2. What is your earliest memory
of learning to read?
What did you already know
before you started school?
How do you think
children learn to read?
3.
4.
5.
6.
7. "Reading" is the process of looking
at a series of written symbols and
getting meaning from them. When
we read, we use our eyes to receive
written symbols (letters, punctuation
marks and spaces) and we use our
brain to convert them into words,
sentences and paragraphs that
communicate something to us.
8. Reading can be silent (in our head) or aloud
(so that other people can hear).
Reading is a receptive skill - through it
we receive information. But the complex
process of reading also requires the skill of
speaking, so that we can pronounce the words
that we read. In this sense, reading is also a
productive skill in that we are both receiving
receiving information and transmitting it (even
if only to ourselves).
9. Stages of Reading Development
Prereading
Initial Reading or Decoding
Confirmation, Fluency,
and Ungluing of Print
Learning the New
Multiple Viewpoints
0-6yrs
6-8yrs
8-9yrs
9-14
14-18
10. Prereading Stage
Birth – 6 Years Old
Emergent Readers
pretend to read (uses
pictures to tell story)
Concepts About Print &
Words:
book-orientation
does not differentiate
between words and
objects
can read environmental
print
example:
11. Prereading Stage
By the end of this stage, most
children know . . .
how to write their name.
the names of letters in the
alphabet AND can identify
most letters and a few words
(CVC words ex. cat).
Some children at this stage know .
. .
the sounds that letters
make.
words stand for objects.
words carry meaning.
Beginning to understand literacy
terms such as word, letter, sound,
sentence.
Before entering the first grade, a
child is exposed to approximately
6,000 words through speaking and
vocabulary.
12. Initial Reading & Decoding
6-8 years old
• Develop understanding
of alphabetic principle
• Learn the letters of the
alphabet
• Letters and the sounds
they make
• Knowledge of sound-
spelling relationships
• Decode words
• Example:
Cat /c/ /a/ /t/
13. Confirmation, Fluency, Ungluing
from Print
8-9 years old
Further developing decoding skills
Additional strategies to decode words
Start to make meaning from text
End of Age Period
Developing fluency
Reading with expression
Sounds like talking
14. TRANSITION
From “learning to read”
to “reading to learn”
The actual "Reading to
Learn" part of the
equation begins around
fourth grade, where the
focus is on reading for
information and
comprehension.
15. Learning the New
9-14 years old
Purpose of reading is to obtain
information and learn
Texts (informational books)
Wide variety of genres
Begin to analyze and criticize
what they read
16. Multiple Viewpoints
14-18 years old
Complex language &
vocabulary
Texts
Containing varying
viewpoints
Required to analyze
critically
Use textbooks to learn
information and complete
homework
30. • By exposing learners to a variety of
literature, they will gain the skills to be
successful lifelong readers.
• When a learner builds on prior knowledge
of a subject matter, they can infer or use the
context of a piece to help them overcome the
more challenging aspects.
To p - d o w n m o d e l
31. • direct instruction
• the teaching of phonics
• Learners are taught very specific
skills of decoding words, work parts, and
sounds in order to build on the structure of
language.
B o t t o m - u p m o d e l
32. • This model is used mostly in lower
elementary grades where the emphasis is
on the shapes and sounds of letters.
B o t t o m - u p m o d e l
• part-to-whole
method
33. I n t e r a c t i v e m o d e l
• This model incorporates a combination
of both top-down and bottom-up.
• the importance of building foundational
skills
• the importance of reading interest and
personal choice in selecting literature
34. T h e o r e t i c a l
M o d e l s o f
R e a d i n g
D e v e l o p m e n t
D I M A S U H I D , K Y L L A M A R I S T S .
38. Hearing Problems
A research study
concludes that 25% of
the young participants
with reading difficulties
also demonstrated a
mild or moderate
hearing loss of which
teachers and parents
were unaware.
39. ADHD is one of the most common
neurodevelopmental disorders of
childhood. It is usually first diagnosed in
childhood and often lasts into adulthood.
Children with ADHD may have trouble
paying attention, controlling impulsive
behaviors (may act without thinking about
what the result will be), or be overly active.
Hyperactivity Disorders
40. Vision Problems
Children with a vision-
related learning problem
will typically lose their
place while reading and
confuse similar looking
words because they
can't properly see the
text.
41. Dyslexia
Dyslexia is a learning difficulty that primarily
affects the skills involved in accurate and
fluent word reading and spelling.
• You might mix up the letters in a word —
for example, reading the word "now" as
"won" or "left" as "felt." Words may also
blend together, and spaces are lost.
42. Vision Problems
Children with a vision-
related learning problem
will typically lose their
place while reading and
confuse similar looking
words because they
can't properly see the
text.
44. Readiness of the learners,
The social interaction of the child
toward others.
The hobby of the child in reading or
the his/her interest in reading.
Refers to the emotional status, is the
learners have any emotional
upbringings, considering also the age
of the child.
45. 3. Acquired Knowledge
of Literacy
Letter Identification
Concepts of Print
Phonemic Awareness
46. 4. Family-based risk
factors
Family History of Reading
Difficulties
Opportunity of Verbal
Interaction
Home Literacy Environment
Socioeconomic Status
47. 5. Neighborhood, Community,
and Social-based Factors
learning environment of
the child
the places and the
people involve in his/her
acquisition in reading
proficiency
it shows how the
teachers involvement
affects the learners
48. 5. Neighborhood, Community,
and Social-based Factors
The community, how
they support reading
literacy, do the
community provides or
conducts projects that
will somehow supports
the reading development
of the children to
progress or to level up.
Editor's Notes
Book-orientation: how to hold, turn pages, read left to right and from top to bottom of page
