacher but to develop their language capacities and vocabulary. Read-alouds are opportunities to introduce children to good literature, and familiarise them with vocabulary, language use and meaning making. Discussions and conversations are an essential part of this activity, where the children are actively engaged with text being read out to them.
ii. Shared Reading: Teachers choose texts with large print which is visible from a distance and encourage children to read along with them. As children read aloud stories and participate in shared reading, they can progress beyond the level at which they are currently reading and become confident about their reading abilities.
iii. Guided Reading: In guided reading, the responsibility for reading shifts from the Teacher to the children. This is different from shared reading, where the Teacher takes the lead in reading while children contribute occasionally. In this case, the children read while the Teacher supports them as needed. In this process, strategies and techniques the Teacher may have modelled during read-alouds and shared reading are reinforced and practised.
iv. Independent Reading: Children must be given opportunities to read independently or with a partner. While reading independently, they develop the habit of reading quietly, begin to value the act of reading, and of reflecting on and experiencing a book for pleasure. It follows that children should have the freedom to choose the book they would like to read independently or with a partner.
Excerpt from National Curriculum Framework for Foundational Stage-2022
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