Identify what type of communication barriers are in the
following situations.
1. My teacher in Literature explains lessons using different
quotations which she has read from different books. However,
many of us have not read these stories which make it so harder
for many of us to understand of what she really means.
2. Our club president would have daily meeting about our paper.
He would give us so many different instructions every meeting
that we started to get more confused on what we were supposed
to do because of too much information he gave us every day.
3. Joey stutters when he speaks. When his teacher calls him to
recite, he usually takes too long to finish a sentence. Because of
5
this, everyone starts looking at him and it makes him feel more
uncomfortable when talking.
4. Every Monday morning, students gather in the assembly hall
for the singing of national anthem and for the announcement.
However, many students at the back do not pay attention
because they can hardly hear what is being said in front.
5. Sonia is a transferee from Iloilo. She and her family have
decided to permanently settle in Manila. However, Sonia can
hardly speak Filipino or Tagalog but can understand it well.
Oftentimes, she is embarrassed to talk to her classmates
because of her limited vocabulary in Tagalog and with her
Ilonggo accent every time she speaks.
Answers
Answer:
Once upon a time, there was a grownup, a child, and a very good book.
Helping children understand what they read
This article praises the power of reading aloud and goes a step further to praise the power of thinking out loud while reading to children. It's an easy way to highlight the strategies used by thoughtful readers.
Katherine Paterson, author of Bridge to Terabithia, once told a seventh-grader, "A book is a cooperative venture. The writer can write a story down, but the book will never be complete until a reader, of whatever age, takes that book and brings to it his own story." Developing into this kind of reader requires children to become conscious of the multiple comprehension strategies that allow them to deeply understand and engage with the material.
This article focuses on three specific comprehension strategies:
Connecting books to children's own life experience
Connecting the books children are reading to other literature they have read
Connecting what children are reading to universal concepts
The first three sections of this article present current research and practices related to reading aloud. The last section shows how to apply this research to your work with children. We will discuss the important benefits of reading aloud; how to choose good books to read aloud; how to model or teach comprehension strategies as you read aloud; and examples of how to use these comprehension strategies with two sets of books.
The benefits of reading aloud
Reading aloud is the foundation for literacy development. It is the single most important activity for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children with a demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the rewards of reading, and develops the listener's interest in books and desire to be a reader (Mooney, 1990).
Listening to others read develops key understanding and skills, such as an appreciation for how a story is written and familiarity with book conventions, such as "once upon a time" and "happily ever after" (Bredekamp et al., 2000). Reading aloud demonstrates the relationship between the printed word and meaning – children understand that print tells a story or conveys information – and invites the listener into a conversation with the author.
Children can listen on a higher language level than they can read, so reading aloud makes complex ideas more accessible and exposes children to vocabulary and language patterns that are not part of everyday speech. This, in turn, helps them understand the structure of books when they read independently (Fountas & Pinnell, 1996). It exposes less able readers to the same rich and engaging books that fluent readers read on their own, and entices them to become better readers. Students of any age benefit from hearing an experienced reading of a wonderful book.
Choosing good books
Children need to be exposed to a wide range of stories and books. They need to see themselves as well as other people, cultures, communities, and issues in the books we read to them. They need to see how characters in books handle the same fears, interests, and concerns that they experience (Barton & Booth, 1990). Selecting a wide range of culturally diverse books will help all children find and make connections to their own life experiences, other books they have read, and universal concepts. (Dyson & Genishi, 1994).