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

3. Read texts repeatedly to support fluency 
Allow students to read the same texts multiple times. By doing this, they not only build 
fluency but also build confidence. The more confident they become in their reading 
skills, the more likely they will enjoy reading. 
4. Teach children the tools to figure out words they don’t know 
Teaching students to read for the ultimate goal of producing independent readers begins 
by explicitly teaching 
the code
we use to decode words. That starts with 
teaching phonemic awareness. 
Here are some other strategies that support phonics instruction: 
•
For beginning readers, target words that are decodable. These are regular spellings 
with regular sounds. (Ex. such – /s/ /u/ /ch/ not 
gone
) 
•
Sound out each phoneme and blend as you go by going back to the first sound 
everytime a sound is added. Hold the sound (sing) then add the next sound. Ex. 
/g/, /r/, gr—, /ow/, grow. 
5. Provide time for studying spoken language, including vocabulary and spelling 
A comprehensive approach to teaching reading also includes providing time to develop 
complementary skills, such as: 
•
Spoken language, including through conversation or oral presentations 
•
Vocabulary, such as building class lists while reading texts 
•
Spelling 

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•
Grammar, such as through bite-sized video content like the Grammar Miniclips 
series. 
6. Use prior knowledge to make connections 
Each student brings unique prior knowledge to their reading education. This knowledge 
is the sum of all experiences they bring to the reading or viewing of a text. This could 
include personal experiences, cultural or religious experiences and concept 
knowledge. Prior knowledge helps young readers infer meaning from text, a skill 
recognized as a predictor of reading comprehension at various developmental stages and 
one of the drivers of sophisticated reading ability. An early reader can activate prior 
knowledge and make connections at each stage. 
•
Before reading, they could ask ‘What do I already know about this topic?’ 
•
During reading, they could reflect ‘This part of the text is just like…’ 
•
After reading, they could offer ‘I know more about this topic now.’