Emergent reader
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1) Emergent reading refers to a child's earliest experiences with print as they begin to develop literacy skills from ages 2 to 7. This stage occurs both in the home and early formal schooling. 2) There are five main stages of literacy development related to both reading and writing according to experts Clay and Fountas and Pinnell: emergent, early, transitional, self-extending, and advanced readers. 3) An emergent reader is a beginning reader who is developing basic concepts of print, can analyze pictures, recognize letters, and emulate adult reading behaviors.
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The document discusses the five main stages of literacy development:
1) Emergent readers (ages 2-7) begin to understand concepts of print and connect text to meaning.
2) Early readers (ages 5-7) rely more on text than pictures and use word recognition strategies.
3) Transitional readers (ages 5-7) read fluently in phrases with expression.
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Characteristics of emergent reader
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1) Emergent readers (ages 2-7) begin to understand concepts of print and connect text to meaning.
2) Early readers (ages 5-7) rely more on text than pictures and use word recognition strategies.
3) Transitional readers (ages 5-7) read fluently in phrases with expression.
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3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
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4) Discovery learning occurs through guided practice and application of new concepts.
5) Active learning through peer interaction, hands-on activities, and discussion helps build confidence.
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3) Reading for learning stage from grades 2-3 where reading fluency increases and comprehension improves.
4) Multiple viewpoints stage in high school where reading incorporates different perspectives.
5) Constructive reading stage in college where reading is used to build knowledge and develop critical thinking. Later stages involve more complex texts and analytical reading skills. Factors like language, cognition
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1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
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The document discusses theoretical grammar and the grammatical structures of the English language. It covers topics such as:
1) Theoretical grammar is concerned with language in general rather than a specific language, and aims to make the formal rules of grammar explicit.
2) A language incorporates phonological, lexical, and grammatical systems. The grammatical system determines the combination of lexical units to form utterances.
3) Theoretical grammar analyzes language systems to describe phenomena and explain their uniqueness, focusing on semantics, functions, and the intrinsic mechanisms of language.
4) Key aspects of theoretical grammar for English include morphology, which studies word forms and changes, and syntax, which examines phrase and sentence construction.
Early Literacy Behavior
Early literacy development begins from birth as children acquire literacy information through exposure to print materials, meaningful literacy events, and interactions with literate adults. Children demonstrate emergent literacy behaviors that show their knowledge of oral language, reading, and writing as they progress from acquiring early literacy concepts to approximating skills to independent performance of literacy abilities. Examples of early literacy behaviors include looking at books, scribbling, drawing, and using oral language; these behaviors indicate children are gaining literacy concepts and moving along the continuum of literacy development.
Reading and writing Independence
Cooper and Kiger identified five stages of early literacy development: early emergent literacy, emergent literacy, beginning reading and writing, almost fluent reading and writing, and fluent reading and writing. They described the typical behaviors and skills in oral language, reading, and writing at each stage as children progress from full dependence on adults to independence. As learners move through the stages, they gain more oral language skills, reading strategies and comprehension, and writing abilities and independence.
Reading difficulties & disabilities power point
This document provides a summary of a PowerPoint presentation on teaching students with reading difficulties and disabilities. The presentation covers key topics in reading instruction including oral language, phonological awareness, phonics, vocabulary development, comprehension, and fluency. It describes the relationship between these topics and learning to read. Strategies are provided for teaching each area, such as using visuals and linking new vocabulary to prior knowledge. The presentation emphasizes the importance of explicit instruction in all areas of reading. It also outlines a framework for assessment and intervention planning for struggling readers.
Teaching grammar january 27th 2015 my copie
Teaching grammar using
Deductive & Inductive approaches
and PIASP
teaching method
-
:The audience power point presentation
1. Defining grammar
2. Different approaches and teaching grammar.
3. Deductive vs inductive approaches
4. The main difference between them
5. The role of the learner.
6. The role of the teacher.
7. Combination of both approaches.
8. Teaching grammar in the Algerian teaching system
9. PIASP teaching method
10. Samples from Algerian school manuals
Reading difficulties
This resource provides information to help teachers and parents identify potential reading difficulties in students. It lists "red flags" in preschoolers and early elementary students that could indicate problems with reading acquisition or efficiency, such as not knowing letter sounds or struggling to blend sounds. The purpose is to increase awareness, not diagnose specific disorders. The document also describes dyslexia as a difficulty with reading fluency and comprehension despite normal intelligence, involving issues with phonological awareness and other language skills. It aims to help teachers support students with reading difficulties through assessments and targeted teaching strategies.
Gese grade 1 lesson plan 3 - classroom objects and numbers (final)
This lesson plan aims to familiarize students with Grade 1 vocabulary of classroom objects and numbers in preparation for the GESE Grade 1 exam. The 30-minute lesson includes activities like a memory game where students take turns adding classroom objects to a sentence, word tennis where students name classroom objects back and forth, and number identification questions while pointing to a number grid. Handouts provide pictures of classroom objects and a number grid to 20. The lesson concludes with an optional review playing a sample exam and having students identify words they heard.
Four pronged approach
The document outlines a four-pronged approach to lesson planning in reading. It includes:
1. Standard and sample lesson plan formats that include objectives, subject matter, procedures, evaluation, and assignment.
2. Details on each prong: developing love of reading, comprehension/critical thinking, oral language/grammar, and skill transfer.
3. A demonstration lesson plan in English using the four prongs, including objectives, procedures for pre-reading, during reading, post-reading, and assessment. The lesson is on the story "Gapnod" and includes vocabulary, reading strategies, engagement activities, and a writing assignment.
The Four-Pronged Approach in Reading Instruction
The document discusses a four-pronged approach to reading instruction. The first prong aims to develop a genuine love of reading by choosing age-appropriate and engaging stories and poems and building motivation. The second prong focuses on critical thinking through discussion and interpretation of stories. The third prong uses literature to help students master the structures of the language. The fourth and final prong is the transfer stage where students transition to beginning reading through readiness activities.
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Gese grade 1 lesson plan 3 - classroom objects and numbers (final)
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Stages of Literacy Development.pptx
The document discusses the five stages of literacy development that children progress through: emergent literacy, alphabetic fluency, words and patterns, intermediate reading, and advanced reading. It provides examples of behaviors typical for children in each stage. Literacy development allows children to improve reading, writing, communication, and cognitive skills over time as they advance from recognizing letters to comprehending complex materials independently. Learning Without Tears offers resources to help children achieve success at every stage of literacy development.
What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Emergent reader
The document outlines 5 stages of literacy development:
1. Emergent readers (ages 2-7) begin to understand concepts of print and make connections between words and meanings.
2. Early readers (ages 5-7) rely more on text and develop word recognition strategies.
3. Transitional readers (ages 5-7) can read phrases fluently and use multiple reading strategies.
4. Self-extending readers (ages 6-9) read independently and for different purposes across genres.
5. Advanced readers (over age 9) read fluently, comprehend various texts, and connect readings to themselves and the world.
What is developmental reading
Developmental reading refers to a comprehensive reading program consisting of stages that coincide with an individual's growth. It involves gradually acquiring skills like vocabulary, comprehension, literary appreciation, and study skills needed for intensive and extensive reading. There are five stages of developmental reading beginning with reading readiness in early childhood and progressing to a construction and reconstruction stage in college where readers synthesize critically and defend positions. The reading pyramid shows the foundation is phonemic awareness, then building phonics, decoding, word identification, fluency, vocabulary, and comprehension skills.
Development of Reading Comprehension.pptx
This document discusses the development of reading comprehension through 5 stages:
1) Pre-reading from birth to age 6 where children accumulate knowledge about letters and books.
2) Beginning reading from ages 6-7 where reading ability increases.
3) Confirmation and fluency from grades 2-3 where reading consolidates and fluency improves through reading familiar stories.
4) Reading for learning new perspectives in primary grades and then learning from text in higher grades.
5) Construction of knowledge from ages 18 and above where reading integrates multiple viewpoints into a personal world view.
Emergent Readers and Writers.pptx
The document discusses the stages of reading and writing development in children. It describes 5 stages of reading: 1) emergent readers aged 2-7 who begin to understand concepts of print, 2) early readers aged 5-7 who rely more on text than pictures, 3) transitional readers who read fluently in phrases, 4) self-extending readers who read independently, and 5) advanced readers over 9 who comprehend at both concrete and inferential levels. It also outlines 4 stages of writing: 1) scribbling, 2) drawing, 3) phonemic writing of letters, and 4) transitional writing of words. Factors that influence emergent literacy such as stimulation, development, awareness, and environment are also summarized.
English18
The document summarizes key concepts about the reading process from a theoretical and developmental perspective. It discusses definitions of reading, components of reading like decoding and comprehension, theoretical models of reading including bottom-up and top-down processing, and developmental stages of reading from emergent literacy to reading readiness to beginning reading. Factors that influence reading like physiological, intellectual, psychological and linguistic factors are also outlined.
whatisdevelopmentalreading-140615205120-phpapp01 (1).pptx
Developmental reading refers to a comprehensive reading program consisting of stages that coincide with an individual's growth. It involves gradually acquiring and developing skills like vocabulary, comprehension, and study skills needed for intensive and extensive reading. There are five stages of developmental reading from birth to college age, starting with reading readiness and ending with a stage where readers can synthesize and critically analyze works from multiple viewpoints. Key skills for proficient reading include phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Stages of Reading Development
The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
Reading
Reading is the process of translating written symbols into words and understanding their meaning. It requires recognizing patterns in written languages and interpreting sequences of characters. Reading ability develops in stages from readiness skills in childhood to advanced comprehension as an adult. Formal reading instruction begins in elementary school and focuses on phonics, fluency, and comprehension. Testing evaluates reading achievement at various stages to identify strengths and weaknesses. Difficulties in reading may indicate a disability requiring specialized instruction.
Understanding-Reading-Development.pptx
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: top-down, bottom-up, and interactive. The top-down model emphasizes learning through exploration of literature, while the bottom-up model focuses on direct instruction of decoding skills. The interactive model combines elements of both approaches. Several factors can affect a child's reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community influences.
Understanding-Reading-Development.pptx
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: bottom-up, top-down, and interactive. Bottom-up focuses on building skills from individual letters and sounds to whole words and comprehension. Top-down emphasizes using context clues and background knowledge to understand text. The interactive model combines bottom-up and top-down approaches. Several factors can affect reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community support.
Villarin
The document discusses three theoretical models of early literacy development: bottom-up, top-down, and interactive. The bottom-up model focuses on developing print awareness, letter recognition, decoding, reading fluency, and comprehension through sounding out words. The top-down model emphasizes using background knowledge to predict and understand text rather than focusing on individual words. It encourages reading for meaning. The interactive model considers the interplay between the author's intent, the text itself, and how the reader constructs meaning by connecting to prior knowledge.
Approaches for reading fluency
Fluency means reading faster, smoother, more expressively, or more quietly with goal of reading silently.
Fluent reading is reading in which words are recognized automatically. With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading.
Increase the Effectiveness of Your Reading and Studying Skills.pptx
The document discusses strategies for improving reading skills and comprehension. It covers the three main components of reading: decoding, comprehension, and retention. Some key points:
1. Decoding is translating printed words to sounds, while comprehension relies on understanding how words trigger outside knowledge. Retention keeps information in short-term or long-term memory.
2. Factors like intelligence, motivation, language skills, and teaching strategies can influence reading ability. Skills like eye movement control, visual discrimination, and interpretation are also important.
3. Common reading difficulties include dyslexia, vocabulary issues, memory problems, attention deficits, and decoding struggles. Strategies to improve comprehension involve visualization, note-taking, discussing texts
Reading Persentation About Your Home Work
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The Reading Skills Presented by Monir Hossen
The document discusses reading skills development and strategies for improving reading comprehension. It covers three components of reading: decoding, comprehension, and retention. It then discusses factors that influence reading ability, required reading skills, stages of reading development, reasons people read, why reading is important, common reading problems and difficulties, strategies to improve comprehension, and the role of reading teachers.
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Reading #2
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3. Common reading difficulties include dyslexia, vocabulary issues, memory problems, omitting words, and attention deficits. Strategies to improve reading comprehension involve visualization, summarization, connecting to prior knowledge, and reflecting on content.
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Emergent reader
- 2. Emergent reading pertains to the first stage in a child’s growth toward literacy. Particularly, this stage relates to the beginning experiences or the child’s first experiences with print in the home and continues through early years of formal schooling. However, this reading behavior does not begin at a particular age but emerges continually, thus the term called emergent reading.
- 3. HARRIS AND HODGES (1981) Refer to this period of acquiring the skills and abilities that allows reading to take place as preparedness or reading readiness. The child’s preparedness allows him/her to cope with a learning task. Determined by a complex pattern of intellectual, motivational, maturational and experiential factors. Reading readiness is viewed as a set of social, emotional, physical and cognitive competencies.
- 4. STAGES OF THE READING PROCESS An individual reader may be identified in terms of his readiness, skills, and own pace.
- 5. 5 MAIN STAGES OF LITERACY DEVELOPMENT THAT RELATES TO BOTH READING AND WRITING. Marie Clay (1991) and Fountas and Pinnel (2001) Stage 1: Emergent Readers (2 to 7 years old) they begin to familiarize themselves with the concepts of print related to directionality. one to one correspondence between the spoken and the written words. they begin o make text-to-world connections and may be able to extend on what is written on the page.
- 6. Stage 2: Early Readers (5 to 7 years old) they begin now to rely more heavily on the printed text than on the pictures in a book. They begin to develop word recognition strategies such as monitoring, searching, and self-correction. They begin to develop a data bank of sight words that allows them to read more often in phrases rather than single words.
- 7. Stage 3: Transitional Readers (5 to 7 years old) they make the leap into fluent reading as they are generally able to read in meaningful phrases with comfortable pace and appropriate voice intonation. They are able to read more lengthy texts with little reliance on pictures for text meaning
- 8. Stage 4: Self- Extending Readers (6 to 9 years old) Reading independence They often read a variety of textual genres and use reading as a tool for gaining new knowledge or building upon existing knowledge. They are able to read more complex texts and begin to read for variety of purposes.
- 9. Stage 5: Advanced Readers ( 9 years old and beyond) They are the readers who have attained a level of mastery with reading. They are proficient in reading and comprehending various text sources. They enjoy reading and use reading as means of gaining knowledge. They can read fluently and can interpret texts at both concrete and inferential level.
- 10. Emergent Reader • Beginning reader • Basic- concepts of print • Picture- analysis • Round- Letter recognition Early Reader • Word recognition strategies • Sight words • Print reading • Gradual speed in reading Transitional Reader • Towards fluent reading • Reading of lengthy texts • Little reliance in picture Self-extending Reader • Indepen- dent reading • Reading various texts • Reading for information Advanced Reader • Mastery of reading • Proficient comprehen sion • Reading for information • Reading for pleasure • Inferential reading • Interpreta- tive reading • Internalized reading strategies
- 11. FACTORS THAT INFLUENCE THE DEVELOPMENT OF AN EMERGENT READER
- 12. Perceptual Factors Oral Language Factors Cognitive Factors Affective Factors Home environment Factors Developed sensory skills and visual and auditory discrimina- tion. Left to right eye progression. Stimulated awareness and manipulation of objects/ toys. Emulates adult reading behavior. Has a great deal of oral language. Has well developed aural/ oral language skills. Uses descriptive language. Conscious understan- ding about language. Has emerging ability to think. Uses trial and error to discover new things. Expanding memory Imaginative or creative. Shows strong involvement in being read to. Has a great deal of time and interest in reading. Enjoys reading aloud. Can retell stories actively. Has access to print materials. Has parents who are habitual readers themselves. Has social interaction with parents and peers. Has pleasant environment for reading.