This document discusses several key aspects of teaching reading in elementary grades. It covers the perception and nature of reading, necessary elements like printed symbols and sight, basic prerequisites, and critical elements like the reader's meaningful response. It also discusses learning principles and the reading process put forward by Hilgard, factors that affect reading like physiological, intellectual, psychological, linguistic and sociological factors. Finally, it addresses reading as a developmental task and the individual's stages of growth in reading from readiness to refinement.

1. TEACHING
READING IN
ELEMENTAR
Y GRADES
As part of the Lesson Developmental Reading

2. THE
PERCEPTIO
N NATURE
OF READING

3. NECESSARY ELEMENTS IN
READING
PRINTED SYMBOLSSENSE OF SIGHT

4. BASIC
PREREQUISI
TE

6. For the printed
symbols to arouse
meaning , recognition
and perception must
occur

7. Gray suggest that the
reading act includes
perception,
understanding , reaction
and integration

8. CRITICAL
ELEMENT

9. READER’s
Meaningful
RESPONSE

10. EXAMPLE

11. IT IS THROUGH
PERCEPTION
THAT THE
GRAPHIC
SYMBOLS
ACHIEVE
MEANING

12. PERCEPTION
IS A VERY
PERSONAL
THING
Says Lange

13. The perceiver’s reaction to the
word depends on the quality and
number of his prior experiences,
his ability to reconstruct and
combine these experiences , and
the general culture in which he
has lived.

14. PERCEPTION ALWAYS INVOLVES
INTERPRETATION
 Because WORDS can only “STAND FOR”
EXPERIENCES
Without Perception or
meaning, there is no reading

15. LEARNING
PRINCIPLES
AND THE
READING
PROCESS
Hilgard

16. PRINCIPLES OF LEARNING
 Ernest Hilgard (1956; Bower & Hilgard,
1980) was one of the most important
learning theorists of the mid-twentieth
century. He believed there were
principles of learning that could be
agreed upon by all learning theorists,
regardless of one's theoretical
background or orientation. He identified
twenty separate unifying principles,
fourteen of which are listed below.

17. CONTEXT
1. Meaningful materials and
meaningful tasks are learned more
readily than nonsense materials and
more readily than tasks not
understood by the learner.
2. Learning under intrinsic motivation
is preferable to learning under
extrinsic motivation.

18. 3. Motivation that is too intense
(especially pain, fear, anxiety) may
be accompanied by distracting
emotional states, so that excessive
motivation may be less effective than
moderate motivation for learning
some kinds of tasks, especially those
involving difficult discriminations.

19. INPUT
 4. In deciding who should learn what, the
capacities of the learner are very
important. Brighter people learn things
quickly that less bright ones learn with
great difficulty or not at all; in general,
older children can learn more rapidly than
younger ones; the decline of ability with
age, in older-aged adults, depends upon
what is being learned.

20.  5. A motivated learner acquires what he learns
more rapidly than one who is not motivated. The
relevant motives include both general and
specific ones. For example, desire to learn and
need for achievement are general, while desire
for a certain reward or to avoid a threatened
punishment are specific.
 6. The personal history of the individual, for
example, his reaction to authority, may hamper
or enhance his ability to learn from a given
teacher.

21. PROCESS
 7. Active participation by a learner is preferable to
passive reception when learning. For example,
elaborative rehearsal of information during classroom
recitation is generally preferable to listening to a lecture
or watching a motion picture.
 8. Learning under the control of reward is preferable to
learning under the control of punishment.
 9. Transfer of new tasks will be better if, in learning, the
learner can discover relationships for himself, and if he
has experience during the learning of applying the
principles within a variety of tasks.

22. 10. There is no substitute for
repetitive practice in the overlearning
of skills or in the memorization of
unrelated facts that have to be
automatized.
11. Spaced or distributed practice is
advantageous in fixing material that is
to be long retained.

23. OUTPUT
 12. Information about the nature of a good performance,
knowledge of successful results, and knowledge of his
own mistakes, aid learning.
 13. Individuals need practice in setting realistic goals for
themselves, goals neither so low as to elicit little effort
nor so high as to foreordain to failure. Realistic goal-
setting leads to more satisfactory improvement than
unrealistic goal-setting.
 14. Tolerance for failure is best taught through providing
a backlog of success that compensates for experienced
failure.

24. FACTORS
THAT
AFFECT
READING

25. PHYSIOLOGICAL FACTORS
 The eyes must move from (L) to (R) then make the return
sweep.
 As the eyes move, they note likeness and differences in
size, shape and combination of letters.
 The reader develops skill in auditory and visual
discrimination, eye-hand coordination and motor skills

26. TECHNICAL
TERMS
RELATED TO
READING

27. FIXATION
Made when the
eye stops. Good
readers have
fewer fixations
than poor
readers
INTERFIXATION
MOVEMENTS
Are caused by
the eyes which
move from
one stopping
point to
another

28. RETURN SWEEPS
 Refer to quick swinging
back of the eyes from the
end of the line to the
beginning of the next line
REGRESSIONS
 Are backward or right-to-
left movements made in
a reverse direction .

29. SPAN OF RECOGNITION
 Or perception span
 Number of words taken
every time the eyes stop
 Synonymous with the
length or distance
recognized by within one
fixation.
DURATION OF
FIXATION
 The length of time the
eyes pause
 Average of four eye stops
per second
 Poor readers require
more time to pause

30. INTELLECTUAL FACTORS
Capacity to learn ,
intelligence, and mental
maturity
The higher the IQ , the
better the reading skills

31. PSYCHOLOGICAL FACTORS
Feelings about self and others
affect reading.
Emotional stability leads to
better concentration ;
interesting topics and an
attractive presentational style
promote the desire to read

32. LINGUISTIC FACTORS
To read well, the reader must
understand sound-symbol
relationships ,intonation, stress,
rhythm, and pauses.
Reading efficiency is dependent
on context meaning , usage and
sentence structure

33. SOCIOLOLOGICAL FACTORS
Reading is a social process
affected by attitudes ,
loyalties, conflicts and
prejudices. Reading is
enhanced by social
acceptance , sel reliance and
cooperation in a group.

34. READING AS A
DEVELOPMEN
TAL TASK

35.  Is a specific responsibility that the
individual faces at certain stages of life in
order to be well-adjusted.
 Grows out of the interaction of physical
maturity , social demands, and the values
and aspirations of the individual
 Implies that a person perform skills on
materials of increasing difficulty

36. INDIVIDUAL’S STAGES OF
GROWTH
READING READINESS
 Period when the child is
getting ready to read.
 Starts with the preschool
year
BEGINNING READING
 When the child starts to
recognize symbols ,
words, phrases and
sentences that stand for
ideas
 Covers Grade I and II

37. PERIOD OF RAPID
GROWTH
 Children have mastered the
techniques of reading such
as basic sight vocabulary,
use of pictures, action and
configuration clues (shape
of the word), use of
phonetic and structural
analysis and use of context
clues.
 Covers Grade III and IV
PERIOD OF
REFINEMENT
 Characterized by wide
reading where learners
are ready to interpret
selections more
intensively
 Reading becomes a tool

38.  Uses varied skills:
 Reading for
pleasure,critical/analytical
for problems in science ,
math or oral reading
interpretation for the
pleasure of others
Covers high school to college