Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Vocabulary
 
Increasing children’s vocabulary is a great way to help them express themselves more 
effectively. You can do this through conversations, reading or flashcards aimed at the 
child’s age group. 
Comprehension 
Comprehension is about teaching children how to understand a text and then be able to 
talk or write about it. This is often done by giving children a factual or fictional passage 
to read and then having them answer questions about what they’ve read. When they’re 
young, it can help if the texts are short, so they don’t have to analyse as much 
information. 
Guided Reading 

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Guided reading is led by a teacher and is usually done with small groups of children 
rather than the whole class. The teacher will talk about the text with the children, and 
encourage them to answer questions and think about what the author might have meant. 
Children can also use their prior knowledge of the topic to get more meaning from the 
text. 
Luckily, modern English teaching caters for all children, unlike the Reading Method! 
From fun word activities to class discussions, there are so many things you can do to 
help your classes improve their English skills, whether speaking, reading or writing. 
You can find plenty of great resources to help you teach English to all age groups here 
on our site. And, if you’re teaching English as an additional language, we can help you 
with that, too! 
Guided reading helps students develop greater control over the reading process through 
the development of reading strategies which assist decoding and construct meaning. The 
teacher guides or ‘scaffolds’ their students as they read, talk and think their way through 
a text (Department of Education, 1997). 
This guidance or ‘scaffolding’ has been described by Christie (2005) as a metaphor 
taken from the building industry. It refers to the way scaffolds sustain and support 
people who are constructing a building. 
The scaffolds are withdrawn once the building has taken shape and is able to support 
itself independently (pp. 42-43). Similarly, the teacher places temporary supports around 
a text such as: 
•
frontloading new or technical vocabulary 
•
highlighting the language structures or features of a text 
•
focusing on a decoding strategy that will be useful when reading 

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•
teaching fluency and/or 
•
promoting the different levels of comprehension – literal, inferential, evaluative. 
Once the strategies have been practised and are internalised, the teacher withdraws 
the support (or scaffold) and the reader can experience reading success 
independently (Bruner, 1986, p.76). 
When readers have the opportunity to talk, think and read their way through a text, they 
build up a self-extending system. 
This system can then fuel itself; every time reading occurs, more learning about reading 
ensues. (Department of Education, Victoria, 1997; Fountas and Pinnell, 1996). Guided 
reading is a practice which promotes opportunities for the development of a self-
extending system (Fountas and Pinnell, 1996).