The moment a teacher initiates a discussion related to upcoming reading, learners connect it to their prior knowledge. When students enjoy a particular discussion, it helps them to associate positive feelings with the concept of "discussion" itself. When the child speaks, educators can enact strategies to assist with articulation. It helps to challenge students to identify with the theme of the reading, according to Weber State University's Karla Porter. First, teachers can graphically organize the information that needs exploration on the board for students to copy. Class discussions work well, because students use their own vocabulary to "think aloud" on the topic. Discussions often help students turn a generic class discussion into a useful introduction to reading.
"Inside-the-head factors...play an important role in comprehension," according to Parviz Ajideh. Student individuality emerges in interactions in which value systems and prior learning (on the topic) are engaged. Although students could learn from the meanings in their upcoming studies, they also bring unique experiences and idea to it. An informed discussion allows teachers and parents to streamline studies according to student competency. This is likely to reduce the anxiety felt by speech-challenged students, because their own knowledge forms the core of reading study. Cast in that light, the specific articulation difficulties may not seem so dominant in the pre-reading experience.
This is where language mechanics meet practice. Teachers can meet with students to develop reading study as a unit. With foreknowledge of an articulation issue, a teacher can assign tasks that may involve the use of overviews, keywords, highlighting, vocabulary sheets (with definition), graphics and computerized presentations. Mid-stream predictions can also focus students who have the opportunity to creatively guess what could happen next. That part of class discussion is likely to reflect student individuality as well; that could lend a sense of purpose to subsequent reading. Students can contribute to the formation of all these study elements, and teachers can guide them as needed.
Teachers and parents can customize reading studies to address articulation problems. Projects can include tasks that allow kids to improve on speaking skills while completing reading units. For example, a speech-challenged student could create a list of tongue-twisters for all students to practice. Breaking the words into syllables and phonetic structures could specially assist students who struggle with speech. Connecting reading to reality is vital too. Journal or writer-response tasks empower students to get personal about their reading. The more meaning they create, the deeper their knowledge of the topic first discussed in pre-reading. Graduates of such learning positively reform their reading experiences.