1. Reportedby:
Sheena E.Bernal
3rd
Year/ BEEd-SpEd
MSC 8 MW 3:00-4:30PM
Specific Literacy Experiences: The Reading Act
Every day, in the classroom, children engage
in reading like self-reading, storytelling and
phonies, sight word, letter-sound relations.
Therefore, the teacher must plan specific activities
to help children use their knowledge and their
developing abilities so that they can get and make
meaning from printed literacy materials. These
activities must promote children’s expression of
their creative ideas and critical thoughts.
Story Reading / Story Telling
The use of story reading not only for the
story itself, but as a means of generating other
activities aids transfer. (Campbell, 1998) Story
reading provides various encounters with
language from which children can build their data
pool. Children can memorize familiar stories that
can join in adult reading or shared reading.
Gradually, children can link the events of the story
to picture cues and can mark beginning reading of
story texts. Hopefully, in the final stage, they can
read unfamiliar text independently.
Story reading is an immersion to literacy.
Through a story, children learn about language –
new words, new syntactic words, meanings and
ways of organizing discourse (Dombay, 1988).
Similarly, reading aloud enriches vocabulary and
sense of story. Story reading or reading aloud
allows children to make comments about the
characters, objects, book cover, to join in with
parts of the text like rhymes and repetitions, to
predict events and ending, and to relate the text to
their lives. Story reading promotes interactive
reading, like interaction with the teacher, as
he/she encourages the children to comment and
to question and interact with the text directly or
indirectly.
Wells (1987)identified the importance of the
story telling in providingkids accessto narratives.
Story telling isan important feature of literacy
development and is a central component of the
literacy childrenencounter subsequently in the
more formalsetting (Campbell, 1998). Story
telling helps children to deduce meaning of and
from narrative texts.
Story reading and story tellingdevelops
among children shared reading and retelling.
Children themselves developas story tellersas
they tell their own storiesand respond to the
subsequent telling and retelling. These become
possible when childrenare exposedto and
providedwith Big Booksas early in their
beginning reading since through Big Books
(Holdaway, 1979)all children can followreading
and can learn from it.
Table 10 Transferred Learning
Input Process > Transfer Output
Story Reading or
Story Telling
Reading aloud, attentive and
appreciative listening, social
interaction
Vocabulary knowledge, picture
analysis, prediction, comprehension,
interactive reading, shared reading,
retelling
Vocabulary
Structural analysis, context clues,
determining synonyms or
antonyms
Use in meaningful context (written or
oral), comprehension
Independent
reading
Silent reading, think aloud
Creative version of the story,
imaginative illustrations of characters,
memorized unfamiliar or favorite
story, retelling, reading fluency,
creative writing