Филологические науки/1.Методика преподавания языка и литературы

Ерсултан А.

Аркалыкский государственный педагогический институт

имени И.Алтынсарина

Using Literature to Teach Reading at school

Through the use of children's literature in a school reading program, youngsters can enter the world of literature while they learn to read. Works of literature can have an integral place in the earliest stages of a reading program through a teacher's practice of reading aloud. Some language arts specialists hold that real stories and real characters are better vehicles for teaching reading comprehension than the basal readers and accompanying workbooks. At the very least, real literature could be substituted sometimes for the excerpts found in basal readers.

Tunnell and Jacobs review the findings of several recent studies which support the success of a literature-based approach to literacy for various types of students, including limited English speakers, developmental readers, and remedial readers, as well as ordinary readers. They describe common elements found in different literature based programs, such as the use of natural text, reading aloud, and sustained silent reading.

Classroom teachers who wish to use literature for reading instruction but are apprehensive because of lack of knowledge about children's books can work closely with the school librarian or with the children's librarian at the public library. A well stocked reading corner in the classroom gives children the opportunity to read a book more than once along with the option of sometimes reading a book with no academic follow-up activities. Teachers themselves should read as many of the books in the reading corner as possible to become familiar with the material and to allow the children to observe and imitate their behavior.

How can teachers monitor a student's progress in literature based programs without skill workbooks or tests to grade? Children can write a short paragraph about a book they liked (or did not like). Teachers can develop checklists to fill out as they listen to children read. Teachers can observe whether the students (1) show interest in words, (2) can tell a familiar story, (3) can point to individual words on a page, (4) turn the pages at the appropriate time when a story is being read aloud, (5) can find a familiar book on a shelf, (6) choose to read a book or to write during free time, (7) notice words and symbols in the classroom setting, (8) spell words developmentally, (9) ask questions about print, and (10) are aware that print has meaning. Teachers should become continuous observers who monitor the child's interaction with materials in the child's educational environment.

Most parents will accept a teacher's observation that a child is making progress in reading, even without the reinforcement of test results. And a child who is an enthusiastic reader by the end of the 3rd grade will continue to develop competence in the upper elementary grades.

Several teachers' guides that focus on using literature in the reading program in the elementary grades are compiled by McClain and Hepler. McClain emphasizes critical reading skills, while Hepler advocates teacher-developed guides. Her criterion is that a good guide should improve the quality of the reader's experience with the book it should permit readers to examine their own responses and some of the reasons behind them.

As children grow and develop, the refining of the basic skills that make up the language arts - listening, speaking, reading, and writing - is accomplished more easily in an environment that offers the varied language experiences that come with literature. Such a program requires a teacher who is enthusiastic about using real books, knowledgeable about what kind of materials are available, and eager to help students develop interest and enthusiasm in reading.

REFERENCES

1. Cullinan, Bernice E. "The National Reading Initiative: Outgrowth of the California Reading Initiative." New Advocate, 2(2) 1989, 105-13. [EJ 386 980]

2. Cummings, Mick. "Literature Based Reading." Focus: A Potpourri of Practical Ideas, 13(2) 1987, 23-27. [ED 281 207]

3. Hanzl, Ann. "Planning a Literature Program." Australian Journal of Reading, 8(4) 1985, 203-09. [EJ 335 657]

4. Hepler, Susan. "A Guide for the Teacher Guides: Doing It Yourself." New Advocate, 1(3) 1988, 186-95. [EJ 374 854]

5. Higgins, Michael W. "Literacy through Literature." In Literature and Reading, M.P. French and S.J. Elford, Ed. West Allis, WI: State Reading Association, 1986, 27-34. [ED 273 933]

6. McClain, Anita Bell. "Using Traditional Literature to Teach Critical Thinking Skills." Paper presented at the Annual Meeting of the Far West Regional Conference of the International Reading Association, Portland, OR, 1985. 12 pp. [ED 260 381]