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Emergent readers
The document outlines the characteristics and stages of emergent reading and writing among children aged 2-7, describing their curiosity, playfulness, and the development of literacy skills influenced by various cognitive, linguistic, and environmental factors. It delineates five stages of literacy learning from early emergent literacy to fluent reading and writing, emphasizing the connection between reading and writing. Additionally, it highlights the role of home environment, oral language, and social interaction in fostering literacy development.
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Emergent readers
- 2. Characteristics Of AnEmergent Reader
- 3. Harris and Hodgesreading readiness
- 4. Marie Clay (1991)and Fountas and Pinnell (2001)
- 5. An Emergent Reader 2-7 years old Curious Pretending Letters Sounds association Pictureclues Spoken and Written words Text-to- world connections
- 6. Stage 2: EarlyReaders
- 7. Stage 3: TransitionalReaders ▪Reading lengthy texts ▪Little reliance in pictures ▪Towards fluent reading
- 8. Stage 4: Self-extendingReaders ▪Reading independence ▪Information ▪More complex
- 9. Stage 5: AdvanceReaders ▪Mastery in reading ▪Proficiency and Comprehension ▪Gaining knowledge ▪Inferential reading ▪Pleasure ▪Reading strategies
- 10. Perceptual Factors OralLanguage Factors Cognitive Factors Affective Factors Home Environment Factors • Developed sensory skills and visual and auditory discrimination • Left to right progression • Stimulated awareness and manipulation objects/toys • Emulates reading behaviour • Has a great deal of oral language • Has well- developed aural/oral language skills • Uses descriptive language • Conscious understandin g about language • Has ability to think • Uses trial and error to discover new things • Expanding memory • Imaginative or creative • Shows strong involvemen t 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
- 11.
- 12. Learner’s emergent writingis characterized by playful markings to communicate something, which signals their knowledge of the uses of written language before learning the form. -Gundlach(1985)
- 13. Writing ▪Self-initiated and self-directedor 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)
- 14. ▪ 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.
- 15. Stages of WritingDevelopment 0 1 2 3 4 5 6 7 Drawing Scribbling making letter- like forms reproducing learned units invented spelling conventional spelling
- 16. Factors determining thedevelopment of an Emergent writer Physical ▪ 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
- 17. 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
- 18. 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
- 19. 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
- 20. 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
- 21.
- 22. 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
- 23. Stages of LiteracyOral language Reading 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
- 24. Stages of LiteracyOral language Reading 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
- 25. Stages of LiteracyOral language Reading 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
- 26. Stages of LiteracyOral language Reading 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
- 27. Stages of LiteracyOral language Reading Writing Fluent Reading And Writing • Increased vocabulary • Appreciation to importance of speech • Capable decoder with comprehensio n 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
- 28. • 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
- 29. • 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
- 30. Add a SlideTitle - 5
Editor's Notes
- #3 These are child’s first experiences in home where their reading development continues through early years of formally schooling and as they grow. A child will not learn to read that fast but throughout the discussion we will know the different stages of reading process wherein we can monitor On what level of proficiency in reading is the child. Emergent readers they demonstrate alphabet knowledge, a concept of what a word is, a sense of story (beginning, middle, end), listening and re-telling skills, phonemic awareness, and verbal expression. Now let us proceed to what did Harris and Hodges said about an emergent reader.
- #4 according to Harris 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 Reading Readiness/Pre Reading point at which a child is ready to learn to read Recognition of the alphabet, imitation reading, experimenting with letter, sounds associated with letters. Learner-centered activities Connection to non-visual information and visual information of the text. This is the point at which a child is ready to learn to read and the time during which a person transitions from being a non-reader into a reader. learning to recognize the alphabet, imitation reading, experimentation with letters, and learning the sounds associated with the letters. Children need to have learner-centered activities because as a child they must have an opportunity to make the connection between their non-visual information and the visual information of the text.
- #5 There are many models on reading development design which help us in determining what is the pace of a child and one of this models designed to have guided reading instruction in identifying where a child is in Marie Clay (1991) and Fountas and Pinnell (2001) have noted five main stages of literacy development.
- #6 Display curiosity about reading and books Pretend to read and write Rely on pictures to tell the story but are beginning to focus on print May know some letter names and sound associations Can write some letters, usually, those in their own names 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
- #7 Ages from 5-7 Rely more on printed text than on pictures Develop more word recognition strategies(monitoring, searching, cross checking and self correction) Develop bank of sight words wherein their speed of reading increases. The more reading text they read, The it allows them to develop the next stage
- #8 Ranges: 5-7
- #9 Ranges 6-9
- #10 Ranges 9 and above Teaching students to "read inferentially" helps them learn how to read more strategically. This technique is derived from the teaching model that learners develop knowledge via the process of interpreting new information in light of past experiences and rethinking past knowledge based on new information.
- #11 Factors that influence the development