{"id":3885,"date":"2013-03-16T05:00:47","date_gmt":"2013-03-16T05:00:47","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3885"},"modified":"2013-03-16T05:00:47","modified_gmt":"2013-03-16T05:00:47","slug":"vol-5-issue-10-oup-article-five-things-i-think-i-know-about-teaching-reading","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3885","title":{"rendered":"Vol. 5 Issue 10 \u2013 OUP Article: Five things I think I know about teaching reading"},"content":{"rendered":"

ELTWeekly Vol. 5 Issue#10 | March 18, 2013 |\u00a0ISSN 0975-3036<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n

The latest article on\u00a0Oxford University Press ELT blog is titled “Five things I think I know about teaching reading”.<\/p>\n

Barbara Hoskins Sakamoto\u00a0says, “I\u2019ve tried quite a few different approaches to teaching literacy over the years, initially with students learning to read in their first language, and now with students learning to read English as a foreign language. Like most teachers, I\u2019ve settled on a fairly eclectic approach that seems to work well for me, and my young learners. Here are five principles that work for me.<\/p>\n

1. Build a strong oral foundation first<\/h3>\n

When students begin learning to read in their first language, they have a working vocabulary of between 2,500 and 5,000 words. They learn to connect printed text to words that they already know. We want to be sure that our young learners have a strong foundation of oral language before we begin asking them to attach symbols to sounds, particularly since they will be working with a much smaller vocabulary to begin with”.<\/p>\n

Five things I think I know about teaching reading<\/strong><\/a><\/p>\n

Oxford University Press ELT blog<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

The latest article on Oxford University Press ELT blog is titled “Five things I think I know about teaching 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