Literature+Based+Reading+Approach

Literature Based Reading Approach
 * In an effort to acquaint youngsters with good literature and motivate them to read, some teacher use aliterature andmotivate them to read,someteachersusealiterature based approach for beginning reading instruction.
 * The leveling is organized by grade level or by reading stages (early emergent/emergent reader Kindergarten, developing reader First grade,early independet reader Second grade,and independent reader Third Grade.
 * Chracteristics of booksleveled at beginning first grade include repetition of two to three sentences patterns, simple sentence patterns, predominately oral language patterns, many familiar objects andactions, andillustrationsthat provide moderate to high support.
 * Characteristics of books for students at the end of second grade include elaborate epidoses and events extended descriptions, literary language, unusual or challenging vocabulary and low-support illustrations.

The following activities are used in a literature-based reading program:
 * Teacher reading aloud to children- Reading aloud to children is common in the primary grades. Some advantages of this activity are that it motivates children to read, provides an adult reading model, develops sense of story, acquaints children with books, and increases vocabulary and phonological awareness.
 * Oral reading variations-The children first read a story or passage silently to prepare for oral reading. Variations involve choral reading in pairs, with the teacher providing help, and choral reading for the whole group, with the teacher signaling when to stop. In imitative reading the teacher reads one or two sentences aloud and the child read the sentences back to the teacher. Choral reading helps reduce the risk of public failur for poor readers.
 * Shared reading - to conduct shared reading th teacher uses an enlarged text of familiar songs, poems, or stories. The teacher reads the txt aloud to the group. Then the children are invited to join in reading the enlarged text while the teacher points to each word as it is read.
 * Sustained silent reading- Everyone in the class reads silently. During this time the teacher also reads silently.
 * Word recognition strategies-with the focus on meaning, word recognition skills and honics usually are not tught in isolation but within the context of book-reading activities and writing activities.
 * Comprehension Strategies- Comprehension strategies are taught during book-reading activities (e.g. literature circles, book clubs and reader journals) and focus on constucting meaning from text. Writing is reciprocally linked to reading so that students experience the roles of reader and author.