Developmental Reading

PART I.
CONTENT UPDATE
A Reading Teacher
Goes through an active, purposeful, organized
cognitive process that is used to make a sense
of the world, such as process being improved
by doing the following:
A. Becoming aware of ones thinking process
B. Carefully examining ones thinking process
and process of others
C. Practicing ones thinking abilities
To think critically a reading teacher .
Must carefully examine his/her thinking and the
thinking of others, in order to clarify and improve own
understanding.
should examine and test suggested solutions to see
whether they will work
Need to test ideas for flaws or defects and must not be
inhibited by fear of being aggressive and destructive,
nor have fear of retaliation, and over-evaluation
Should engage in critical thinking activities such as
thinking actively, carefully exploring situations with
questions, thinking for oneself, viewing situations
from different perspectives, and discussing ideas in
organized ways
Critical thinking is.
from the Greek word for critic (kritikos), which

means to question, to make sense of, to be able to
analyze,
Not simply one way of thinking; it is total
approach to understanding how we make sense of
a world that includes many parts.
Critical thinkers are
Skeptical (just because its in print doesnt mean
it is right)
Fact-oriented (Give me the facts and convince
me that they are the relevant ones)
Analytic (How has the work been organized?
What strategies has the writer used)
Open-minded (Be prepared to listen to different
points of view; do not be restricted by personal
biases?)
Critical thinkers are
Questioning (What other conclusions could be
supported by the evidence?)
Creative (What are some entirely different ways of
looking at the problem or issue?)
Willing to take a stand (is the argument convincing?
What is my position on the issue?)
Those who show the ability to separate fact from
opinion; recognizes propaganda techniques,
compares different sources of information;
recognizes important missing information; draws
inferences that are not explicitly stated, and
identifies the authors background and purpose.
To think creatively, a reading teacher
must.
Use his/her cognitive processes to develop ideas
that are unique, useful and worthy of further
elaboration
Discover a new or improved solution to a problem,
or a set of new ideas
Organize ideas in different ways, and make
unusual comparisons
Not be inhibited by conformity, censorship, rigid
education and desire to find an answer quickly
A reading teacher practices metacognitive
skills by .
Being aware of ones mental processes such that
one can monitor, regulate, and direct them to a
desired end
Having ability to think about control own learning
Practicing self-regulation and monitoring
comprehension by answering the following
questions:
1. Are there any words I dont understand?
2. Is there any information that doesnt agree with
what I already know?
A reading teacher practices metacognitive
skills by .
3. Are there any ideas that do not fit together
because I cant tell who or what is being talked
about?
4. Are there any ideas that do not fit together
because I cant tell how the ideas are related?
5. Are there any ideas that dont fit together because
I think the ideas are contradictory?
6. Is there any information missing or not clearly
explained?
A reading teacher has to be familiar
with .
The constructivists view of comprehension
Comprehension is the act of making sense or
constructing meaning of the text. Writers begin with
text-in-the-head and prepare, to the best of their
linguistic and rhetorical competence, printed texts,
which readers (with the help of their own linguistics and
rhetorical competence) use as blueprints to conduct
their own meaning. However, the readers prior
knowledge, particularly of word meanings, greatly
affects he comprehension of texts.
with .
Factors that affect comprehension
1. What reader brings to the reading situation
(developmental stages)
Background experience
Knowledge of subject
Vocabulary
Purpose
motivation
with .
2. The characteristics of the written text (print
material)
Content
Formal
Readability
Concepts
Organization
Authors purpose
with .
3. The learning context that defines the task and the
purpose of the reader (reading situation)
setting
task
environment
Outcome
4. the strategies consciously applied by the reader to
obtain meaning
Strategy is a systematic plan, consciously adapted and
monitored, to improve ones performance in learning
(Harris and Hodges, 1995)
Major comprehension strategies
The preparational strategies
1. previewing
2. activating prior knowledge
3. setting purpose and goals
4. predicting
The organizational strategies
1. comprehending the main idea
2. determining important details
3. organizing details
4. sequencing
5. following directions
6, summarizing
The elaboration strategies
1. making inferences
2. imaging
3. generating questions
4. evaluating (critical reading)
The metacognitive strategies
1. regulating
2. checking
3. repairing
The three main groups of reading
theories
1. Bottom up depicts reading starting with
the input of some graphic signals or stimulus.
The role of the reader is to get meaning from
the text based on the stimulus of the words
used. This is also called data-driven
processing.
theories
2. Top-down depicts reading beginning
with the cognitive processes occurring in the
readers mind as he or she reads. The role of
the reader is to give meaning to the text based
on the information already held within the
readers store of prior knowledge. This is also
called concept-driven processing.
theories
3. Interactive depicts reading as the process
of constructing meaning through the
dynamic interaction among the readers
existing knowledge, the information
suggested by the written language, and the
context of the reading situation.
Stages of reading development
Stage One. Emergent Literacy (Birth to Five
Years)
Learn primarily through direct sensory
contact and physical manipulation
perception-based conclusions
Experience difficulty putting experiences
into words
Rapid language growth
Years)
Explore writing in the form of scribbles,
letter-like forms, or invented spelling
Egocentric
Love being read to and cannot hear their
favorite tales often enough
Years)
Have poorly developed concept of causation
Like the elements of rhyme, repetition and
alliteration
Stage Two. Early Reading (Kindergarten and
First Grade)
Manipulate objects and ideas mentally
Can reason logically
Have difficulty comprehending underlying
principles
Have evolving grasp of the alphabetical
principle
Stage Three. Growing Independence (Grades
Two and Three)
Develop evolving fluency
Extensive reading of both fiction and non-
fiction
Become more appreciative of stories involving
the lives of others
Judge their reading affectively and personally
rather than by using standards
May have difficulty explaining why they like a
selection
Stage Four. Reading to Learn (Grades Four
through Six)
Wide application of word-attack and
comprehension skills
Much greater emphasis is placed on
grasping information text
Vocabulary and conceptual load increase
significantly
Words in listening vocabulary increase
Stage Five. Abstract Reading (Grades Seven
and Up)
Can construct multiple hypotheses
Become more elaborate in evaluation of
readings and reflect an evolving set of
standards for judging
Factors that help Literacy Learners
Reading Development
Background of experiences exposure to various
experiences, opportunities (oral expression,
listening, writing) and materials.
Language facility opportunities for oral
expression (conversation, discussion, oral reports
storytelling, drama, etc.) listening, writing.
Interest in reading oral reading, free silent
reading, recreational reading, close reading/study
of literature, book clubs, paperbacks, magazines,
and newspapers, poetry reading, poetry
collections, etc.
Reading Development
Social and emotional development
individual and group communication and
participation; experiences structured so the
child feels accepted and secure and develops
desirable attitudes toward himself and others
(Language is a prime catalyst in social and
emotional development).
Reading Development
Physical development other than good
general health, vision and hearing acuity are
most important. Auditory discrimination of
speech sounds suggests ideas like rhyming
words and initial sounds in words. The childs
need to make fine visual discrimination is
obvious, suggesting early activities with forms
and shapes, and letter recognition, words
beginning or ending alike, etc.
Reading Development
Intelligence data attest to the importance of
mental age, but do not establish a particular
point on the mental age-continuum as the
point below which children will not achieve
success in reading. Pre-reading activities,
socioeconomic factors, teachers, methods, and
materials must be considered in each
individual situation.
Beginning Reading
1. Who are beginning readers?
o Kinder to grade 1 (gunning, 2003)
o Anyone who have not been taught the
conventional reading (Savage, 1994)
o A person learning to read in the second
language (Folse, 1996)
Beginning Reading
What are their characteristics?
o Problem solvers
o Needing plenty of opportunities for choice
o Motivated through novelty
o Retaining information better if given a chance
to master a few things well
o Needing TIME for learning
o Bringing more than an empty shell to school
Beginning Reading
2. When is the right time to teach beginning
reading?
o a child is never totally ready or unready to read.
o When learners have achieved unity of their
capabilities, abilities with their interests
(Hittleman, 1978)
Beginning Reading
3. Appropriate approach in teaching beginning
reading
Balanced Reading Instruction in Practice
o Start with whole text. Grounding instruction in
whole text provides the basis for meaningful
literacy activities. Examples include he shared
reading of poems or stories using big books or
charts. An active demonstration of the teachers
own composing and spelling processes extremely
powerful, as he or she models at the chalkboard,
thinking aloud about what word will come next or
how a word is spelled.
Four cueing systems in reading
Graphophoric Cues
Schematic Cues Semantic Cues
Syntactic Cues
Beginning Reading
o Focus on knowledge about the parts of
language that may be useful for reading and
writing. Responding to all texts only at the holistic
level is not enough. Instruction should include a
planned, systematic effort to highlight specific
textual features and literary devices as a variety of
materials are read, written and discussed over
time. Highlighting specific textual features helps
children from generalizations about language that
they can apply to their own independent efforts to
read and write.
Beginning Reading
o Return to whole texts for application and
practice. Planned opportunities to apply what
has been learned about the parts of language
allow students to move from simply knowing
about a generalization to using that knowledge
in a purposeful way. This also acknowledges the
fact that isolated language elements behave
differently depending on context.
Beginning Reading
o Return to whole texts for application and
practice.
For example, the letter s behaves differently
when paired with t as opposed to h. Words such
as lead or wind not only mean different things in
different contexts, they may be pronounced
differently. Effective beginning readers use word
meaning and sentence structure, along with
sound-letter relationships, to approach unknown
words.
The Four-Pronged Approach (a literature-
based integrated approach to teaching
beginning reading)
1. The goal of this approach is the development of:
a genuine love for, habit and enjoyment of reading
critical thinking skills, starting with noting the
important details of a selection, making
interpretations, making judgments and valuing.
Oral language and using the grammatical
structures correctly.
Decoding and encoding skills.
beginning reading)
2. Characteristics:
It is literature-based uses a story or poem
(aside from springboard for the skills) for
developing genuine love for reading.
It integrates literature and skills
It is a balanced approach uses whole language
approach and explicit instruction
beginning reading)
2. Characteristics:
It is made up of four components:
Genuine Love for Reading (GLR)
Critical Thinking (CT)
beginning reading)
2. Characteristics:
Grammar and Oral Language Development
(GOLD): has the following parts:
Presentation lesson or introduction uses
the story s a springboard.
Teacher Modelling or Direct Instruction
Guided Practice
Individual Practice
Transfer Stage (TS)
How can Teachers help improve
comprehension?
Assess prior knowledge and help them relate it
to new ideas in the texts
Teach words in the texts that label schemata
important to the writers message.
Help students sharpen cognitive skills they may
need to comprehend the texts
Show students the way writers organize printed
texts to help them read the blueprints more
accurately
What are effective comprehension
strategies?
Before Reading activities that can activate students
prior knowledge, while extending, refining, and
sometimes building the schemata.
1. OVERVIEW a strategy in which teachers tell
students about the selection or assignment prior to
reading, serves to activate relevant schemata that
students hold in long-term memory and often enrich
and refine those schemata. Advance organizers and
structured overviews are examples of this strategy.
strategies?
2. Vocabulary Preview - a strategy that starts
from identifying and selecting words that may
cause problems, then proceeds to explaining in
advance these unfamiliar words to students.
Teaching problem words provides anchors for
new information, provides opportunities to
relate unfamiliar concepts to familiar ones, and is
one aspect of developing the general background
knowledge necessary for comprehension.
strategies?
3. Structural Organizer - strategy that teaches
students to focus attention on the ways passages
are organized. Before students read an
assignment, teachers should point out the basic
rhetorical frameworks underlying the discourse
(enumeration, time order, cause and effect,
problem-solution, comparison-contrast), call
attention to specific plans of paragraph
organization, signal words, main idea sentences,
headings, and subtitles.
strategies?
4. Student-Centered Study Strategies - PQR5T, Triple
S Techniques, OK5R, PQ4R, S4R, PQ5R are some
strategies that provide for previewing, student-centered
questions, and establishment of purpose, as well as
during and post-reading activities.
5. Teaching-Directed Lesson Frameworks Directed
Reading Activity (DRA), Directed Reading-Thinking
Activity (DRTA), Guided Reading Procedure, Reciprocal
Questioning (ReQuest) are examples of strategies that
give teachers a plan on which they can build lessons
while some give students strategies for approaching the
texts.
Beginning Reading
3. Appropriate approach in teaching beginning
reading
o Start with whole text. Grounding instruction in
whole text provides the basis for meaningful
literacy activities. Examples include he shared
reading of poems or stories using big books or
charts. An active demonstration of the teachers
own composing and spelling processes extremely
powerful, as he or she models at the chalkboard,
thinking aloud about what word will come next or
how a word is spelled.
strategies?
While or During Reading activities that can guide
reader-text interactions, while reading is taking place.
questioning and answering
inserted questions
immediate oral feedback
time lines and charts
Listing main ideas
outlining
paraphrasing
summarizing
strategies?
While or During Reading activities that can guide
reader-text interactions, while reading is taking place.
questioning and answering
inserted questions
immediate oral feedback
time lines and charts
Listing main ideas
outlining
paraphrasing
summarizing
strategies?
After or Post Reading activities that help students
remember new ideas and information, while providing
teachers with feedback on how well texts have been
understood.
1. Follow-up pre- and during-reading activities
2. Have students talk about what they read
3. have students write about what they read
4. Have students make up tests on their reading
5. Encourage students to respond to reading
creatively
Teaching Guidelines
1. Show students what to do before they begin to read
in order to improve their comprehension.
2. Plan activities to promote active involvement with
texts while students read.
3. Help students sharpen, develop and remember their
interpretations of a text with appropriate after-
reading activities.
4. Take steps to help students internalize instructional
strategies so that they become for them learning
strategies
Steps in Applying Selected
Strategies
a. Vocabulary Previews
1. Check the assignment and list words that may
be important for students to understand.
2. Arrange these in a schema that shows the
inter relationships particular to the learning
tasks.
3. Add to this schema words students probably
already understand in order to highlight
relationships between the new and known.
Strategies
a. Vocabulary Previews
4. Double check the overview to make sure that
major ideas are clearly shown and in a way that
students will understand.
5. Share the structures overview with students,
telling them why words were placed where they
were and asking them to contribute other words.
6. As students read, have them relate other new
words and information to the graphic overview.
Strategies
b. DRTA
1. The teacher has students survey as
assignment using titles, headings, and
pictures to get a general idea of what the
author is discussing. The teacher regularly
asks, what do you think this section will be
about? Why?
2. The students read up to a point
predetermined by the teacher.
Strategies
b. DRTA
3. The teacher asks similar questions but posed
to reflect the reading; that is, what was it about?
Were you correct? Why did you predict
incorrectly?
4. The group then reads on to he next stopping
point, once again reading to find answers to their
questions.
5. The process continues until the compositio
Strategies
c. Guided Reading Procedure
1. Prepare students by explaining important
concept, building appropriate background
knowledge, and providing directions for actual
reading.
2. Students read, trying to remember all they can.
3. Students turn their books over on their desks and
repeat all they can remember while the teacher
records this on the board.
Strategies
c. Guided Reading Procedure
4. The teacher calls attention to information not
remembered and suggests that students reread to
discover more.
5. Students reread.
6. Their new recollections are now recorded on the
board but now in outline form.
7. The teacher asks more questions to help students
recall more from their reading and tries to synthesize
the new information with the information obtained by
the first reading.
8. Immediate feedback is given to students through a
quiz.
Strategies
d. Request
1. Teacher and students read together a section
to the text, usually the first sentence.
2. The teacher closes the book and invites
questions from the group.
3. Next the students close their books, and the
teacher asks them questions about what they
have read. When the teacher believes that
students understand that much of the text,
the next is read and steps 1 and 2 are repeated.
Strategies
d. Request
4. Once students become familiar with ReQuest
and with the text, the teacher incorporates
predicting(as DRTA).
5. The group now reads the remaining sections
6. The teacher cheeks out the predictions: Were
your guesses right? Where do you think you went
wrong?
Strategies
e. Encouraging Students to Talk About What
They Read
1. Have students pretend to be television
reporters who must sum up a story in two
minutes. After allowing few minutes for
preparation, they can have individuals tell the
central idea to the group.
2. Students can be encouraged to explain what
an in-class reading was all about to another
student absent the day it was read.
Strategies
e. Encouraging Students to Talk About What
They Read
3. Teachers can ask, What do you think are the
four main important ideas of this text?
4. Students can be asked to use the 5Ws plus H
model for some selections.
Other Strategies in Reading in the
Current Areas
1. Clink and Clunk
- is an excellent means to assess what information
the students have learned and what information needs
to be covered in more depth. This strategy helps
students recognize the information they do not
understand, and assists them in getting the information
they need. It motivates students as they attempt to
increase the information they understand (clinks) and
decrease what they do not understand (clunk).
Current Areas
Clink and Clunk Procedure
Have students create two columns on their paper
and label them Clink and Clunk. Next, have the
student read the passage, then list what they really
understand (Clink) and what they do not understand
(Clunk).as a group, discuss the clunks and try to clarify
the information. This can be done through direct
teacher instruction or by allowing students who
understand the issue to explain it to the class.
Current Areas
Assessment
After covering the material, discuss the Clink and
Clunk list again to see if all the Clunk items can be
moved to Clink. Those terms in the Clunk column
that are clearly understood can be moved to Clink
column and any remaining in the Clunk column
should be explained further.
Current Areas
2. Circle-Seat Center
- The strategy allows students in small peer groups
and go over all the information the teacher would like to
cover. The strategy is an excellent way to reinforce
information in a variety of ways: The Circle group
focuses on verbal learning, the Seat group focuses on
visual learning, and the center group focuses on tactile
learning. This also allow the students who learn through
different modalities the opportunity to learn through
their strength.
Current Areas
Procedure
First, instruct students to read the text. Following
this, divide the class into three groups based on
instructional needs. Give each group an assignment:
Circle, Seat, or Center. The Circle group covers
information in the text with your assistance. The Seat
group members work individually or within their group
to go over the text information using worksheets and
study sheets. The Center groups works on projects,
individually or in the group, related to the information
covered in the text. After a designated amount of time,
students rotate to another group.
Current Areas
Procedure
Use teacher observation of information covered
during discussion, correct answers on worksheets, and
evaluate of information covered in projects to determine
students level of comprehension.
Current Areas
.3. Jigsaw Puzzle
- allows students to work with their peers and to learn
information from one another. This strategy allows for all
members of the class to receive information about an entire
section in a text. It is collaborative strategy that ensures the
participation of all students.
Procedure
First, group three to six students in teams, Give each
team member a topic on which to become an expert. The
teams then split up and find the students from the other
teams who are working on their topic. After working in the
topic groups, students return to the teams and present the
information they gained.
Current Areas
Assessment
Determine students level of comprehension by

the correct number of responses in a quiz or through
discussion of information presented by each team.
Current Areas
4. Partner Prediction
- this strategy gives students the opportunity to
work with their peers and make predictions about as
story or section. Because students are sharing ideas with
a partner, more students will be able to discuss
prediction and they will not feel self-conscious about
speaking in from of the entire class. If a student is
having difficulties with prediction, partner him or her
with someone who is able to do it, and he or she will
have the opportunity to see how the process is done.
Current Areas
Procedure
First, identify places in the text to stop and predict
what might happen next. Then read the title ad first
portion aloud and ask what students think the story will
be about. Students should be seated next to partners so
they can share their ideas with each other. This process
is repeated throughout the reading. When the end of the
selection is near, stop and ask how students think it will
end.
Current Areas
Assessment
through teacher observation and discussion,
determine accuracy of student predictions. Monitor the
involvement of individual students during the paired
retelling. Discussion can be used to determine students
level of comprehension by assessing their responses after
reading. Encourage responses from students who appear
off task. Students should correctly respond to 80% of the
questions during a discussion. Change partners to
increase accuracy if necessary.
Current Areas
5. Reciprocal Teaching
- this strategy allows students to begin to work
and to teach each other as they take over the
discussion.
Procedure
begin dividing the class into small groups. Each
group should then read and discuss a short section from
the text. After all the groups have completed this , bring
the entire class together and discuss the information
that was covered. Start by leading the discussion, then
gradually decrease your input and allow student input to
increase. Encourage the participation of all students.
Current Areas
Assessment
use discussion, quizzes, and observation to
determine if material is understood. Observation should
include monitoring the involvement of individual
students and their responses. Discussion can be used t
determine students levels of comprehension by
assessing their responses after reading. Encourage
responses from students who appear off task. Students
should correctly respond 80% of the question during a
discussion or given a quiz. Encourage students to assist
one another.
Current Areas
6. Think-Pair-Share/Think-Pair-Square
- this is a partner or group activity that allows
students to work together to check for comprehension.
Procedure
after reading a story or section of text, students
should think of things they already know, decode what
the reading reminds them of, and determine what might
happen next. Students then pair and share (2 students)
or pair and square (4 students) and discuss he things
they have thought about.
Current Areas
Assessment
use discussion, quizzes, or tests during or
following the activity. Discussion can be used to
determine students level of comprehension by assessing
their responses after reading. Encourage responses from
students who appear off task. Students should correctly
respond 80% of the questions during a discussion or
given on quiz or test.

Developmental Reading

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PART I.

from the Greek word for critic (kritikos), which

Schematic Cues Semantic Cues

Determine students level of comprehension by

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