PROF ED NOTES - DEVELOPMENTAL READING
DEVELOPMENTAL READING
To THINKING CREATIVELY, a reading teacher must:
• Use his/her cognitive skills to develop ideas that are unique, useful, and can be elaborated further.
• Discover an improved solution to a problem or new ideas.
• Organize ideas in a new way and make different comparisons.
• Not be inhibited by conformity, censorship, strict education, and the desire to find the solution hastily.
• Comprehension according to the Constructivists is the act of making sense or constructing the meaning of the text.
• The FACTORS THAT AFFECT comprehension are what the reader brings to the reading situation (Developmental stages), the characteristics of the written text (Print material), the learning context that defines the task and the purpose of the reader (reading situation), and the strategies consciously applied by the reader in order to obtain the meaning.
• What the reader brings to the reading situation (DEVELOPMENTAL STAGES) includes the reader’s background experience, knowledge of the subject, vocabulary, purpose, and motivation.
• The characteristic of the written text (PRINT MATERIAL) includes the content, format, readability, concepts, organization, and the author’s purpose.
• The learning context that defines the task and the purpose of the reader (READING SITUATION) includes the setting, task, environment, and the outcome.
• The strategies consciously applied by the reader to obtain meaning is where a systematic plan, consciously adapted and monitored is applied to improve one’s performance in learning.
• The major COMPREHENSION STRATEGIES are the Preparational Strategies, Organizational Strategies, Elaboration Strategies, and Metacognitive Strategies.
• Under the PREPARATIONAL STRATEGIES are Previewing, Activating Prior Knowledge, Setting purpose and goals, and Predicting.
• Under the ORGANIZATIONAL STRATEGIES are Comprehending the main idea, Determining important details, Organizing details, Sequencing, Following directions, and Summarizing.
• Under the ELABORATION STRATEGIES are Making inferences, Imaging, Generating questions, and evaluating or critical reading.
• Under the METACOGNITIVE STRATEGIES are Regulating, Checking, and Repairing.
• The three main groups of READING THEORIES are Bottom-up, top-down, and Interactive.
• Bottom-up also called data-driven processing, is where reading is started with the input of some graphic signals or stimulus.
• The role of the reader in the Bottom-up theory is to get meaning from the text based on the stimulus or the words used.
• Top-down also called concept-driven processing, is where reading begins with the cognitive processes occurring in the reader’s mind as he/she reads.
• The role of the reader in the Top-down theory is to give meaning to the text based on the information already help within the reader’s prior knowledge
• Interactive theory depicts reading as the process of constructing meaning through the dynamic interaction among the readers' existing knowledge, the information suggested by the written language, and the context of the reading situation.
• The five STAGES OF READING DEVELOPMENT are Emergent Literacy, Early Reading, Growing Independence, Reading to Learn, and Abstract Reading.
• Emergent literacy starts from birth to 5 years old when the reader is characterized by rapid language growth, experiences difficulty putting experiences into words is egocentric, likes the elements of rhyme, repetition, and alliteration, and learns primarily through direct sensory contact and physical manipulation.
• Early reading starts from Kindergarten to First Grade and is characterized by manipulating objects and ideas mentally, can reason logically, having difficulty comprehending underlying principles, and having an evolving grasp of the alphabet.
• Growing independence is from Grade Two to Grade Three, where the reader is characterized by evolving fluency, extensive reading of fiction and non-fiction, becoming more appreciative of stories of others, being able to judge their reading affectively and personally, and may have difficulty explaining their preference.
• Reading to learn are Grades Four through Six where the reader has a wide application of word-attack and comprehension skills, emphasis is placed on grasping informational text, vocabulary, and conceptual load increase significantly, and an increase in words in listening vocabulary.
• Abstract reading starts from Grade Seven and Up where the reader can construct multiple hypotheses and becomes more elaborate in the evaluation of reading and reflects an evolving set of standards for judging.
• The factors that help EMERGENT LITERACY LEARNERS’ READING DEVELOPMENT are Background of Experiences, Language facility, Interest in reading, Social and emotional development, Physical Development, and intelligence.
• Background of experiences is exposure to various experiences, opportunities, and materials.
• BACKGROUND OF EXPERIENCES includes oral expression, listening, and writing.
• Language facilities are the opportunities for oral expression such as conversation, discussion, oral reports, storytelling, drama, etc.
• Interest in reading includes oral reading, free silent reading, recreational reading, close reading/study of literation, book clubs, paperbacks, magazines and newspapers, poetry reading, poetry collections, etc.
• Social and emotional development is individual and group communication and participation, where the experiences are structured so that the child feels accepted and secure, and develops desirable attitudes toward himself and others.
• Language is a catalyst in social and emotional development.
• Physical development illustrates the importance of vision and hearing acuity.
• In Physical development, the child needs to make fine visual discrimination is important, suggesting early activities with forms and shapes, and letter recognition.
• Intelligence attests to the importance of mental age.
• Under Intelligence, prereading activities, socioeconomic factors, teachers, methods, and material are considered in each individual situation.
• According to Savage, Beginning readers are anyone who has not been taught conventional reading.
• Beginning reader according to Folse is a person learning to read in a second language.
• The CHARACTERISTICS OF BEGINNING READERS are problem solvers, motivated through novelty, needing time for learning, and bringing more than an empty shell to school.
• A child is never totally ready or unready to read.
• The right time to teach beginning reading is when learners have achieved unity of their capabilities and abilities with their interests.
• The appropriate approach in TEACHING BEGINNING READING is Starting with the whole text, Focusing on knowledge about the parts of language that may be useful for reading and writing, and Returning to whole texts for application and practice.
• Starting with whole texts provides grounding instruction that provides a basis for meaningful literacy activities.
• Shared reading of poems, or stories, using big books or charts are some examples of starting with whole texts.
• Focusing on knowledge about the parts of the language that may useful for reading and writing is where instruction should include a plan, a systematic effort to highlight specific textual features and literary devices as a variety of materials are read, written, and discussed over time.
• In focusing on knowledge about the parts of the language that may be useful for reading and writing, highlighting specific textual features helps the children form generalizations about language that they can apply to their own independent efforts to read and write.
• Returning to whole texts for application and practice is a planned opportunity to apply what has been learned about the parts of language that allow students to move from simply knowing about a generalization to using that knowledge in a purposeful way.
• The Four-Pronged Approach is a literature-based integrated approach to teaching beginning reading.
• The GOALS OF THE FOUR-PRONGED approach is the development of genuine love for, habit, and enjoyment of reading, critical thinking skills, oral language, and correct grammatical structures, and decoding and encoding skills.
• The CHARACTERISTICS OF THE FOUR-PRONGED APPROACH are that it is literature-based, it integrates literature and skills, it is a balanced approach, and it is made up of four components.
• As a literature-based, the Four-Pronged approach used stories or poems for developing a genuine love for reading.
• As a balanced approach, the Four-Pronged approach uses a whole language approach and explicit instruction.
• The FOUR COMPONENTS OF THE FOUR-PRONGED APPROACH are Genuine Love for Reading, Critical Thinking, Grammar and Oral Language Development, and Transfer Stage.
• The parts of the GRAMMAR AND ORAL LANGUAGE DEVELOPMENT are Presentation lesson or introduction, Teacher Modeling or Direct Instruction, Guided Practice, and Individual Practice.
Teachers can help improve comprehension by:
• Assessing prior knowledge and helping relate this knowledge to new ideas in the texts.
• Teaching words in the texts that label schemata important to the writer’s message.
• Helping students sharpen cognitive skills to be able to comprehend the tests
• And by showing the students the way writers organize printed texts to help them “read the blueprint.”
• There are different COMPREHENSION STRATEGIES that can be applied Before Reading, While or During Reading, and After or Post Reading.
• Comprehension strategies Before Reading are activities that can activate the students’ prior knowledge while extending, refining, and building the schemata.
• The different effective comprehension strategies BEFORE READING are Overview, Vocabulary Preview, Structural Organizer, Student-Centered Study Strategies, and Teacher-Directed Lesson Frameworks.
• Overview is a strategy in which teachers tell students about the selection or assignment prior to reading.
• VocabularyPreview is a strategy that starts by identifying and selecting words that may cause problems, then proceeds to explain in advance their unfamiliar words to students.
• Teaching unfamiliar words to students provides anchors for new information, which provides opportunities to relate unfamiliar concepts to familiar ones, and is an aspect of developing the general background knowledge necessary for comprehension.
• Structural organizer is a strategy that teaches students to focus their attention on the way the passages are organized.
• In Structural Organizer, the teachers should point out the basic rhetorical frameworks underlying the discourse, call attention to specific plans of paragraphs, signal words, main idea sentences, headings, and subtitles.
• The Student-Centered Study Strategies include PQRST, Triple S Technique, OK5R, PQ4R, S4R, PQ5R that provides for previewing, student-centered questions, and establishment of purpose.
• Teacher-Directed Lesson Frameworks include Directed Reading Activity (DRA), Directed Reading-Thinking Activity (DRTA), Guided Reading Procedure, and Reciprocal Questioning (ReQuest), which gives teachers a plan on which they can build lessons while some give students strategies for approaching the texts.
• Comprehension Strategies While or During Reading are activities that can guide reader-text interactions, while reading is taking place
• The techniques WHILE READING OR DURING READING are question answering, inserted questions, immediate oral feedback, timelines, and charts, listing main ideas, outlining, paraphrasing, and summarizing.
• Comprehension Strategies After or Post Reading are activities that help students remember new ideas and information while providing teachers with feedback on how well texts have been understood.
• Techniques AFTER OR POST READING include Follow-up Pre and During-Reading Activities, Having the students talk/write about what they read, makeup tests on their reading, and encouraging the students to respond to reading “creatively. “
• Other STRATEGIES IN READING IN THE CONTENT AREAS are Clink and Clunk, Circle-Seat-Center, Jigsaw, Partner Prediction, Reciprocal Teaching, and Think-Pair-Share/Think-Pair-Square.
• Clink and Clunk are used to assess what information the students have learned and what information needs to be covered in more depth.
• Clink and Clunk motivates students as they attempt to increase the information they understand (‘clinks’) and decrease what they do not understand (‘clunks’)
• Circle-Seat-Center is a strategy that allows the students to work in small peer groups and go over all the information they would like the teacher to cover.
• The circle group focuses on verbal learning, the Seat group focuses on visual learning, and the Center group focuses on tactile learning, which allows the students who learn through different modalities the opportunity to learn through their strengths.
• Jigsaw allows the students to work with their peers and to learn information from one another.
• Jigsaw is a collaborative strategy that ensures the participation of all the students by allowing all members of the class to receive information about an entire section in a text.
• Partner Prediction gives students the opportunity to work with their peers and make predictions about a story or section.
• In Partner Prediction, being able to share their ideas with a partner encourages self-expression.
• Reciprocal Teaching allows the students to work together and to teach others as they take over the discussion.
• Think-Pair-Share/Think-Pair-Square is a partner or group activity that allows students to work together to check for comprehension.
Comments
Post a Comment