READING

READING

decodecomprehend

Nature of Reading1.Reading is a complex process2. Reading is a two-way process3. Reading is largely a visual process4. Reading is an active process.5. Reading makes use of a linguistic system which enables readers to be more effective users of written language.6. Effective reading is partly dependent on the readers prior knowledge or background experiences.

STAGES OF READING DEVELOPMENT

Stage 0: Pre reading Pseudo-readingGrade/Age Range : Preschool ( ages 6 mos 6 years)Major Qualitative Characteristics: Pretending to read , retelling storyNaming letters of alphabetPrinting own namePlaying with books, pencils and papers

Stage 1: Initial Reading and DecodingGrade/Age Range: Grade I & Beginning Grade 2 ( ages 7-8)Qualitative Characteristics: Learning relation between letters and sounds and between printed and spoken words.Being able to read simple text containing high frequency words and phonically regular words.Using skill and insight to sound out new one-syllable words.

How acquired:Direct instruction in letter sound relations (phonics) and practice in their useReading of simple stories using words with phonic elements taught and words of high frequency.Being read to on a level above what child can read independently to develop more advanced language patterns, knowledge of new words, and ideas.

Stage 2: Confirmation and FluencyGrade /Age Range: Grades 2 & 3 (ages 7-8)Qualitative Characteristics : Childs read simple, familiar stories and selections with increasing fluency.How acquired: Direct instruction in advanced decoding skillsWide reading of familiar, interesting materials which help promote fluent reading.Being read to at levels above their own independent reading level to develop language ,vocabulary and concepts

Stage 3: Reading for Learning a New Grade/age Range: Grades 4-8 (ages 9-13)Qualitative CharacteristicsReading is used to learn new ideas, gain new knowledge, to experience new feelings, to learn new attitudesReading generally from one viewpoint

How acquired:Reading and study of textbooks, references that contain new ideas and values, unfamiliar vocabularies and syntaxSystematic study of words and reacting to the text through discussion, answering questions, writing ,etc.Reading of increasingly more complex fiction, biography, nonfiction, and the like.

Stage 4: Multiple Viewpoints

Stage 5: Construction and Reconstruction

CAUSES OF READING DIFFICULTIES1. Cognitive factors- overall cognitive ability or ability to learn- memory-associative learning-attention

2. Linguistic FactorsArticulation difficultiesPhonological factorRapid automatized namingWord finding problemsOrthographic processing weaknesses

3. Psychological FactorsVisual processing deficitsAuditory processing deficits

4. Social-Emotional FactorsLearned helplessnessParental pressure

5. Physical Factors

Neurological FactorsHearing ImpairmentsVision ImpairmentsPhysical Health

6. Educational Factors

Inappropriate MaterialsPoor pacingLack of Effective InstructionOveruse of Skill and Drill

7.Socio-Cultural and Economic FactorsFailure to provide for the social nature of learningFailure to provide for cultural diversity in the classroomPoverty

8.Family FactorsGenetic marker for reading disability (dyslexia)Poor home literacy environment

A simple Reading Program

READING PROGRAM1. Purpose 2. Target3. Assessment Tools in Reading4. Name of the Reading Program

INSTRUCTIONAL FRAMEWORK1. Identify the characteristics of the poor reader.2. Isolate the most pronounced difficulties.3. Identify the childs strength4. Increase motivation.5. Increase opportunities for practice at the level in which the child succeeds.

READING INTERESTSPRIMARY CHILDRENFairy talesAnimal storiesHumorous storiesAdventure storiesComics and how-to-do-it booksBoys show special interest in animal stories and girls like stories with child characters.

INTERMEDIATE CHILDREN

Adventure stories, animal storiesFantasiesStories about family life, famous people (esp.children)Sports, humorStories dealing with machines, personal problems, physical Science and Social StudiesComics are popular this period.Boys are more interested in real-life adventure and girls prefer fantasy stories and those dealing with school, home and professional problems.

1.Program of Activities Grade LevelMonth Reading ActivitiesExpected OutputI-VIJune - JulyReading assessment Assessed reading abilities of pupils

IAugust-

September

October

November-December

January MarchEmphasize phonemic awareness among pupilsReading words using CVC patternReading words and sentences using CVC /CCVC patternReading simple sentences with comprehensionReading sentences,Paragraph and short stories with comprehensionRead and comprehended stories intended for the Grade

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IIAugust

September

October-December

January MarchWord Recognition Skills( context clues, sight words and phonics for the grade)Reading simple / short stories for the grade.Use reading skills to give meaning to words found in sentences and paragraphReading the stories for the grade with comprehension Read and comprehend stories intended for the Grade

IIIAugust

September- October

November- December

January- MarchWord Recognition Skills( context clues, sight words, consonant blends and phonics for the grade)Read and unlock words in the sentences. Read short stories for the grade with comprehension.Reading stories, poems with comprehensionReading the selections in the grade with comprehensionRead and comprehended stories intended for the Grade

IVAugust

September- December

January MarchWord Recognition Skills( sight words, context clues, phonics, structural analysis)Read stories with comprehension within the grade.Reading grade level stories and answering comprehension questions from the low level to appreciative level.Reading selections with emphasis to higher level of comprehensionRead selections and used higher level of comprehension

VAugust

September

DecemberJanuary MarchWord Recognition Skills( sight words, context clues, phonics, structural analysis)Reading grade level stories and answering comprehension questions from the low level to appreciative levelReading selections with emphasis to higher level of comprehensionRead selections and used higher level of comprehension

VIAugust

September December

January MarchWord Recognition Skills( sight words, context clues, phonics, structural analysis)Reading grade level stories and answering comprehension questions from the low level to appreciative levelReading selections with emphasis to higher level of comprehensionRead selections and used higher level of comprehension

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V.2. READING INTERVENTIONS FOR THE SLOW-PACED READERS AND NON-READERS

DifficultyObjectiveIntervention ActivitiesAssessmentSlow paced learner in decoding

Master the phonetic sounds and blending of such sounds. Teacher will help the children understand the sound structure of the second language at the phonetic level.Individual reading of pupils.

DifficultyObjectiveIntervention ActivitiesAssessmentTeacher will conduct intensive and explicit work in sound/symbol associations, ranging from 25 minutes to 30 minutes a day

DifficultyObjectiveIntervention ActivitiesAssessmentTeacher will expose the pupils to connected text with controlled vocabulary.

DifficultyObjectiveIntervention ActivitiesAssessmentReading with no comprehensionRead to understand conceptsTeacher will model and explain the story/selection Guided practice during which teachers guide pupils to assume responsibility for task completion

DifficultyObjectiveIntervention ActivitiesAssessmentTeacher will allow the pupils for independent practice accompanied by feedback Test the pupils comprehension in oral and silent reading.

You May Have Tangible Wealth UntoldCaskets of Jewels and Coffers of GoldRicher than I you can never be-I had a TEACHER who read to me . . .Strickland Gillillan . .

HAPPY WORKSHOP

1. Design your school reading program which focuses on the slow-paced learners.2. Include feasible interventions for enriching reading skills (comprehension)3. Set your target.

SCHOOL READING PROGRAMCommon DifficultyObjectiveInterventionActivitiesAssessment

Survey of the School Reading Profile1. Does your school implement Remedial Instruction on Reading?

STAGES IN LEARNING TO READ

1. Getting Ready to Read2. Learning the Letters3. Phonics and Word Recognition4. Fluency and Text Comprehension