SAMAR COLLEGE
Catbalogan, City
COLLEGE OF GRADUATE STUDIES
Miami C. Dacuno
Jovita A. Pagliaawan, Ph.D
1. Reading Readiness
Children learn to read is his or her understanding of how
the sounds work together. Children learn that words are made
up of individual phonemes that help to make one word
distinguishable from another word. Phonemic awareness is this
ability to take words apart, to put them back together again,
and to change them to something else.
Some ways to help students develop their phonemic
awareness abilities are through various activities that
identify phonemes and syllables, sort and classify phonemes,
blend phonemes to make words, break apart words into their
various components, and interchange phonemes to make new word.
Reading readiness children who are successfully learning to
read have a working understanding of how sounds are
represented alphabetically, sufficient practice in reading to
achieve fluency with different kinds of texts, sufficient
background knowledge and vocabulary to render written texts
meaningful and interesting, control over procedures for
monitoring comprehension and repairing misunderstandings, and
continued interest and motivation to read for a variety of
purposes.
2. Sensation and Perception in Reading
There are two basic approaches to understanding how this
sensation and perception takes place. One of these is known as
bottom-up processing and the other is known as top-down
processing. Bottom-Up, focuses on incoming sensory data, takes
place in real time, more data driven. Top-Down, uses previous
experience and expectations, info is interpreted using
contextual clues. Bottom-up processing is an explanation for
perception that involves starting with an incoming stimulus
and working upwards until a representation of the object is
formed in our minds. This process suggests that our perceptual
experience is based entirely on the sensory stimuli that we
piece together using only data that is available from our
senses. In order to make sense of the world, we must take in
energy from the environment and convert it to neural signals,
a process known as sensation. It is in the next step of the
process, known as perception, that our brains interpret these
sensory signals. Bottom-up processing can be extremely useful
for understanding certain elements of how perception occurs.
However it has also shown that other factors
including expectation and motivation can have an impact on how
we perceive things around us.
3. Emergent Literacy
Children’s development of reading and writing before
schooling, without direct instruction. The reading and writing
behaviors that precede and develop into conventional literacy.
Is acquired through informal as well as adult-directed home
and school activities. Literacy begins at birth and builds on
relationships and experiences that occur during infancy and
early childhood. For example, introducing a child to books at
an early age contributes to a later interest in reading.
Reading together while he or she sits on your lap promotes
bonding and feelings of trust. The give-and-take nature of
babbling, lap games, songs, and rhymes set the stage for
sharing favorite picture books. Exposure to logos, signs,
letters, and words leads to the knowledge that symbols have
meaning. The acquisition of skills such as looking, gesturing.
Children’s early literacy experiences are embedded in the
familiar situations and real-life experiences of family and
community membership. Children begin writing at home from
experiences they’ve had in their homes and social communities.
Children learn about writing by observing more skilled others
and by participating with them in literacy events .Peer
interactions have provided need support for writing . Children
learn to use symbols, combining their oral language, pictures,
print, and play into a coherent mixed medium and creating and
communicating meanings in a variety of ways. As they continue
to learn, children increasingly consolidate this information
into patterns that allow for fluency in reading and writing.
From their initial experiences and interactions with adults,
children begin to read words, processing letter-sound
relations and acquiring substantial knowledge of the
alphabetic system.
4. Readiness Skills of the emergent reader
Children learn to use written language and develop
literacy skills through active engagement with their world.
Children learn to use written language and develop literacy
skills through active engagement with their world. Reading
Readiness Children learn to read by mastering skills arranged
and sequenced in a hierarchy according to their level of
difficulty. Children learn informally through interactions
with and modeling from literate significant others and
exploration with written language.
Emergent reading experience is crucial since it affects
the development of reading. The formal reading curriculum
usually starts in kindergarten. Before kindergarten, genetic
and environmental factors have already affected the starting
point for children. Research studies on DD have provided a
rich body of evidence that reading acquisition is influenced
by complex genetic and environmental interactions [48]. Recent
studies started to focus on the importance of home literacy
environment and emergent reading stage using brain imaging
evidence.
5. Teaching of Alphabet
Teaching the alphabet is foundational for reading and
writing. Around the age of 2, children begin showing interest
in learning alphabet letters. While some kids learn letters
very quickly, others need more repetition and time to learn
letters. Here’s what a beginner reader should know before
kindergarten: Recite/sing the alphabet, singing the alphabet
song to your child introduces the letters to them in a fun
way. Start singing to them as a baby and as they get older,
have them start singing along which they probably will do
naturally. Read Alphabet Books, Read all sorts of alphabet
books to your children, even starting as babies. The
repetition will really help your child learn the alphabet at a
young age. Alphabet puzzles are an amazing tool for teaching
the alphabet. This is a great way to practice vocabulary and
verbal skills, too. Teach the alphabet letter by letter,
choose the activities that your child needs — the ones
that your child will love.
