Downloaded 763 times
Uploaded byIgnatius Joseph Estroga
Emergent Reader and Writer
The document describes the five 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 than pictures and develop word recognition strategies and sight words. 3) Transitional readers (ages 5-7) can read phrases fluently and use multiple reading cues with little disruption to meaning. 4) Self-extending readers (ages 6-9) progress to independent reading of various genres to gain knowledge. 5) Advanced readers (over age 9) become proficient comprehenders who enjoy reading for information and pleasure using interpretive strategies.
More Related Content
Similar to Emergent Reader and Writer
More from Ignatius Joseph Estroga
Emergent Reader and Writer
- 2. ∞ pertains tobe the first stage in a child’s growth toward literacy ∞ relates to the beginning experiences or the child’s first experiences with print in the home and continues through early years of formal schooling
- 3. ∞ according toHarris and Hodges (1981) refer to this period of acquiring the specific skills and abilities that allow reading to take place as preparedness or reading readiness ∞ significantly determined by a complex pattern of intellectual, motivational, maturational and experiential factors
- 4. Marie Clay (1991)and Fountas and Pinnell (2001) have noted five main stages of literacy development.
- 5. Stage 1: EmergentReaders • Ranges from 2 to 7 years old • Begin to familiarize with the concepts of print to • directionality, • One-to-one correspondence between spoken and written • Value of picture clues to the meaning of story • Develop an understanding that printed word carries main meaning of a story • Begin to make text-to-world connections
- 6. Stage 2: EarlyReaders • between ages of 5 to 7 • rely more heavily on the printed text than on the pictures on a book • begin to develop word recognition strategies • begins to develop a data bank of sight words that allows them to read with increased speed as they are read more often • a teacher may have a class containing both emergent and early readers
- 7. Stage 3: TransitionalReaders • range from 5 to 7 years • able to read in meaningful phrases with comfortable pace and appropriate voice intonation • able to enumerate the four cueing systems into their reading with little disruption to meaning and flow • able to read more lengthy texts with a little reliance on pictures for text meaning
- 8. Stage 4: Self-ExtendingReaders • range in age 6 to 9 years of age • readers progress into reading independence in the fourth developmental stage • often read variety of textual genres and use reading as a tool for gaining new knowledge • able to read more complex texts and begin to read for a variety of purposes
- 9. Stage 5: AdvancedReaders • these readers who have attained a level of mastery with reading; over the age of 9 • become proficient in reading and in comprehending various text sources • they enjoy reading and use reading as means of gaining knowledge • they can also read fluently and can interpret texts • they connect what they have read to themselves to other texts and to the world around them • they have internalized a series of reading strategies that are used interchangeably as they different texts
- 10. • Beginning reader • Basicconcept of print • Picture- analysis • Sound-letter recognition • Word recognition strategies • Sight words • Print reading • Gradual speed in reading • Mastery in reading • Proficient comprehension • Reading for information • Reading for pleasure • Inferential reading • Interpretive reading • Internalized reading strategies Emergent Reader Early Reader Transitional Reader Self-Extending Reader Advanced Reader • Towards fluent reading • Reading of length texts • Little reliance in factors • Independent reading • Reading various texts • Reading for information
- 11. Perceptual Factors Oral Language Factors Cognitive Factors Affective Factors Home Environment Factors •Developed sensory skills and visual and auditory discrimination • Left to right eye progression • Stimulated awareness and manipulation of objects/toys • Emulates reading behaviour • Has a great deal of oral language • Has well- developed aural/oral language skills • Uses descriptive language • Conscious understanding 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 great deal of time and interest in reading • 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
- 13. Cooper and Kiger(2001) identified five stages of early literacy learning which involve oral language, reading, and writing skills of children. These stages involve the following: •Early emergent literacy stage •Emergent literacy stage •Beginning reading and writing stage •Almost Fluent reading and writing stage •Fluent reading and writing stage
- 14. Stages of Literacy Oral languageReading Writing Early Emergent Literacy • Read aloud • Story Telling • Make-up Stories • Verbal Requests • Oral directions • Inquiries • Word-play • Beginning concept of print • Labelling • Naming • Picture reading • Literature enjoyment • Scribbling • Drawing • Markings on paper • Letter-like shapes • Writing attempts
- 15. Stages of Literacy Oral languageReading Writing Emergent Literacy • Growing oral language facility • Oral language of story read • Pleasure in oral language • Acquired concept of print • Recognition of environmental print • Letter-sound recognition • Word recognition • Meaning construction • Spelling and writing conventions • Familiarity with writing process • Meaning construction
- 16. Stages of Literacy Oral languageReading Writing Beginning Reading and Writing • Self-corrected speech • Increased oral language vocabulary • Pleasure in words • Additional recognition skills strategies • Meaning construction • Varied writing behaviour • Growing use of mechanism and convention • Employed writing process
- 17. Stages of Literacy Oral languageReading Writing Almost Fluent Reading and Writing • Moving towards language fluency • Increased pleasure in language use • Regular use of word recognition skills and strategies • Growing meaning construction • Varied reading purposes • Varied writing purposes • Pleasure in writing
- 18. Stages of Literacy Oral languageReading Writing Fluent Reading And Writing • Increased vocabulary • Appreciation to importance of speech • Capable decoder with comprehension skills • Critical reading • Varied reading strategies • Perceived self as competent reader • Purposeful writing • Pleasure writing • Persuasive writing • Self-editing • Peer-editing • Perceived self as a competent writer
- 19. • Parents • Siblings •Teachers • Other literate adults Gradual Independence • Parents • Teachers • Other literate adults Increasing Independence • Parents • Teachers • Peers Towards Independent Writing • Teachers and learner Totally Independent Reading • learner Reading Independence Of A Learner
- 20. • Parents • Siblings •Teachers • Other literate adults Gradual Independence • Parents • Teachers • Other literate adults Increasing Independence • Parents • Teacher • Peers Towards Independent Writing • Teacher and self Totally Independent Reading • learner Writing Independence Of A Learner
- 21. Characteristics of an EmergentwriterReporter: Junaidah B. Umpara
- 22. Learner’s emergent writing ischaracterized by playful markings to communicate something, which signals their knowledge of the uses of written language before learning the form. -Gundlach(1985)
- 23. Writing • Self-initiated andself-directed or voluntary, by observing more skilled others and by participating in literacy events, by exploring and learned writing through interaction with literate others. (Bissex, 1980) and (Read, 1975)
- 24. • The child’s experimentationwith writing allows him to construct and refine the kind of knowledge about written language that makes reading possible. Writing is always related to reading and reading is always connected to writing. As the child writes, he integrates knowledge of reading with knowledge of writing.
- 25. Stages of Writingdevelopment 0 1 2 3 4 5 6 7 Drawing Scribbling making letter- like forms reproducing learned units invented spelling conventional spelling
- 26. Factors determining the developmentof an Emergent writerPhysical • Drawing • Scribbling from left to right • Making letter-like forms • Making shapes that resemble letters • Producing letters in long or short strings • Producing letters randomly • Marking on papers, walls • Moving pencil as an adult does • Holding crayons, pens • Tracing • Copying • Invented spelling
- 27. Language • Writing-like sounds •Letter sequences • Writing his own name • Invented spelling • Copying letters and numbers • Copying logos and signs • Labeling objects drawn • Labeling or naming characters drawn • Not properly sequenced spelling
- 28. Cognitive • Practicing aspectsof writing • Constructing his own writing • Integrating knowledge of shapes and lines to produce a letter or a number • Using knowledge of shapes and lines to draw objects characters • Using of knowledge of lines and strings to produce a word • Recognizing logos or labels
- 29. Affective • Enjoys writingfor himself • Impresses parents through his writing-like activities • Emulates adult writing • Finds pleasure in receiving greeting cards from adults • Is encouraged to involve in adult-writing • Is appreciated for accomplishing a writing-like task • Is writing to communicate his feelings and ideas
- 30. Home Environment • Hasconsiderable exposure to writing events of adults • Involvement in adult-writing • Social functions of writing are evident in the home • Appreciation for early attempts of writing • Supported interest in writing by providing writing and drawing materials
- 31.
- 32. Reference Marquez, Servillano. DevelopmentalReading 2. Lorimar Publishing. Manila .Philippines.