Creative Teaching Methods for Developing Reading Literacy in Teaching Process
Languages of publication
Reading a text is very important at any age in any sphere of life. Some children have serious problems in reading and sometimes they are encouraged to read more and faster in order to prove the quality of their reading skills, however, rate and understanding do not always correlate.Skills to understand and analyse the text are of primary importance in reading process. Usually the first reading experience is acquired during elementary school when children master their basic reading skills and form their attitude to reading.Skills to understand the text is one of the basic requirements for successful study process. Understanding of the text and reading skills do not only mean relating the text to spoken words and merging letters in words; they also imply skills to understand, analyse and evaluate the written text.The aim of the study is to analyse creative teaching methods of reading literacy in pedagogical process and to make recommendations for adults to improve children's reading skills.Materials and methods include an analysis of literature on pedagogy and psychology of Latvia and abroad.Literature analysis reflects different methods that can be used in pedagogical process to train reading skills by exercising various activities and resources. Literacy and especially understanding of the text is directly influenced by the environment where the child lives and learns, as well as educational systems, traditions, opportunities and personal goals.The article analyses reading problems for individuals with dyslexia or reading disabilities. Children with dyslexia have difficulties in understanding the correlation between the letter and the sound and merge letters together to form a word. These children need individual approach to training reading skills.Different strategies can be used to improve the understanding of the text and in that way raise literacy of children in general. The principle of creativity serves as a reliable basis of creative methods. There are different creative methods of teaching literacy which can be used in pedagogical process in order to train children reading skills by exercising different activities and resources. The main methods are "READS" method, "CAPS" method and "KWL" strategy.
- Anderson, J. R (1995). Cognitive Psychology and Its Implications, 4th Ed. New York: Freeman.
- Anspoka, Z. (2008). Latviešu valodas didaktika. 1.-4. klase [Didactics of the Latvian Language. Form 1-4]. Rīga: RaKa, 474 lpp. (in Latvian).
- Artelt, C. (2001). Lesekompetenz: Textkompetenz und Ergebnisse. In: Baumert, J. (Hrg.) PISA (2000). Basiskompetenz von Schülerinnen und Schülern im internationalen Vergleich. Oplanden: Lesk+Budrich, S. 69-137.
- Betz, D. & Breuniger, H. (1993). Teufelskreis Lehrstörungen. Weinheim: Psychologie Verlags Union, S. 14-49.
- Das, J. P. (1998). Dyslexia & Reading Difficulties. An Interpretation for Teachers. Canada: IP Das Developmental Disabilities Centre, University of Alberta, Edmonston.
- Davis, R. (1997). The Gift of Dyslexia: Why Some of the Smartest People Can't Read and How They Can Learn. Perigee Books.
- Friend, M. & Bursuk, W. (1996). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Boston: Allyn and Bacon.
- Günther, H. (2002). Psycholinguistische Lese- und Rechtschreibförderung. Göttingen: Huber, S. 11-25.
- Hurrelmann, B., Hammer, M. und Nieß, F. (1993). Lesesozialisation. Gütersloh: Verlag Bertelsmann Stifftung, S. 65.
- Kintsch, W. & van Dijk, T. A. (1978). Towards a Model of Text Comprehension and Production. Psychological Review, Vol. 85, p. 363-394.
- Lerner, J. W. (1997). Learning Disabilities: Theories, Diagnosis, and Teaching Strategies. Boston: Houghton Miffilin.
- Lexikon der Psychologie: in fünf Bänden, Band 2: F bis L. Ed.: Gerd Wenniger (2001). Heidelberg; Berlin: Spectrum, Akademisches Verlag, p. 94.
- Nunes, T., Bryant, P. (2009). Children's Reading and Spelling. Willey-Blackwell, A John Willey & Sons, Ltd., Publication, p. 296.
- Peterson, D. & van der Wege, C. (2002). Guiding Children to be Strategic Readers. Phi Delta Kappan, p. 83, 437-440.
- Plucker, J. A., Beghetto, R. A. & Dow, G. T. (2004). Why isn't Creativity More Important to Educational Psychologists? Potencial Pitfalls and Future Directions in Creativity Research. Educational psychology, Vol. 39 (2), p. 83-96.
- Rathus, S. A. (1988). Understanding Child Development. New York: Holt, Rineharet & Winston, p. 85-97.
- Rosser, R. (1994). Cognitive Development: Psychological and Biological perspectives. Boston: Allyn & Bacon.
- Skola visiem [School for Everyone]. (2002). Palīgs pedagogiem, psihologiem un vecākiem [Supplementary Aid for Teachers, Psychologists and Parents]. Rīga: SAC (in Latvian).
- Tūbele, S. (2008). Disleksija vai lasīšanas traucējumi [Dyslexia or Reading Disorders]. Rīga: RAKA, 161 lpp. (in Latvian).
- Woolfolk, A. (2008). Pädagogische Psychologie. Pearson Studium, p. 67-394.
- Корнев, А. Н. (2003). Нарушения чтения и письма у детей [Reading and Writing Disorders of Children]. Санкт - Петербург: Речь, 330 с.
- Legasthenie und andere Wahrnehmungsstörungen.
Publication order reference