Post on 16-May-2015
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Developmental Stages of Reading Growth
Chapter 3
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Reading• Is a developmental task. this means that
the child learns to read in a series of interrelated stages, each stage being a prerequisite for the next. His acquisition and development of reading skills proceed sequentially and in an upward manner, starting with the simplest skills and gradually moving on to the higher levels of complexity and difficulty.
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Developmental Stages of Reading
Growth• Reading Readiness Stage
• Beginning Reading Stage
• Rapid Growth and Development
• The Acquisition of Reading Power
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Reading Readiness Stage
Focuses on the pre-reading skills that are pre-requisites to learning to read. Include the acquisition of oral language skills, visual and auditory discrimination skills, and development of concept .In other words the child is getting ready to learn to read.
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Reading readiness- defined as the general stage of developmental maturity and preparedness at which child can learn to read easily and proficiently in a regular classroom setting when exposed to good teaching. Involves the whole child mental, emotional, social, and physical welfare.
Rogers,IRA
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Factors that affect reading readiness
• Mental factors• Emotional and Social factors• Physical factors • Educational factors • Others
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Mental factors• Reaches level of maturity where he is able
to remember, to think, to use his ideas to solve simple problem, to concentrate, to follow directions, to create a simple story and to attend to a task.
• Mental age of six years and six months was found necessary for success in beginning readers base on the results of intelligence studies in the 1930s.
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• Recent studies contradict this view, today believe that the necessary mental age varies with the materials, the teaching methods, the size of the class, the skill of the teacher, the availability of personnel.
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Emotional and Social Maturity
• Children vary in their emotional and social maturity. Six or six in a half, some are mature enough to begin formal reading instruction because they developed self-esteem and self confidence as a result of early success experiences and adult approval. Others are not yet emotionally and socially mature so that formal reading instruction has to be delayed.
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Emotional problems• nervousness
• Anxiety• Fear fullness• Extreme shyness• Unhappiness• Daydreaming• Mistrust• aggressiveness
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Social immaturity• Temper tantrums
• Selfishness • Intolerance• Crying• Baby talk• Over-dependence on adult• Discomfort in a small group situations
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Physical factors• General health• Vision• Hearing• Motor control• Speech• Ability to attend to a task• Neurological disorder
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General health• Healthy children are usually happy
children. A child who is well nourished and who has enough rest feels good and has stamina to concentrate and work for prolonged period of times. If a child comes to school sleepy and tired from having watched a late television show the night before or hungry because he skipped breakfast, he will be irritable , inattentive low in vitality, and unable to learn as he should.
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Vision• Reading is visual act. Through vision the
words and ideas are perceived by the mind. If the child’s vision is impaired, the image he sees is blurred and distorted and difficult to remember. Poor visual acuity prevents a child from developing the necessary visual discrimination skills because he will be unable to detect likenesses and differences in objects, shapes, letters and words.
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Hearing• Auditory acuity increases the child’s
opportunities to gain new ideas, learn new words, and imitate the correct speech sounds. Loss of hearing that goes unnoticed no matter how slight, is detrimental to a child’s educational progress as this cause him to miss much of what goes him. It will prevent him from developing auditory discrimination skills that are necessary in phonics instruction and spelling.
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Motor control• Lack of motor control among disabled
readers is manifested by the presence of poor motor coordination in their waling, running, jumping, hopping, skipping, and other physical coordination activities. This condition will hinder or prevent the child from developing eye- hand coordination which essential for following a line of print, coloring, pasting, printing, tracing, and drawing.
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Ability to attend a task• A child’s ability to attend a task for
prolonged periods of time is essential to complete the many required group and individual activities assigned to beginning readers. In a classroom, the teacher has 25 or more pupils to attend to and cannot be with all them all the time. Each child should have perseverance and patience to complete his learning tasks or he will lag behind the others.
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Educational Factors
• A broad background of experiences enriches the life of a child. It provides him with concepts through which he views his world.
• The most important years of his life is the first five years during which he learns more than he will ever learn in any other period.
• Words are the tools with which we think.
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Age
• Chronological age is not always a reliable factor in predicting reading readiness. However, the age factor of six years and six months or seven years is an indicator of readiness to read for an average child.
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Sex
• Girls usually mature earlier than boys and are more oriented to quiet activities which enhance readiness for reading. Naturally, they are often ready for reading earlier then boys. Furthermore, they are more patient and can work longer. They usually finish the work they have started.
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Interest and Desire
• The extent of the child’s interest and desire to learn to read determines to a large extent the amount of effort he exerts in learning to read.
• The child must be helped to develop a strong desire to learn to read, especially during the pre-reading stage.
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General Pattern of Growth and Development
• Each child’s overall general growth and maturity, his experiences, anxieties, feelings, and attitudes that he brings into the classroom are among the bases by which the teacher determines whether or not the child id ready for formal reading instruction.
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Beginning Reading Stage
• The focus is on word recognition and comprehension. The attainment of these goals depends, to a large extent, on the child’s use of the alphabet, his knowledge of the sounds of the letters, his ability to recognize words and put them together in correct sequence in their spoken and written forms, and the use of these words in relation to what they mean in context.
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• The skill in word recognition and identification is dual in nature as there are two separate and distinct learning task involved in developing fluency in this area:
– Instant Recognition refers to the child’s ability to recognize immediately and pronounce the words at sight.
– Mediated Recognition refers to the child’s ability to recognize an unfamiliar word using phonetic analysis.
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• Reading is one mode of expression of the language which affects and, in turn, is affected by the three other modes.
– Listening Skills– Speaking Skills– Reading Skills– Writing Skills
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Auditory Discrimination
• The skills that the child should learn and master during the beginning reading stage are:– Noting and distinguishing specific sounds in
the environment– Distinguishing similar from dissimilar sounds– Distinguishing letter sounds heard in short
utterance and their positions
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– Identify consonant clusters, vowel sounds and diphthongs
– Distinguish between stressed and unstressed syllables
– Recognize pauses and stops that signal meanings in utterances
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Listening Comprehension
• The skills taught to children at this stage of their formal reading instruction are:– Ability to note details in selections listened to
– who, what, when and where questions– Ability to follow directions– Distinguishing between what is real and what
is fancy– Distinguishing between a part and a whole– Identifying cause and effects – why questions
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Word-Study Skills
• While listening to instructions given orally, the children should be able to classify objects or pictures according to initial or final sounds of their names. They do this by grouping objects according to the initial of final sounds in their names, or the vowels present.
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Literary Appreciation Skills
• The skills taught to the children at the initial stage of formal reading instruction:– Brief and simple retelling of stories listened to– Reciting of short poems– Empathizing with characters in the stories
heard– Completing unfinished lines of rhymes,
poems, and stories heard
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Speaking Skills
• Children at the initial stage of formal reading instruction are taught speaking skills that will enable them to communicate orally what they hear and what they read.
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Word Recognition
• Children are taught to recognize at sight the 220 words in the Dolch Basic Sight Vocabulary and /or more than 700 words in the Cohen Basic Word List.
• They are also taught to recognize unfamiliar words with the use of word configuration clues, phonetic analysis, picture clues, and structural clues.
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Comprehension
1. Reading labels and signs.
2. Associating spoken with printed words, phrases, and sentences.
3. Noting details.
4. Following simple printed directions.
5. Getting the main idea.
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6. Organizing ideas.
7. Predicting outcomes.
8. Making inferences.
9. Drawing conclusions.
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Oral Reading
a) Reading with correct pronunciation and phrasing.
b) Pausing at commas and stopping at periods.
c) Reading in clear well-modulated voice.
d) Reading with expression.
e) Holding the book properly.
f) Looking at the audience once in a while.
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Work-Study Skills
• A child during his initial formal reading instruction should be trained in the work-study skills that are vital to the performance of his reading tasks in the next stage of development.– Using the table of contents– Interpret simple pictographs– Arranging words in alphabetical order
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Literary Appreciation
a) Acting out their best-liked parts
b) Drawing pictures of favorite characters
c) Playing the role of these characters
d) Pantomiming or acting out incidents in the story
e) Retelling the story in their own words
f) Singing a poem to the tune of a familiar melody.
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Writing Skills
a) Using upper and lower case letters in: Full name Grade, section, and school Address and parents’ names Days of the week and months of the year Names of school subjects and materials
needed in each subject
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b) Copying correctly words, phrases, and sentences learned, and names of places, persons, streets, towns, cities, etc.
c) Writing missing letters in a word.
d) Writing common abbreviations correctly
e) Writing three or four-sentence stories.
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Rapid Growth and Development
• The focus is on refining skills and developing new ones as needed.
• The child is now reading to learn and is expected to be able to apply the skills he has internalized to content and recreation.
• Duffy, Shermman and Roehler (1977) give ways to help children transfer learned reading skills to reading content and recreation – guided and independent application.
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The Acquisition of Reading Power
• Developed a high degree of confidence in the basic reading skills and has become proficient in applying the learned reading skills
• Ready for the acquisition of the finer and more sophisticated reading skills e.g. speed reading, critical and creative reading, advanced study skills, reading of specialized materials, and literary interpretation
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The End.
Meludy C. BinaluyoRamona L. Cequena
Candice Camille A. Santiago