All about Reading

1. Understanding
Reading Development
Presented by:
Mary Grace S. Amada
Analou M. Balana
Kylla Marist S. Dimasuhid
Princess B. Dulaogon

2.  What is your earliest memory
of learning to read?
 What did you already know
before you started school?
 How do you think
children learn to read?

7. "Reading" is the process of looking
at a series of written symbols and
getting meaning from them. When
we read, we use our eyes to receive
written symbols (letters, punctuation
marks and spaces) and we use our
brain to convert them into words,
sentences and paragraphs that
communicate something to us.

8. Reading can be silent (in our head) or aloud
(so that other people can hear).
Reading is a receptive skill - through it
we receive information. But the complex
process of reading also requires the skill of
speaking, so that we can pronounce the words
that we read. In this sense, reading is also a
productive skill in that we are both receiving
receiving information and transmitting it (even
if only to ourselves).

9. Stages of Reading Development
Prereading
Initial Reading or Decoding
Confirmation, Fluency,
and Ungluing of Print
Learning the New
Multiple Viewpoints
0-6yrs
6-8yrs
8-9yrs
9-14
14-18

10. Prereading Stage
 Birth – 6 Years Old
 Emergent Readers
 pretend to read (uses
pictures to tell story)
 Concepts About Print &
Words:
 book-orientation
 does not differentiate
between words and
objects
 can read environmental
print
 example:

11. Prereading Stage
 By the end of this stage, most
children know . . .
 how to write their name.
 the names of letters in the
alphabet AND can identify
most letters and a few words
(CVC words ex. cat).
 Some children at this stage know .
. .
 the sounds that letters
make.
 words stand for objects.
 words carry meaning.
 Beginning to understand literacy
terms such as word, letter, sound,
sentence.
 Before entering the first grade, a
child is exposed to approximately
6,000 words through speaking and
vocabulary.

12. Initial Reading & Decoding
6-8 years old
• Develop understanding
of alphabetic principle
• Learn the letters of the
alphabet
• Letters and the sounds
they make
• Knowledge of sound-
spelling relationships
• Decode words
• Example:
Cat /c/ /a/ /t/

13. Confirmation, Fluency, Ungluing
from Print
8-9 years old
Further developing decoding skills
 Additional strategies to decode words
Start to make meaning from text
End of Age Period
 Developing fluency
 Reading with expression
 Sounds like talking

14. TRANSITION
 From “learning to read”
to “reading to learn”
 The actual "Reading to
Learn" part of the
equation begins around
fourth grade, where the
focus is on reading for
information and
comprehension.

15. Learning the New
9-14 years old
 Purpose of reading is to obtain
information and learn
 Texts (informational books)
 Wide variety of genres
 Begin to analyze and criticize
what they read

16. Multiple Viewpoints
14-18 years old
 Complex language &
vocabulary
 Texts
 Containing varying
viewpoints
 Required to analyze
critically
 Use textbooks to learn
information and complete
homework

17. The Reading Process and
its Components
Presented by: Analou M . Balana

26. References
 J.S. Chall. Stages of Reading
Development. McGraw-Hill.
1983
 Chall's Six Stages of Reading
Development:
https://sites.google.com/a/ghsvi
.org/learning-resource-
center/home/chall-s-six-stages-
of-reading-development
 Tompkins, G. (2010). Literacy
for the 21st Century: A
Balanced Approach (5th ed.).
New Jersey: Allyn & Bacon.

27. T h e o r e t i c a l
M o d e l s o f
R e a d i n g
D e v e l o p m e n t

28. Theoretical Models of Reading Development
Top-down
Model
Bottom-up
Model
Interactive
Model

29. • whole-language learning
through the exploration of literature
• students learn by doing
To p - d o w n m o d e l

30. • By exposing learners to a variety of
literature, they will gain the skills to be
successful lifelong readers.
• When a learner builds on prior knowledge
of a subject matter, they can infer or use the
context of a piece to help them overcome the
more challenging aspects.
To p - d o w n m o d e l

31. • direct instruction
• the teaching of phonics
• Learners are taught very specific
skills of decoding words, work parts, and
sounds in order to build on the structure of
language.
B o t t o m - u p m o d e l

32. • This model is used mostly in lower
elementary grades where the emphasis is
on the shapes and sounds of letters.
B o t t o m - u p m o d e l
• part-to-whole
method

33. I n t e r a c t i v e m o d e l
• This model incorporates a combination
of both top-down and bottom-up.
• the importance of building foundational
skills
• the importance of reading interest and
personal choice in selecting literature

34. T h e o r e t i c a l
M o d e l s o f
R e a d i n g
D e v e l o p m e n t
D I M A S U H I D , K Y L L A M A R I S T S .

35. Factors that Affect
Reading Development

36. 1. Physical &
Clinical Factors

37. Cognitive Deficiencies
 Problems with a
person's ability
to think, learn,
remember, use
judgement, and
make decisions.

38. Hearing Problems
 A research study
concludes that 25% of
the young participants
with reading difficulties
also demonstrated a
mild or moderate
hearing loss of which
teachers and parents
were unaware.

39.  ADHD is one of the most common
neurodevelopmental disorders of
childhood. It is usually first diagnosed in
childhood and often lasts into adulthood.
 Children with ADHD may have trouble
paying attention, controlling impulsive
behaviors (may act without thinking about
what the result will be), or be overly active.
Hyperactivity Disorders

40. Vision Problems
 Children with a vision-
related learning problem
will typically lose their
place while reading and
confuse similar looking
words because they
can't properly see the
text.

41.  Dyslexia
Dyslexia is a learning difficulty that primarily
affects the skills involved in accurate and
fluent word reading and spelling.
• You might mix up the letters in a word —
for example, reading the word "now" as
"won" or "left" as "felt." Words may also
blend together, and spaces are lost.

42. Vision Problems
 Children with a vision-
related learning problem
will typically lose their
place while reading and
confuse similar looking
words because they
can't properly see the
text.

43. 2. Predictors of
School Entry

44.  Readiness of the learners,
 The social interaction of the child
toward others.
 The hobby of the child in reading or
the his/her interest in reading.
 Refers to the emotional status, is the
learners have any emotional
upbringings, considering also the age
of the child.

45. 3. Acquired Knowledge
of Literacy
 Letter Identification
 Concepts of Print
 Phonemic Awareness

46. 4. Family-based risk
factors
 Family History of Reading
Difficulties
 Opportunity of Verbal
Interaction
 Home Literacy Environment
 Socioeconomic Status

47. 5. Neighborhood, Community,
and Social-based Factors
 learning environment of
the child
 the places and the
people involve in his/her
acquisition in reading
proficiency
 it shows how the
teachers involvement
affects the learners

48. 5. Neighborhood, Community,
and Social-based Factors
 The community, how
they support reading
literacy, do the
community provides or
conducts projects that
will somehow supports
the reading development
of the children to
progress or to level up.