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CURRENT THEORIES ABOUT READING
Jean Piaget   Lev Vygotsky
 How  people think and understand
 Comes from Latin word cognitio-, from
  conoscere which means „get to know‟
 Concerned with acquisition of knowledge
  (Microsoft Encarta, 2009)
Researches conducted by
  Jean Piaget and Lev
  Vygostsky have shown
  that language and
  thought interact with
  each other, and that
  children go through five
  stages of development.
Birth to 2 years old
The child:
 Explores the world through
  his five senses
 Is initially not able to
  represent things in his mind
 Develops object
  permanence
 Learns by adaptation to
  environment
The child:
 Is interested in picture books
2 – 4 years old
The child:
 Explores the world around him
 Experiments with things in his environment
 Imitates adults in the use of things
 Develops animism
 Develops egocentricism
The child:
 Begins to develop
  concepts and associate
  words with pictures and
  images
 Hisreading interest
 involve a growing visual
 discrimination of
 objects and symbols
4 – 7 years old

The child:
 Is introduced to
  concepts of number,
  weight, length and
  height
The child:
 Enjoys listening to rhymes and
  reading and reciting poems
 Develops reading readiness skills
 Can read simple words, phrases and
  sentences (4-5 years old)
 Can read preprimers and basal
  readers (6-7 years old)
8 – 11 years old
The child:
 Is capable of thinking out
  about actions previously
  carried out only at a
  sensorimotor level
 Develops logical reasoning
 Develops conservation
The child:
 Can do a lot of reading with meaning
 Can retell stories read
 Can pick out key words or topic sentences
                 that give the main idea
The child:
 Can note supporting details
 Can determine cause-effect relationships
 Can make inferences




               There is a rapid growth in reading
                and in use of reading tool.
11-14 years old
The preteener:
 Is capable of dealing
  with hypothesis and
  propositions
 Develops abstraction
 The  preteener: Can cope with higher level
  critical reading skills: drawing conclusions,
  making judgments, and evaluating plot and
  style
 For bright pupils: Reading has become truly
  analytic, interactive, constructive and
  strategic
 Beginning of period of refinement and wide
  reading
Rema Adrales
 Alice Maninang
Antonio Delgado
Prepared by:
“Live to express, not to impress.”

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Reading and cognitive development

  • 2. Jean Piaget Lev Vygotsky
  • 3.  How people think and understand  Comes from Latin word cognitio-, from conoscere which means „get to know‟  Concerned with acquisition of knowledge (Microsoft Encarta, 2009)
  • 4. Researches conducted by Jean Piaget and Lev Vygostsky have shown that language and thought interact with each other, and that children go through five stages of development.
  • 5. Birth to 2 years old The child:  Explores the world through his five senses  Is initially not able to represent things in his mind  Develops object permanence  Learns by adaptation to environment
  • 6. The child:  Is interested in picture books
  • 7. 2 – 4 years old The child:  Explores the world around him  Experiments with things in his environment  Imitates adults in the use of things  Develops animism  Develops egocentricism
  • 8. The child:  Begins to develop concepts and associate words with pictures and images
  • 9.  Hisreading interest involve a growing visual discrimination of objects and symbols
  • 10. 4 – 7 years old The child:  Is introduced to concepts of number, weight, length and height
  • 11. The child:  Enjoys listening to rhymes and reading and reciting poems  Develops reading readiness skills  Can read simple words, phrases and sentences (4-5 years old)  Can read preprimers and basal readers (6-7 years old)
  • 12. 8 – 11 years old The child:  Is capable of thinking out about actions previously carried out only at a sensorimotor level  Develops logical reasoning  Develops conservation
  • 13. The child:  Can do a lot of reading with meaning  Can retell stories read  Can pick out key words or topic sentences that give the main idea
  • 14. The child:  Can note supporting details  Can determine cause-effect relationships  Can make inferences There is a rapid growth in reading and in use of reading tool.
  • 15. 11-14 years old The preteener:  Is capable of dealing with hypothesis and propositions  Develops abstraction
  • 16.  The preteener: Can cope with higher level critical reading skills: drawing conclusions, making judgments, and evaluating plot and style  For bright pupils: Reading has become truly analytic, interactive, constructive and strategic  Beginning of period of refinement and wide reading
  • 17. Rema Adrales Alice Maninang Antonio Delgado
  • 18. Prepared by: “Live to express, not to impress.”