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Developmental Reading
 

Developmental Reading

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    Developmental Reading Developmental Reading Presentation Transcript

    • DVELOPMENTAL READING ignatius joseph n estroga
    • Reading ProblemsCause No. 1- Inadequate InstructionCause No. 2- Lack of Appropriate MaterialsCause No. 3- Big Unmanageable ClassesCause No. 4- Poor Attitude Towards ReadingCause No. 5- Conflict with Interests ignatius joseph n estroga
    • Factors Affecting Reading Development1. Physical and Clinical Problem2. Predictors of School Entry3. Acquired Knowledge Literacy4. Family-based Risk Factors5. Neighborhood, Community and School- based Factors ignatius joseph n estroga
    • Skills required for Proficient Reading• Phonemic Awareness• Phonics• Fluency• Vocabulary• Reading Comprehension*National Reading Panel (2000) ignatius joseph n estroga
    • 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 ignatius joseph n estroga
    • Developmental Reading StagesStage 0 (Birth-Age 6) Learning to recognize the alphabet,Reading Readiness/ Pre imitation reading, experimentation Reading with letters and learning sounds Understanding the world around themStage 1 (Age 6-7, Grade 1-2)Initial Reading or Decoding Sounding out words from print Utilize consonants and vowels to blend together simple words ignatius joseph n estroga
    • Developmental Reading StagesStage 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 andStage 3 (Age 9-13, Grades 4 read with fluency to 2 Year) ndReading for Learning the New Readers need to bring prior Stage knowledge to their reading Acquisition of facts ignatius joseph n estroga
    • Developmental Reading StagesStage 4 (High School; Ages 14- Readers are instructed in reading and study 18) skillsMultiple Viewpoints Stage Learn to analyze what they read and react critically Share multiple views and concepts Reads materials useful to them and applyStage 5 (College; Ages 18 and up) those skillsConstruction 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 ignatius joseph n estroga
    • 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 because it is the ability to ignatius joseph n estroga understand that words are made up of sounds
    • Components of aBalanced Literacy Program • Reading Aloud • Shared Reading • Guided Reading • Independent Reading ignatius joseph n estroga
    • 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. ignatius joseph n estroga
    • 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. ignatius joseph n estroga
    • 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. ignatius joseph n estroga
    • 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 ignatius joseph n estroga
    • Reading Models• Mathewon’s 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. ignatius joseph n estroga
    • Reading Comprehension Strategies1. Skimming –quickly identifying main ideas, speed 3x faster than normal reading2. Scanning- finding a particular piece of info, running your eyes over the text looking for specific info ignatius joseph n estroga
    • Reading Comprehension Strategies3. Extensive Reading- used to obtain general understanding of a subject and includes reading longer text for pleasure, also business books4. Intensive reading-used on shorter text in order to obtain specific information ignatius joseph n estroga
    • Reading Comprehension Strategies5. Visualizing- used to be able to create sensory images in the readers’ minds so they will be more engaged with the content of the text6. Synthesizing- involves evaluating, sorting and sifting through information that is new and reorganizing it into larger concept ignatius joseph n estroga
    • Reading Comprehension Strategies7. Inferring- drawing upon reader’s background knowledge and connecting this with new information.8. Questioning- ability to generate questions that demonstrate that’s students are synthesizing, evaluating, and attempting to clarify what they read ignatius joseph n estroga
    • 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 ignatius joseph n estroga