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Educ 101 group report Educ 101 group report Presentation Transcript

  • The  Development of Reading Stages
  •  in order to assign meaning to texts, readers rely on previously stored knowledge such as language, reasoning abilities, making analogies and inferences.  Understanding of how text comprehensions develop requires a consideration of the develop mental changes  Chall’s “reading to learn” stage describes children's increasing ability to understand more sophisticated texts.
  •  Children’s facility for understanding texts increases as they became more familiar with particular structure and function of different text genres.  Developing of more sophisticated reasoning skills, their comprehension of various text necessarily increases.  Measures of vocabulary are integral components of standardized measures of language & reading comprehension.
  • Four levels of Reading Comprehension  1. Literal reading 2.Inspectual reading or systematic skimming -has a set of amount time to complete an assigned amount of reading. 3. Analytic reading- is the best that reder can do. 4. Comparative reading- relating different books and topics to one another.
  • Factors that Affect Reading  1. Language background 2. Auditory and visual perception 3. Physical well being 4. Emotional stability 5. Intellectual development 6. Interest or attitude
  • Early language Stimulation   Spoken language has an astonishing impact on an infant’s brain development.  More verbal family increase an infant’s chances for success  Environment factors predominate  Emotional bond
  • A proposal for Reading Stages   These reading stages is a scheme for studying and for understanding course of reading developments from its beginnings to its mature forms.  These stages are presented in a “scheme” or “model” w/c hopefully can help to predict & control achievements in reading.
  • Hypothesis in  Developing the Scheme for Reading Stages (Chall, 1983)
  • 1. Stages reading development resemble stages of cognitive and language development. 2. Stage were the readers adapt to their environment through the processes of assimilation & accommodation. 3. Stages by interacting w/ their environment 4. Stage that will add a further useful dimensions to standardized normreferenced testing, as well as the criterionreferenced testing.
  • 5. Stages means that readers do “different things in relation to printed matter at each successive stage, although the term “ reading” is commonly used for all the stages. 6. Successive stages are characterized by growth in the ability to read language that is more complex. 7.The readers responses to the text also becomes more general, more influential, more critical 7 more constructive w/ successive stages.
  • 8. Stage were the extent to w/c prior knowledge is needed to read understand materials. 9. Stages were readers can persist in characteristics techniques or habits. 10. Reading has effective as well as cognitive components.
  • The Reading Stages (Chall, 1938)  Stage O-Pre-Reading Stage -Birth to Age 6 -from birth until the beginning of formal education, children living in a literate culture with an alphabetic writing system accumulate a fund of knowledge about letters, words and books.
  • Stage 1-Beginning Reading Stage -Age 6-7 -increasing errors that have a graphic resemblance to the printed words. -an “inside-out” process Stage 2- Confirmation, Fluency, ungluing from print -Grade 2-3 Ages 7-8 -there is a continued concern w/ graphic exactness but also a return to greater semantic acceptability.
  • Stage 3- Reading for Learning the New -a first step -the reading in this stage is essentially for the fails, concept, for how to do things. If there is any reading for nuance and variety of viewpoints, its is probably in the reading of fiction. Stage 4- Multiple Viewpoints -High School Ages 14-18 -mostly acquired through formal education-the assignments in the various school textbooks, original & other sources, & references works in the physical, biological, & social sciences, through reading of more mature fiction: and through the free reading of books, newspaper, and magazines
  • Stage 5- Constructivist and Reconstruction- a World View -College Ages 18-above -Stage 5 can seen as reading that is essentially constructive. From reading what other say, the reader construct knowledge for himself or herself. The processes depends upon analysis, synthesis and judgement. The reader makes judgements as to what to read, how much of it to read, at what pace, and how much detail. This means a struggle to balance one’s comprehension of the ideas, one’s analysis of them, and one’s own ideas on them.
  • Government Support to the Reading Program   language lessons The importance of teaching using stories pay off according to Fr. Nebes. Whether one first learns to read in Filipino, English or not another language is not important. The joy of reading will continue to flourish even if someone learns a second or third language. It is his principle that a country that has a cultivated a reading culture has a priceless resource.
  •  Reading is gaining more importance in the Filipino educational system and culture. Another Program, “Bright Minds Read” (BMR) is a result od a partnership between the Department of Education (DepEd) and the Ronald Mc Donald House Charities (RMHC). The league of corporate Foundations, if w/c RMHC is a member, turned over 126 reading kits to the DepEd’s National Capital Region Office in Quezon City.
  • Four –pronged Approach  1. Beginners must develop a love reading by making it a fun activity. 2. The story is used as a springboard for literal comprehension and later critical thinking. 3. The study is used to expose children to oral language and grammatical structure. 4. The pupils are taught to “educate” or recognize printed symbols
  • Developing Habitual Reading in Kids   The technology give us a lot of advantages in helping people do their work eagier and faster, that’s why “Mamimihasa yung mga bata”, because of technology kinds became very lazy to read books.  In the early years of the leaner even before they have developed their reading habits.
  • The Importance of Reading  1. 2. 3. 4. 5. Book is a tool Improve Vocabulary Serves as inspirations to readers Improves children’s analytical thinking Parents serve as model to their children
  •  Parents serve as model their children. Create a reading environment where books are placed in low shelves for children to reach  Bookstores or Libraries - regular reading around session -he/she should be aware of it
  •  Do’s & Don’ts of ReadAloud (Trealease, 1982
  • Do’s   Begin Reading to children as soon as possible. The younger you start them, the better.  Use Mother Goose rhymes and songs to stimulate the infant’s language.  Read as often as you and the child (or class) have time for.
  •  Try to set aside at least one traditional time each day for the story. Favorite story times are before going to bed and before leaving the school.  Remember the art of listening is an acquired one. It must be taught and cultivated gradually-it doesn’t happen overnight.  Picture books can be easily to a family of children widely separated in age. This requires more effort on the part of the parents but it will reap rewards in direct proportion to the efoort expended. You will reinforce the specialness of each child.
  •  Start with picture books and build to storybooks and novels.  Vary the length and subject matter of your reading.  Follow through with your reading.  Occasionally read above the children’s intellectual level and challenge their minds.  Avoid long descriptive passages until the child’s imagination and attention span are capable to handling them.  If your chapters are long or if you don’t have enough time each a day to finish an entire chapter, find a suspenseful spot at which to stop.
  •  Allow your listeners to settle down and adjust their feet and minds in the story.  If you are reading a picture book, make sure the children can see the picture easily.  In reading a novel, position yourself where both you and the children are comfortable.  Remember that even sixth-grade students love a good picture book now and then.  Allow time for class and home discussion after reading a story.  Remember that reading aloud comes naturally to very few people. To do it successfully and with ease you must practice.
  •  Use plenty of expression when reading. If possible, change your tone of voices to fit dialogue.  Read slowly enough for the child to build mental pictures of what he just heard you read.  Preview the book by reading it to yourself ahead of time.  Read information about the author on your dust jacket.  Add a third dimension to the book whenever possible.  Paper, crayons, & pencils allow them to keep their hands busy while listening.
  •  Bring a book with you whenever you travel with a child.  Fathers should make an extra effort to read to their children.  Regulate the amount of time your children spend in front of the television.  Arrange the time each day– in the classroom or in the home—for the child to read by himself.  Lead by example. Make sure your children see you reading for pleasure other than at read-aloud time. Share with them your enthusiasm for whatever you are reading.
  •  Don’ts  don’t enjoy yourself. Don’t read stories that you Your dislike will show in the reading, and that defeats your purpose.  Don’t continue reading a book once it is obvious that it was a poor choice.  If you are a teacher, don’t feel you have to tie every book to classwork. Don’t confine the broad spectrum of literature to the narrow limits of the curriculum.
  •  Consider the intellectual, social and emotional level of your audience in making a read-aloud selection. Challenge them, but don’t overwhelm them.  Don’t read above a child’s emotional level.  Don’t select a book that many of the children already have heard or seen on television.  Don’t be fooled by awards.  Don’t start a reading if you are not going to have enough time to do it justice.  Don’t unnerved by questions during the reading, particularly from very young children.
  •  Don’t use a book as a threat.  Don’t try to compete with television.
  •  The End Thank you!!