Extrinsic factors for reading achievement
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Transcript of Extrinsic factors for reading achievement
Extrinsic Factors for Reading AchievementLesson 2
Reading Materials
Are important consideration for developing the love for reading.
It should be remembered that good book provide opportunities for children to feel the excitement of discovery and performance in school.
Reading materials
Pleasure &
enjoyment
Information
Illustration /
Pictures
Flexibility to suit
the needs of
readers
Allow children to
digest
information
Be designed
according to the
needs & interest
of children
Reading Materials
Are considered instructional and learning materials, they should allow children to interact with words, language, images, and ideas in ways that develop their abilities in reading.
Because they Are good resource for learning, they should be selected appropriately.
Clear connection with well-established educational goals and objectives
Relevance to the children’s needs and interests
Validity and originality of thoughts
Artistic excellence
Selecting reading materials
Permanent value as source material
Entertaining presentation
Accuracy and objectivity
Competence and purpose of the author
Selecting reading materials
Relation to other materials and existing areas of coverage in order to maintain a well-balanced collection
Technical quality
Edition or publication
Selecting reading materials
is a critical reading stage in which children use decodable text. It means that children during this stage are capable only of simple words
and text. Example of decodable words are: f/a/n b/a/n c/a/n m/a/n
is a combination of guided reading and independent reading. Guided reading is the stage in which children learn how to read
multisyllabic words, expand vocabulary and develop comprehension skills.
• is the stage in which children develop independent silent reading. Children make comprehension easy and develop certain level fluency in reading.
• is the stage where children are provided with guided reading so that they develop the necessary skills for intermediate and advance reading potentials.
Beginning reading level
Intermediate reading level
Advance reading level
Remediation reading level
Ch
ild
’s a
ge o
r re
ad
ing
d
evelo
pm
en
tal
stag
e
To determine if the book is appropriate for children, the following guidelines are considered:
Reading situation
Guided Reading
is a technique used for developing new skills. It is particularly useful during the beginning
reading and remediation levels.
is used for practice in developing proficiency
and fluency in reading.
Independent silent reading
To determine if the book is appropriate for children, the following guidelines are considered:
The Teacher as X Factor
Are models of all positive attitudes and behavior pattern
Love for reading.
Passion for teaching.
Positive expectations of their students.
Constant monitoring of student’s progress.
Introspection & reflection
about teaching.
Rapport in teaching
Life outside of the classroom
Enthusiasm & dynamism
Efficacy for students
Demonstration of an ability to transform & extend
knowledge
The Teacher as X Factor
Are models of all positive attitudes and behavior pattern
Development of general pedagogical knowledge
Clear goals prior to instruction
Valid and appropriate assessment strategies
High-quality feedback for students
Respect for their students
Interest in their personal & professional growth as
teacher
Independence, synergy, collegiality & scholarship
An effective teacher
Loves to teach reading
Demonstrates a caring attitude
Relates well with students
Is welling to think
outside the box
Is an excellent
communicator of ideas
Strives to be better.
Challenges students to
think
Uses variety of media in
teaching
Has a repertoire of pedagogical approaches