The document discusses factors affecting reading readiness in children. It describes 4 aspects of readiness - psychomotor, affective, social, and cognitive readiness. Psychomotor readiness refers to physical skills, affective to emotional factors, social to relationships, and cognitive to mental development. Several critical reading readiness skills are also outlined, including print awareness, letter knowledge, phonological awareness, listening comprehension, and motivation to read. Theories on child development like maturationism, environmentalism and constructivism are briefly explained in relation to how they view the role of nature vs nurture in reading acquisition.

1. Skill of Reading
Factors affecting reading ability -
reading readiness
M.Vijayalakshmi
Assistant Professor

2. Unit – 4 :
Skill of Reading

3. Unit – 4 :
Skill of Reading
4.1 Reading as the first of the three R's - Values of
Reading.
4.2 Psychology of reading - perceptual process -
the eye movement, the eye voice; eye- memory
span.
4.3 Factors affecting reading ability - reading
readiness.
4.4 Methods of teaching reading.
4.5 Evaluation of reading - reading scales and
inventory.

4. Unit – 4 :
Skill of Reading
4.3 Factors affecting reading
ability - reading readiness.

5. Factors affecting reading ability

6. Factors Affecting
Reading : The Readers

7. Physical & PhysiologicalDevelopment
• Physical Health
 Malnutrition
 Illness
 Hunger

8. • Visual defects
Refractive Errors
 Myopia or Nearsightedness
 Hyperopia or farsightedness
 Astigmatism
Binocular difficulties
 Strabismus
 Aniseikonia

9. •Hearing defects
 Conductive Loss
occurs when sound is not conducted efficiently through the outer
ear canal to the eardrum and the tiny bones (ossicles) of the middle ear.
Conductive hearing loss usually involves a reduction in sound level or
the ability to hear faint sounds.
 Nerve Loss
caused by an impairment of auditory nerve. The child hears the speech
of others but may not understand what he hears

10. •Neurological
Deviations
 Brain Injury at birth
 Injury to the brain tissue during childhood
 Brain defects (Inherited)
 Dyslexia
 Inadequacy of Brain Functioning

11. Psychosocial Development
•Emotional problems
•Personality
development
•Motivation
•Reading Interests

12. Factors Affecting
Reading :
Text and Content

13. • Text Organizationand Structure
• Readability
• TheReadingTeacher

26. Reading Readiness

27. Readiness :
Readiness of many kind happen in many
stages in our life. It simply means a
state where we undertake a new task
with ease and profitably. It has many
dimensions and it is a never ending
process (Morrison, 1995).

28. Aspects of Readiness
1. Psychomotor Readiness
• refers to the mastery of skills and techniques that involve body
movements.
• Psychomotor readiness becomes optimum when physical
maturation is parallel to appropriate training.
• It involves the development of sensory-perceptual skills; muscles
become strong, flexible and coordinated; followed by the
development of fine motor strength and skills.
• The development of psychomotor readiness will influence other
aspects of a child’s development.

29. 2. Affective Readiness
• refers to students’ attitudes, needs, feelings and
interests to accept the things being taught.
• composes of students’ attitudes as well as values
when doing learning task
• positive affective readiness determines students’
academic achievement and performance
• Qualities needed to cultivate affective readiness:
 confidence
 independence
 curiosity
 persistence
 self-control

30. 3. Social Readiness
• refers to the growing ability to relate to others and to
become productive members of society.
• The development of social readiness is interrelated and
influenced by the kinds of experiences and social
relationships that children have with their families and
others and also by their level of cognitive
development.

31. 4. Cognitive Readiness
• refers to the mental readiness to learn something.
• language develops fast between infancy and the ages of
3 or 4. By the year 8-9, a child’s language system more or
less completely formed.
• The rate of thinking and problem solving also increased
but not as rapid as language acquisition.
• Understanding the cognitive development of the young
child can help avoid pressuring him to learn something
before he is ready or missing the golden moment when
he is ready.

32. Readiness for learninng :
• Readiness for learning refers to the
stage when the child can learn
easily and without emotional strain
and can learn profitably
(Downing & Thackray, 1975).

33. Readiness for school :
• refers to the condition of children as they enter school
i.e a state of physical, intellectual and social
development that enable a child to assimilate the
school's curriculum and fulfill school fixed standard
requirements.
• It is always equated with reading readiness.

34. Readiness to participate :
Readiness to participate in reading /
learning experience depends on:
• The information and skills basic to the
new learning
• Level of intelligence and his possession of
appropriate special abilities and aptitudes
• The desire to learn the new material

35. Reading Readiness skills in kindergarten:
• Cognitive:
-- visual discrimination
-- phonological awareness
-- alphabetic principle
-- vocabulary: listening, speaking, reading,
writing
• Psychological-environmental:
-- emotional maturity
-- social development
-- behavior
-- interest in reading
-- environment

36. • Hildreth, 1968: interrelated factors
• Harrison & Inglis: physiological, intellectual
& personal readiness
• Rubin, 1991: educational & non-educational
factors
Factors Affecting Reading Readiness

37. • Downing & Thackray (1975) - 6 factors:
 Physiological
 Environmental
 Emotional
 Motivation
 Personality
 Intellectual
• educational & non-educational factors

38. • McGinnis & Smith (1982) - 4 factors:
 physical
 cognitive
 environment
 Emotional

39. Psychological Factors :
• Learning to read is a cognitive process
• Cognitive factors:
i. Intelligence
ii. Mental content (experiential background) : comes from
environment
• Intellectual abilities are influenced by many factors
operate on an individual (McGinnis & Smith, 1982):
personality factors, motivation, interest in a subject, etc
• Piaget: intelligence has its origin through process of
adaptation to the environment
• The quantity of the environment and the nature of
children’s experiences play a major role in the
development of intelligence

40. • Emotional difficulties may affect learning: some
are developmentally appropriate but need to be aware by
teachers
• McGinnis & Smith (1982): successful learning relates
to confidence, ability to concentrate and to face difficult
task, to cope with stressful situations, patience, tension
and anxiety

41. • Failure to read results in:
-- frustration
-- lack of interest
-- inattention
-- discouragement
-- poor self-concept
-- maladjustment
• lack of success and feelings of inadequacy
may contribute to emotional, social &
behavioral maladjustments

42. Environmental Factors :
• Home, school, community - contribute to
child’s attitudes,
points of view, language, learning skills

43. • Home environment - Parents influence:
-- how much experience children have with
books & other reading materials
-- familiarity with letters & sounds
-- the vocabulary they develop
-- reading & writing habits
-- opportunities and experiences they have in
and out of school once they begin school

44. • Children from poor families:
-- more dependent on school experiences for
their academic literacy development
(Snow et al., 1991)
-- come to school with fewer literacy
experiences (Clark, 1993; Teale, 1986)
-- optimal care & education for children:
formidable challenges

45. • School environment : teacher’s attitude and
expectation, instructional materias, classroom
physical setting
• Teachers: critical source of stimulation to
children’s cognitive, language & social-
emotional development (Landry, 2002)
• Carter (1970): teacher expectations affect
students’ level of confidence

46. MATURATIONIST THEORY
• Maturationists believe that
development is a biological
process that occurs automatically
in predictable, sequential stages
over time.
• This perspective assume that
young children will acquire
knowledge naturally and
automatically as they grow
physically and become older,
provided that they are healthy.
Arnold Gessell
(1880-1961)

47. ENVIRONMENTALIST THEORY
• Environmentalists believe the child's environment shapes
learning and behavior. Thus, human behavior, development
and learning are thought of as reactions to the environment.
Watson
(1878-1958)
Skinner
(1904-1990)
Bandura
(1925- )

48. • Optimal language development depends on interactions with
the best possible language models (Morrison, 1995) – content
of language differ according to environmental factors
• Children’s environment shapes learning and behaviour
• Human behaviour, development, and learning are reactions to
the environment

49. CONSTRUCTIVIST THEORY
• Constructivists believe that learning and development
occur when young children interact with the
environment and people around them
Piaget
(1896-1980)
Montessori
(1870-1952)
Vygotsky
(1896-1934)

50. Critical Skills for
Reading Readiness

51. • Print Awareness
• Print awareness is the understanding that the
print on a page represents words that have
meaning and are related to spoken language.
To develop this skill:
• Help your child learn how to hold a book
correctly.

52. • As you read books together, emphasize the
fact that you’re reading from front to back
and from left to right. Let your child turn the
pages.
• As your child helps you in the kitchen, point
out the names on the food boxes and cans
and the ingredients as you read your recipe.
• Point out and read road signs and store signs
as you travel in the car.

53. • Letter Knowledge
• Letter knowledge enables a child to recognize
the letters of the alphabet and to know the
names and sounds of each.
To develop this skill:
• Sing the alphabet song together. Practice
starting at different letters.
• Use activities that help children recognize both
uppercase and lowercase letters.

54. • Begin to encourage an association between
letter names and the sounds they make.
• Explore the alphabet with refrigerator
magnets.
• Create the alphabet with building
blocks or form letters with playdough.

55. • Phonological Awareness
• It’s a big term, but it’s really quite
basic. Phonological awareness is the ability to
hear and identify the various sounds in
spoken words.
To develop this skill:
• Read lots of nursery rhymes and rhyming
picture books together. Encourage your child
to anticipate rhyme as you read together.

56. • Play clapping and rhyming games like Miss Mary
Mack and Pat-a-Cake.
• Sing silly songs by changing the first sound in
some of the words. For example, sing, “Bingle
bells, bingle bells, bingle all the bay,” or “If
you’re chappy and you chow it, chap your
chands.”
• Play games that encourage children to identify
words that begin with a specific letter sound.
For example, say, “I spy with my little eye a color
that starts with /r/.”

57. • Listening Comprehension
• Listening comprehension is the ability to
understand the meaning of words heard and
to relate to them in some way. A child with
good listening comprehension has a wide
vocabulary and a growing understanding of
the world around him.
To develop this skill:

58. • Read aloud to your children daily. Read books
that are in line with your child’s interests so
he begins to realize that there is a benefit to
learning to read.
• Encourage even young children to interact
with books.

59. • Attend story time at the library.
• Let your child see you enjoying books.
• Make read-aloud time an enjoyable shared
time. Here are some picture book lists to get
you started.

60. • Motivation to Read
• Motivation to read is a child’s eagerness and
willingness to read.
To encourage your child:
• Read both fiction and nonfiction books to
your child.

61. • As you read, ask open-ended questions. For
example, ask “What do you think is going to
happen when we turn the page?” or “Why
did the boy go outside?”
• Use everyday life experiences to build your
child’s vocabulary.
• Encourage imaginative play and storytelling.

62. Sources are taken from
•Slidesharenet.com
•Web sources