DVELOPMENTAL READING

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 Reading Problems

Cause No. 1- Inadequate Instruction

Cause No. 2- Lack of Appropriate Materials
Cause No. 3- Big Unmanageable Classes
Cause No. 4- Poor Attitude Towards Reading
Cause No. 5- Conflict with Interests

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 Factors Affecting Reading
Development
1. Physical and Clinical Problem
2. Predictors of School Entry
3. Acquired Knowledge Literacy
4. Family-based Risk Factors
5. Neighborhood, Community and School-
based Factors

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 Skills required for
Proficient Reading

Phonemic Awareness
Phonics
Fluency
Vocabulary
Reading Comprehension
*National Reading Panel (2000)

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 Skills required for
Proficient Reading
Phonemic Awareness- ability to distinguish and
manipulate the individual sounds of language
Phonics- study of sound
Fluency-ability to read with speed, accuracy and
vocal expression
Vocabulary-knowledge of words and word
meanings
Reading Comprehension-engagement with text

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 Developmental Reading Stages
Stage 0 (Birth-Age 6)
Reading Readiness/ Pre
Reading
Stage 1 (Age 6-7, Grade 1-2)
Initial Reading or Decoding
Learning to recognize the alphabet,
imitation reading, experimentation
with letters and learning sounds
Understanding the world around
them
Sounding out words from print
Utilize consonants and vowels to
blend together simple words

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 Developmental Reading Stages
Stage 2(Age 7-8, Grades 2-3) Considered to be on the real
Fluency reading stage. They are fairly
good at reading and spelling and
are ready to read without
sounding everything out.
Re-reading allows them to
concentrate on meaning and
builds fluency
Sounding out unfamiliar words and
Stage 3 (Age 9-13, Grades 4 read with fluency
to 2 Year)
nd

Reading for Learning the New Readers need to bring prior

Stage knowledge to their reading
Acquisition of facts
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 Developmental Reading Stages
Stage 4 (High School; Ages 14-
18)
Multiple Viewpoints Stage
Readers are instructed in reading and study
skills
Learn to analyze what they read and react
critically
Share multiple views and concepts

Reads materials useful to them and apply

Stage 5 (College; Ages 18 and
up)
those skills
Construction and Reconstruction Readers know what not to read, as well as
Stage what to read
They have the ability to synthesize critically
the works of others and able to defend
their stand on specific issues
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Reading Pyramid

able to
construct
meaning from
the words read
Comprehension

Vocabulary
Fluency
Read text quickly Knowing what
And accurately the words mean
-a combination of
Word Identification- Fluency and word
Ability to see a word identification
And know what it is

Decoding- is where children begin to sound out words

Phonics- ability to identify letters and their specific sounds

Phonemic Awareness- is the foundation of reading

ignatius joseph n estroga because it is the ability to
understand that words are made up of sounds
 Components of a
Balanced Literacy Program

Reading Aloud
Shared Reading
Guided Reading
Independent Reading

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 Reading Models
Rumelhart Model 1977
-States that successful reading is both perceptual
and cognitive process. Stresses the influence
of various source namely feature extraction,
lexical knowledge, syntactic and semantic
knowledge. Incorporates mechanism labeled
as the message center which holds
information and then redirects them as
needed.

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 Reading Models
Stanovich Model 1980
-Introduced the interactive-compensatory
reading model. Believes that neither
Bottom-up or Top-down processes
simultaneously and alternatively
depending on the reading purpose,
motivation, schema and knowledge of
the subject.

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 Reading Models
Anderson and Pearson Schema-
theoretic view 1984
-Focuses on the role of schemata,
knowledge stored in memory, in text
comprehension. Believes that
comprehension is the interaction
between old and new information.

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 Reading Models
Pearson and Tierney Model
-There is an identified compromise of
meaning between writer and reader who
both create meaning through text as the
vehicle. Views readers as composers.
States that readers read with the
expectation that the writer has provided
sufficient clues and meaning

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 Reading Models
Mathewons Model of Attitude
-Addresses the role that attitude and
motivation play in reading. States that
attitude has tri-componential construct:
cognitive, affective, conative. Provides
feedback on how motivation may change
and how important it is to address
affective issues in teaching reading.

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Reading Comprehension Strategies
1. Skimming quickly identifying main
ideas, speed 3x faster than normal
reading
2. Scanning- finding a particular piece of
info, running your eyes over the text
looking for specific info

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Reading Comprehension Strategies
3. Extensive Reading- used to obtain
general understanding of a subject and
includes reading longer text for pleasure,
also business books
4. Intensive reading-used on shorter text in
order to obtain specific information

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Reading Comprehension Strategies
5. Visualizing- used to be able to create
sensory images in the readers minds so
they will be more engaged with the
content of the text
6. Synthesizing- involves evaluating, sorting
and sifting through information that is new
and reorganizing it into larger concept

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Reading Comprehension Strategies
7. Inferring- drawing upon readers
background knowledge and connecting
this with new information.
8. Questioning- ability to generate questions
that demonstrate thats students are
synthesizing, evaluating, and attempting
to clarify what they read

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 Reading Skills
Vocabulary Idioms-
Structural Analysis Synonyms and Antonyms
- Affixes Figures of Speech
- Root words
- Compound Words
Noting Details
- Context Clues Getting the Main Idea
a. Semantic Clues Inferring
- definition clue- defining
- appositive clue- synonymous
Making Generalizations
- comparison/ contrast Predicting Outcomes
- explanation
b. Syntactic Clues- contained in
the grammar of the language. Helps us
identify what part of speech they
belong

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