Support Teaching and Learning

Support teaching and learning
Support teaching and learning

Support teaching and learning
Table of Contents
Section 1..........................................................................................................................................3
Introduction..................................................................................................................................3
Identification and explanation of a relevant teaching strategy....................................................3
Mia’s problem..........................................................................................................................3
Teaching strategies..................................................................................................................3
Riley’s problem.......................................................................................................................4
Teaching strategies..................................................................................................................4
The development and evaluation of a range of learning experiences and resources including
ICT to support the reading development.....................................................................................4
Section 2..........................................................................................................................................6
Comparison of teaching strategies and ICT:...............................................................................6
Benefits and limitations of teaching strategies............................................................................6
Reference list...................................................................................................................................8

Support teaching and learning
Section 1
Introduction
Here in this assignment, there are two children with their problem in reading, and they need
proper teaching strategies. The development of their reading can be made possible by using
Phonological, Syntactical development and fluency development and reading comprehension
development. The teaching methods to be used here are to be conducted through the processes of
intentional teaching, demonstrations while teaching, explanation and speculation of the teaching.
By doing these, the reading problems are solved.
Identification and explanation of a relevant teaching strategy
Mia’s problem
Mia’s had the problem of reading properly. The child had a problem in fluency and in
comprehension reading, which resulted in the reading errors. When Mia was advised to
pronounce “One hot sunny day Wombat and Echidna went to the seaside”, she read “One hot
sunny day Wom-bat and Eeee-k-ii-d--naa went to the sea-si-de”. Here it is clear that she had a
problem in fluency as she cannot pronounce well. The child is invariably facing issues in
pronouncing, which is affecting the clarity of speech. Her speech was interrupted in the middle
and sometimes blocked while she was reading. She was trying to say a word, and that did not
come out in time (Mao et al., 2019). As she has a problem in flow an rhythm in pronunciation of
a word she faced the difficulty in reading a comprehension loudly. Mia's fluency disorder could
be found as she was shuttering her words and did not want to say more. The sentences were not
arranged while she was talking. Sometime that fluency disorder may cause from mental disorders
(Davidson et al., 2017).
Teaching strategies
The teaching strategy for Mia should be associated with a mix of language experience approach
and buddy reading. The language experience approach is a structure of approach that promotes
the reading for improving pronunciation by personal experiences and oral language development.