Developmental Reading

Polytechnic University of the Philippines MORE VIEWS ON READING Previous researches have shown that reading is more that recognizing printed let ters or words and that it is also a very complex process that requires careful a ttention. Through the years, more relevant views on reading emerge, giving us a better picture of what it really is and how it happens. NELL DUKE AND P.DAVID PEARSON (2000) Good readers * Are active readers * From the outset have clear goals in mind for their reading. * Constantly evaluate whether the text, and their reading of it, is meeting goal s. * Typically look over the text before they read, noting such things as the struc ture of the text sections that might be most relevant to their reading goals. * As they read, frequently make predictions about their reading - what to read carefully, what to read quickly, what not to read, what to reread and so on. * Construct, revise, and question the meanings they make as they read. * Try to determine the meaning of unfamiliar words and concepts in the text, and they deal with inconsistencies or gaps as needed. * Draw from, compare, and integrate their prior knowledge with material in the t ext. * Think about the authors of the text, their style, beliefs, and intentions, his torical milieu, and so on. * Monitor their understanding of the text, making adjustments in their reading a s necessary. * Evaluate the text quality and value, and react to the text in a range of ways, both intellectually and emotionally. * Read different kinds of text differently. * When reading narrative, good readers attend closely to the setting and charact ers. * When reading expository text, they frequently construct and revise summaries o f what they have read. * Recognize the text processing occurs not only during reading but also during sho rt breaks taken during reading itself has ceased. * Look at comprehension as a consuming, continuous, and complex activity, but on e that is both satisfying and productive. ROBERT RUDDELL, MARTHA RAPP RUDDELL, AND HARRY SINGER (1994) Reading is * Going beyond merely decoding the symbols on the page. * The thought of making meaning. * An understanding of what the writer is saying. * An interaction between the reader and the writer. * A dialogue between the reader and the author in a specific situational context . * Involved with sampling the print, predicting , and what will come next, and t hen confirming one s predictions and then integrating the new information or going back to reread to see why one s prediction was not confirmed. * Influenced by one s purpose of how well he/she or how much comprehension he/she has. * Influenced by other factors that involved knowledge, distractions, and what on e does when he/she is reading. * Indicative that the amount of information that is known about something one is reading prior to reading is directly proportionate to how easy or hard it is to read.

DIANE HENRY LEIPSIG (2001) Reading is * The motivated and fluent coordination of word recognition and comprehension. * A multifaceted process involving word recognition, comprehension, fluency and motivation. * Making meaning from print. It requires that we: (1) identify the words in prin t, a process called word recognition; (2) construct an understanding from them a process called comprehension (3) coordinate identifying words and making meanin g so that reading is automatic and accurate an achievement called fluency. * In its fullest sense involves weaving together word recognition and comprehens ion in a fluent manner. * Developing and maintaining the motivation to read. * An active process of constructing meaning. CHRISTINE CZIKO, CYNTHIA GREENLEAF, LORI HURWITZ, RUTH SCHOENBACK (2000) * Reading is not just a basic skill. Reading is not just a process: readers deco de (figure out how to pronounce) each word in a text and then spoken automatical ly comprehend the meaning of the words, as they do with their everyday spoken la nguage. * Reading is a complex process. As experienced readers read, they begin to gener ate a mental representation, or gist, of the text, which serves as an evolving f ramework for understanding subsequent parts of the text. As they read further, t hey test this evolving meaning and monitor their understanding, paying attention to inconsistencies that arise as they interact with the text. If they notice th ey are losing the meaning as they read, they draw on a variety of strategies to read just their understandings. * Reading is a problem solving. It is a complex process of problem solving in wh ich the reader works to make sense of a text not just from the words and sentenc es on the page but also from ideas, memories, and knowledge evoked by those word s and sentences. * Fluent reading is not the same as decoding. Skillful reading does require read ers to carry out certain tasks in a fairly automatic manner. Decoding skills quic k word recognition and ready knowledge of relevant vocabulary, for example- are essential to successful reading. However, they are by no means sufficient, espec ially when texts are complex or otherwise challenging. * Reading is situationally bounded. In other words, reading is influenced by sit uational factors,among them the experiences readers have had with particular kin ds of texts and reading for particular purposes. * Proficient readers share some key characteristics. They are (1) mentally engag ed (2) motivated to read and to learn, (3) socially active around reading tasks, (4) strategic in monitoring the interactive process that assist comprehension. KENNETH GOODMAN (1998) Reading is . . . * A receptive psycholinguistic process wherein the actor uses strategies creates meaning from text. * The study of reading looks at translating linguistics surface representation ( text) into thought. Goodman argues that basic physical sensory information (the physiological proces s) is cycled into deeper levels of cognitive processes. Cycles readers move from text to understanding through cycles of deeper processi ng, moving from optical, to perceptual, to syntactic, to meaning. Cognitive Process of the brain used in reading are: recognition/initiation the br ain must recognize text and initiate reading: prediction anticipates and predicts as it seeks order and significance of input; confirmation verification of predi

ctions or disconfirmation; and termination

formal ending of reading act.

SKILLS REQUIRED FOR PROFICIENT READING The National Reading Panel (2000) suggests that the ability to read requires pro ficiency in a number of language domains. These domains are described below. Description Language Domains The Phonemic abilityawareness to distinguish and manipulate the individual sounds of language Phonicsthat stresses the acquisition letter-sound correspondences and their use Method in reading and spelling. This helps beginning readers understand how letters are linked to sounds (phonemes), patterns of letter-sound correspondences and spell ing in English, and how to apply this knowledge when they read. Fluency The ability to read orally with speed, accuracy, and vocal expression. If a read er is not fluent, it may be difficult to remember what has been read and to rela te the ideas expressed in the text to his or her background knowledge. This accu racy and automaticity of reading serves as a bridge between decoding and compreh ension. Vocabulary is the knowledge of words and word meanings. When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader s spoken vocabulary. Otherw ise, the reader must derive the meaning of the word using another strategy, such as context.

Reading Comprehension The National Reading Panel describes comprehension as a complex cognitive proces s in which a reader intentionally and interactively engages with the text. Readi ng comprehension is heavily dependent on skilled word recognition and decoding, oral reading fluency, a well-developed vocabulary and active engagement with the text. SIGNFICANCE OF READING Why do we have to read? Does it really matter if one does not know how to read? Obviously, it does. We live in the world of print. From the daily newspapers to the road signs scatt ered all over the place, we can glean how vital reading is. For us to survive in school, in our workplace and even in our homes, we must have a full grasp of th e rudiments reading. Mastering the various requisite skills is a must and from i t emanates our sense of appreciation for the major role reading plays in our liv es. This lesson teaches us to appreciate reading. It delves into why it is undoubted ly significant that without the ability to read, one could hardly get by. It is important that we understand the pivotal role it plays in a man s existence so tha t we would make it a habit and a part of our daily life. TAKE OFF: Finish the phrase below. Write your answer on your notebook. The More you read. . . The Importance of Reading It is a well-known fact that when there were no televisions or computers, r eading was primary leisure activity. People would spend hours reading books and travel to lands far away in their minds. The only tragedy is that, with time, pe

ople have lost their skill and passion to read. There are many other exciting an d thrilling options available, aside from books. And that is a shame because rea ding offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast o f the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively h igher IQs. They are more creative and do better in school and college. It is rec ommended that parents inculcate the importance of reading to their children in t he early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and chi ldren. The children who start reading from an early age are observed to have goo d language skills, and they grasp the variance in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhanc es the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversatio ns. The habit can become a healthy addiction and adds to the information availa ble on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. WHY SHOULD WE READ? Why does one read books? To instruct oneself, amuse oneself, train o Certainly all this and much more. Ultimately it is to underst ne s mind, etc. etc. and life with its thousands facets and to learn how to live life. Our individua l experiences are so narrow and limited, if we were to rely on them alone, we w ould also remain narrow and limited. But books give us the experiences and thoughts of innumerable others , often the wisest of their generation, and lift us our narrow ruts. Gradually a s we go up the mountainsides, fresh vistas come into view, our vision extends fu rther and further, and a sense of proportion comes to us. We are not overwhelmed by our petty and often transient loves and hates, and we see them for what they are petty and hardly noticeable ripples on the immense ocean of life. For all of us, it is worthwhile to develop this larger vision for it enable s us to see life whole and to live it well. But for those who cherished the thou ght of rising above the common herd of unthinking humanity and playing a brave p art in life s journey, this vision and sense of proportion are essential to keep u s on the right path and steady us when storms and heavy winds bear down on us. FACTORS AFFECTING READING DEVELOPMENT There are many factors that affect the reading ability of a person. Snow, Burns, and Griffin (1998) classify them as follows. 1.IsPhysical Indicators *Factor the child andinClinical good health? Factors * Does he/she have a clear vision? * Can the child hear sounds clearly? * Does he/she suffer from physical discomfort? * Does he/she have motor control? * Does he/she have speech defects? * Is he/she able to attend to a task? *2.Is Does Predictions thehe/she childhave of School mature neurological enough Entryto begin disorders? formal reading instruction? * What does the child feel about self and about others? * Is the child interested in studying/reading? * Does the child have enough emotional problems? * What is the age of the child? *3.How Has Acquired the the may child Knowledge intellectual received of Literacy preparatory developmentinstruction? of the child be described? * Does the child have good language background? * What is the IQ level of the child? * What 4. Familyis the Based general Riskatmosphere Factors at home? * Are the child s parents supportive?

* Do the family members encourage the child to read? * Are there books at home? * What kinds of reading materials are read at home? *5.Is Does Neighborhood thethe school childconducive Community, belong tofor a poor and learning? School or anbased affluent Factors family? * Are the teachers competent/ Do they have emotional maturity? Do they lack soci al sense? * Does the community show support for literacy ? * Are there enough reading materials in schools/libraries? * Are there clear policies and projects that support developmental reading progr ams? Developmental Reading Stages A journey of thousand miles begins with a single step . This old adage aptly descri bes what one has to go through to become an effective reader. Like success, read ing skills are not achieved overnight. It takes time and much effort before a pe rson could learn how to efficiently reader. Learning to read is like learning to walk or talk. One must not be in a hurry. I t is a process that cannot be completed in just a minute. Every learner has to g radually and carefully undergo the phases of reading development and readiness i s viewed to be very significant factor. Each learner has to master the requisite reading skills each stage or phase necessitates and can only move to the next i f and only if he is ready or equipped with the required reading skills to cope w ith the demands of the following reading development phase. Jean Chall (1983) proposed a five-stage development described below. However, sh e reminds us that the ages and grades noted for each stage are simply guidelines . Some first grades may be operating in stage three where some fourth grades may need some instruction in stage two. Each child will move through the stages whe n he or she is ready and not a moment before. Stages 0 through Stage 2 are the learning to read stages of development. These are the stages where the child is doing just that-learning to read. Stage 3 through Stage 5 is stages where the child is reading to learn . This is where the child is reading on his own to learn material to inflate his knowledge based on particul ar topics. Further, while the progression from one stage to another is dependen t upon mastery of each previous stage, many learners may operate in as many as t wo or three stages during their school years. Descriptive Stage Age Description Range Title Reading0 Readiness/ Stage Pre Reading *Birth-Age This stage 6 is characterized by learning to recognize the alphabet, imitation r eading, experimentation with letters, and learning the sounds associated with le tters. * The children are increasing their conceptual knowledge and beginning to develo p an understanding of the world around them. * The children need to have many learner-centered activities that encourage them to experiment with language and to have an opportunity to make the connection b etween Stage Initial *Age The6-7, 1their children Reading Gradenon-visual 1-2 begin or Decoding gluing information to printand andthe sounding visualout information words. Even of words the txt. that wer e easily recognized in stage 0 may now be sounded out by the stage 1 readers. * Children in this stage are beginning to utilize their knowledge of consonants and vowels to blend together simple words. * The ability to use consonants and vowels to blend together simple words is an integral part of beginning reading. Some children may need to go through this st age of sounding out longer than others. * Over time with guidance, the children at this stage will eventually move to re ading whole words. * Patience is extremely important while children are moving from stage 1 to stag e 2.

Stage 2

Fluency

*AgeChildren 7-8, Grade consider 2-3 this to be the real reading stage. They are now fairly good at reading and spelling and are ready to read without sounding everything out. * In this stage it helps to have children reread books frequently because this a llows them to concentrate on meaning and also helps to build their fluency while reading. * The learners in this stage need the opportunity to hone the skills of reading in comfortable Stage Reading Age 9-13 3 for Learning text and thecomfortable New Stage: Areading First Step situations. *Grades Readers 4-Second at thisYear stage have mastered the code and find easy to sound out of unf amiliar words and read with fluency. * Learners are now ready to begin the study of subject matter and the use of inf ormational text. Readers need to bring prior knowledge to their reading. * The learners in this stage acquire facts. * The readers in this stage must use reading as a tool for acquiring new knowled ge.

Stage 4

Multiple Viewpoints Stage

High School: Ages 14-18 * Readers are instructed in reading/study skills, and reading strategies for suc cess. * The successful Stage 3 readers grows in their ability to analyze what they rea d and react critically to the different viewpoints they encounter. * Stage 4 readers are able to deal with layers of facts and concepts and have th e ability to add and delete schema previously learned. This is essentials as the learners now interact with more complex texts that share multiple views and con cepts.

Stage 5

Construction and Reconstruction Stage

* Adult readers College Ages 18 are and taught up literacy that stresses acquisition of skills useful t o them and the ability to apply those skills. * Stage 5 readers know what not to read, as well what to read. * During Stage 5 the readers have acquired the ability to construct knowledge on a high level of abstraction and generality and to create one s own truth from the uth of others. * Learners now have the ability to synthesize critically the works of others and STAGES are able OF THE to form READING theirPROCESS own educated stance on the subject. Authors and reading experts have different views as regards the stages of readin g skills development. However, they are one in saying that determining which sta ges of the reading process one is in is paramount importance. Although there is no clear demarcation line that divides these stages, understanding them and the characteristics of each, will give us a greater insight on how to help a reader progress through the stages of the reading process and become a strong, skilled reader. E. Sutton Flynt and Robert B. Cooter, Jr. (2006) suggest the following stages of the reading process. 1. Making Early Connections Describing pictures. 2. Forming story by connecting pictures. 3. Transitional Picture Reading. 4. Advanced Picture Reading. 5. Early print reading. 6. Early strategic reading. 7. Moderate strategic reading. MAJOR STAGES OF READING SKILLS DEVELOPMENT A. Reading Readiness This is the point at which a person is ready to learn to read and the time durin g which a person transitions from being a non-reader into a reader. Other terms for reading readiness include early literacy and emergent reading. Children start to learn pre-reading at birth while they listen to the speech aro und them. In order to learn to read, a child must first have knowledge of the or al language. The acquisition of language is natural, but the process of learning to read is not reading must be taught. This belief opposes basic language philo sophy, which affirms that children learn to read while they learn to speak. The Ontario Government also believes that reading is the foundation of success, and that those children who struggle with reading in grades 1-3 are a disadvantage i n terms of academic success, compared to those children who are not struggling. Reading readiness is highly individualistic. There is no one size fits all n to teaching a child to read. Skills that indicate whether a child is ready to learn to read include: * Age appropriate oral language development and vocabulary. * Appreciation of stories and books

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* Phonemic awareness (ability to distinguish and manipulate individual sounds o f language) * Understanding of basic print concepts. * Understanding of the alphabetic principle (letters represent the sounds of lan guage) * Ability to distinguish shapes (visual discrimination) * Ability to identify at least some letters of the alphabet. B. Beginning Reading 1. Print awareness includes the concept of book orientation. 2. Phonemic awareness understanding that the sounds spoken language work togethe r to make words. A phoneme is a single speech sound e.g letter b. 3. Phonics activities that use only sounds (and not print) Phonemes the sounds of spoken language Graphemes the letters and spelling that represent these sounds in written langua ge. 4. Vocabulary includes listening, speaking, reading and writing vocabulary. This refers to the words that we must know in order to communicate effectively. 5. Fluency- refers to the ability to read text accurately and quickly. It is imp ortant because it provides a bridge between word recognition and comprehension. Fluent readers do not have to concentrate on decoding so they can focus their ef forts on making meaning of the text. 6. Comprehension refers to ability to make meaning out of the text. Experiential background (prior knowledge) will contribute to comprehension as the student beg ins to remember facts, sequence, and main ideas of information read. C. Independent Reading Stage > Motivation is likewise is associated with independent reading > Readers read more willingly * Kinds of Readers * * * * * * * *

Emergent readers Developing readers Beginning readers Expanding readers Bridging readers Fluent readers Proficient readers Independent readers

WATCH ME GROW First you babble and then you talk You begin to crawl, before you walk And once you walk, you start to run And soon you ll find, to fly is fun But The And You

as you soar, you have to know things you need to help you grow since this process cannot be rushed ll have to wait don t be crushed!

Like learning to talk and walk and run Reading is supposed to be fun So don t be worried if I cannot read More time may be what I need to succeed

You cannot run before you walk You have to babble before you talk And reading is the same indeed Time and Patience is all I need One day I will learn how to read And I may even take the lead But for now the process may too slow Just encourage me and watch me grow. Answer the following: 1. In the poem, to what is reading compared? 2. What does the poem say about learning how to read? 3. Explain the following lines of the poem: a. And since this process cannot be rushed You ll have to wait don t be crushed! b. You cannot run before you walk You have to babble before you talk c. But for now the process may to slow Just encourage me and watch me grow! 4. How does the poem exemplify the reading stages COMPREHENSION AND LEVELS OF COMPREHENSION Reading is game that every person plays. It is puzzle game since we guess what ind ividual words mean and the whole picture they create in our minds. However, mere ly sounding words without