Analysis of Site Relevance


Website Pedagogy The approach to teaching children to read may occur in a number of ways. These days, different schools may have an overarching method of teaching that can be found in every classroom regardless of student grade level. Much less frequently today as was more prevalent in the past, one may find different teachers within the same school teach the same material with methods. Essentially, there are two primary ways of teaching early reading skills, though there may be variation within and between the concepts. First, there is the sight-word reading method. Initially, this method is used to help children memorize those key words that are frequently encountered in children's literature but are nonetheless difficult for children to pronounce because they are phonetically irregular (Gould, 1998; Hiebert, 1998). Key examples include words like "the" and "you." It may also be used in the beginning to help children build their sight reading fluency, but this method cannot be relied upon for long-term reading mastery (Wise, 2005). The children's stories featured on this website include a number of frequently encountered words. You may use your child's reading of these texts as ways to practice this vocabulary. The phonetic method focuses on the teaching of the sounds associated with individual letters and the clusters produced using combinations of consonants and vowels (Gould, 1998; Hiebert, 1998). The symbolic representation of these individual letters and clusters is called a grapheme (Hiebert, 1998). Explicit phonics instruction will present children with a grapheme and later build a lesson of instruction around it (Wise, 2005). Incidental phonics instruction will present children with a text that contains new phonetic concepts that are taught as children read (Gould, 1998; Wise, 2005). A new concept is taught as it is encountered in the literature, rather than in isolation of other text. The children's stories featured on this website can be used to teach children phonics incidentally. You may point out those graphemes in the stories that are new to your child and focus on instructing him or her on the phonetic concepts that those graphemes represent. Overview Word-Guessing Books vs. Games, Videos and Computers Limited Imagination Special Readers Whole-Word Memorization Bidilectalism Parent or Guardian Illiteracy Website Pedagogy
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Website Pedagogy

The approach to teaching children to read may occur in a number of ways. These days, different schools may have an overarching method of teaching that can be found in every classroom regardless of student grade level. Much less frequently today as was more prevalent in the past, one may find different teachers within the same school teach the same material with methods. Essentially, there are two primary ways of teaching early reading skills, though there may be variation within and between the concepts.

First, there is the sight-word reading method. Initially, this method is used to help children memorize those key words that are frequently encountered in children's literature but are nonetheless difficult for children to pronounce because they are phonetically irregular (Gould, 1998; Hiebert, 1998). Key examples include words like "the" and "you." It may also be used in the beginning to help children build their sight reading fluency, but this method cannot be relied upon for long-term reading mastery (Wise, 2005). The children's stories featured on this website include a number of frequently encountered words. You may use your child's reading of these texts as ways to practice this vocabulary.

The phonetic method focuses on the teaching of the sounds associated with individual letters and the clusters produced using combinations of consonants and vowels (Gould, 1998; Hiebert, 1998). The symbolic representation of these individual letters and clusters is called a grapheme (Hiebert, 1998). Explicit phonics instruction will present children with a grapheme and later build a lesson of instruction around it (Wise, 2005). Incidental phonics instruction will present children with a text that contains new phonetic concepts that are taught as children read (Gould, 1998; Wise, 2005). A new concept is taught as it is encountered in the literature, rather than in isolation of other text. The children's stories featured on this website can be used to teach children phonics incidentally. You may point out those graphemes in the stories that are new to your child and focus on instructing him or her on the phonetic concepts that those graphemes represent.

Overview
Word-Guessing
Books vs. Games, Videos and Computers
Limited Imagination
Special Readers
Whole-Word Memorization
Bidilectalism
Parent or Guardian Illiteracy
Website Pedagogy

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