LET Reviewer: DEVELOPMENTAL READING
DEVELOPMENTAL READING
• Should examine and test the suggested solution, to see if they work.
• Needs to test the ideas for flaws or defects and must not be inhibited
by the thought of being aggressive, destructive, retaliation, and overevaluation.
• Should engage in critical thinking activities such as active thinking,
exploring situations with questions, using different perspectives to
view a situation, and an organized way to discuss ideas.
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 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
contextthat 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 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, Topdown,
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 alsocalled 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 reader’s
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 where 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 though
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, have difficulty comprehending underlying principles, and
have 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, be able to judge their reading affectively and personally,
and may have difficulty explaining their preference.
• Reading to learn are Grades Four though 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
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, andIntelligence.
• Background of experiences are exposure to various experiences,
opportunities, and materials.
• BACKGROUND OF EXPERIENCES includes oral expression, listening
and writing.
• Language facilityare 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 emotion development are 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’s needs to make fine visual
discrimination is important, suggesting early activities with forms
and shapes, and letter recognition.
• Intelligenceattests 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 the conventional reading.
• Beginning readers according to Folse is a person learning to read in
the 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 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 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 language that may useful
for reading and writing is where instruction should include a planned,
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 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 are planned
opportunities 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
a 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 story or poem
for developing genuine love for reading.
• As a balanced approach, the Four-Pronged approach uses 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 help relate these 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 from identifying and
selecting words that may cause problems, then proceeds to
explaining in advance there 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 paragraph, signal words, main idea sentences,
headings, and subtitles..
• The Student-Centered Study Strategies includes PQRST, Triple S
Technique, OK5R, PQ4R, S4R, PQ5R that provides for previewing,
student-centered questions, and establishment of purpose.
• Teacher-Directed Lesson Frameworks includes 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 includes Follow-up Pre and
During-Reading Activities, Have the students’ talk/write about what
they read, make up tests on their reading and encourage the students
to respond to reading “creatively. “
• Other STRATEGIES IN READING IN THE CONTENT AREAS areClink and
Clunk, Circle-Seat-Center, Jigsaw, Partner Prediction, Reciprocal
Teaching, and Think-Pair-Share/Think-Pair-Square.
• Clink and Clunk is 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 strength.
• 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 prediction 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 other 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.
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