ࡱ> ?A> bjbjcTcT 2>>  #<TTT"""""""A$&"T@TTT" "T "T""d"PCMm^.0"""0#8",'d'd"'d"0TTTTTTT""TTT#TTTT'TTTTTTTTT : Why Should Beginning Readers Reread Familiar Materials?  Rereading familiar materials builds beginning readers sight word vocabularies. Beginning readers are not yet able to recognize many words by sight and their letter-sound knowledge is not secure enough to help them sound out words. Their word recognition must be supported by text that is predictable and memorable. As they read and reread the familiar materials that are sent home, beginning readers will gradually remember words out of context as "sight words."Very soon they will acquire abank of words that they can recognize automatically at first sight and be able to use the decoding strategies that they are learning to figure out unknown words. Soon they will be reading text that they will not be able to memorizeand will need to rely on their bank of known sight words and decoding abilities toread the text. Rereading familiar materials builds fluency and is important for comprehension. A fluent reader reads with speed, accuracy and expression. Research shows that fluency is important for comprehension. Readers, who are not fluent, expend so much effort decoding words that they are not able to devote mental energy to understanding what they read. Rereading familiar books provides beginning readers with a sense of success, which is very important while they are developingtheir reading skills. Beginning Readers Must Finger-Point Read Most beginning readers have an emerging, rudimentary concept of word. Concept of word is the ability to match spoken words to printed words demonstrated by the ability to point to the words of a memorized text while reading. The beginning sound of each word should provide an anchor for students, for example, when a student says the word man, he or she needs to have their finger on the word beginning with the letter m. Research shows that a firm concept of word signals a childs readiness for sight word learning and decoding instruction. Finger-pointing helps beginning readers develop a firm concept of word and draws their attention to letter-sound features in words, important for decoding. 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