DEVELOPMENTAL READING logically, have difficulty comprehending underlying principles, and

have evolving grasp of the alphabet.

• Should examine and test the suggested solution, to see if they work.
• Growing independence is from Grade Two to Grade Three, where
• Needs to test the ideas for flaws or defects and must not be inhibited the reader is characterized by evolving fluency, extensive reading
by the thought of being aggressive, destructive, retaliation, and of fiction and non-fiction, becoming more appreciative of stories of
overevaluation. others, be able to judge their reading affectively and personally,
and may have difficulty explaining their preference.
• Should engage in critical thinking activities such as active thinking,
exploring situations with questions, using different perspectives to • Reading to learn are Grades Four though Six where the reader has a
view a situation, and an organized way to discuss ideas. wide application of word-attack and comprehension skills, emphasis
is placed on grasping informational text, vocabulary and conceptual
To THINKING CREATIVELY, a reading teacher must: load increase significantly, and an increase in words in listening
vocabulary.
• Use his/her cognitive skills to develop ideas that are unique, useful,
and can be elaborated further. • Abstract reading starts from Grade Seven and Up where the reader
can construct multiple hypotheses and becomes more elaborate in
• Discover an improved solution to a problem, or new ideas. evaluation of reading and reflects an evolving set of standards for
judging.
• Organize ideas in a new way and make different comparisons.
• The factors that help EMERGENT LITERACY LEARNERS’ READING
• Not be inhibited by conformity, censorship, strict education, and DEVELOPMENT are Background of Experiences, Language facility,
the desire to find the solution hastily. Interest in reading, Social and emotional development, Physical
development, andIntelligence.
• Comprehension according to the Constructivists is the act of making
sense or constructing meaning of the text. • Background of experiences are exposure to various experiences,
opportunities, and materials.
• The FACTORS THAT AFFECT comprehension are what the reader
brings to the reading situation (Developmental stages), the • BACKGROUND OF EXPERIENCES includes oral expression, listening
characteristics of the written text (Print material),the learning and writing.
contextthat defines the task and the purpose of the reader (reading
situation), and the strategies consciously applied by the reader in • Language facilityare the opportunities for oral expression such as
order to obtain the meaning. conversation, discussion, oral reports, storytelling, drama, etc.

• What the reader brings to the reading situation (DEVELOPMENTAL • Interest in reading includes oral reading, free silent reading,
STAGES) includes the reader’s background experience, knowledge recreational reading, close reading/study of literation, book clubs,
of subject, vocabulary, purpose, and motivation. paperbacks, magazines and newspapers, poetry reading, poetry
collections, etc.
• The characteristic of the written text (PRINT MATERIAL) includes the
content, format, readability, concepts, organization, and the author’s • Social and emotion development are individual and group
purpose. communication and participation, where the experiences are
structured so that the child feels accepted and secure, and develops
• The learning context that defines the task and the purpose of the desirable attitudes toward himself and others.
reader (READING SITUATION) includes the setting, task,
environment, and the outcome. • Language is a catalyst in social and emotional development.

• The strategies consciously applied by the reader to obtain meaning • Physical development illustrates the importance of vision and
is where a systematic plan, consciously adapted and monitored is hearing acuity.
applied to improve one’s performance in learning.
• In Physical development, the child’s needs to make fine visual
• The major COMPREHENSION STRATEGIES are the Preparational discrimination is important, suggesting early activities with forms
Strategies, Organizational Strategies, Elaboration Strategies, and and shapes, and letter recognition.
Metacognitive Strategies.
• Intelligenceattests to the importance of mental age.
• Under the PREPARATIONAL STRATEGIES are Previewing, Activating
Prior Knowledge, Setting purpose and goals, and Predicting. • Under Intelligence, prereading activities, socioeconomic factors,
teachers, methods, and material are considered in each individual
• Under the ORGANIZATIONAL STRATEGIES are Comprehending the situation.
main idea, Determining important details, Organizing details,
Sequencing, Following directions, and Summarizing. • According to Savage, Beginning readers are anyone who has not
been taught the conventional reading.
• Under the ELABORATION STRATEGIES are Making inferences,
Imaging, Generating questions, and evaluating or critical reading. • Beginning readers according to Folse is a person learning to read in
the second language.
• Under the METACOGNITIVE STRATEGIES are Regulating, Checking,
and Repairing. • The CHARACTERISTICS OF BEGINNING READERS are problem
solvers,
• The three main groups of READING THEORIES are Bottom-up, Topdown, motivated through novelty, needing time for learning and bringing
and Interactive. more than an empty shell to school.

• Bottom-up also called data-driven processing, is where reading is • A child is never totally ready or unready to read.
started with the input of some graphic signals or stimulus.
• The right time to teach beginning reading is when learners have
• The role of the reader in the Bottom-up theory is to get meaning achieved unity of their capabilities and abilities with their interests.
from the text based on the stimulus or the words used.
• The appropriate approach in TEACHING BEGINNING READING is
• Top-down alsocalled concept-driven processing, is where reading Starting with whole text, Focusing on knowledge about the parts of
begins with the cognitive processes occurring in the reader’s mind language that may be useful for reading and writing, and Returning
as he/she reads. to whole texts for application and practice.

• The role of the reader in the Top-down theory is to give meaning to • Starting with whole texts provides grounding instruction that
the text based on the information already help within the reader’s provides basis for meaningful literacy activities.
prior knowledge.
• Shared reading of poems, or stories, using big books or charts are
• Interactive theory depicts reading as the process of constructing some examples of starting with whole texts.
meaning through the dynamic interaction among the reader’s
existing knowledge, the information suggested by the written • Focusing on knowledge about the parts of language that may useful
language, and the context of the reading situation. for reading and writing is where instruction should include a planned,
systematic effort to highlight specific textual features and literary
• The five STAGES OF READING DEVELOPMENT are Emergent Literacy, devices as a variety of materials are read, written, and discussed
Early Reading, Growing Independence, Reading to Learn, and over time.
Abstract Reading.
• In focusing on knowledge about the parts of language that may be
• Emergent literacy starts from birth to 5 years old where the reader is useful for reading and writing, highlighting specific textual features
characterized by rapid language growth, experiences difficulty helps the children form generalizations about language that they
putting experiences into words, is egocentric, likes the elements of can apply to their own independent efforts to read and write.
rhyme, repetition and alliteration, and learns primarily though
direct sensory contact and physical manipulation. • Returning to whole texts for application and practice are planned
opportunities to apply what has been learned about the parts of
• Early reading starts from Kindergarten to First Grade and is language that allow students to move from simply knowing about a
characterized by manipulating objects and ideas mentally, can reason generalization to using that knowledge in a purposeful way.
• The Four-Pronged Approach is a literature-based integrated • Other STRATEGIES IN READING IN THE CONTENT AREAS areClink
approach to teaching beginning reading. and
Clunk, Circle-Seat-Center, Jigsaw, Partner Prediction, Reciprocal
• The GOALS OF THE FOUR-PRONGED approach is the development of Teaching, and Think-Pair-Share/Think-Pair-Square.
a genuine love for, habit, and enjoyment of reading, critical thinking
skills, oral language and correct grammatical structures, and decoding • Clink and Clunk is used to assess what information the students
and encoding skills. have learned and what information needs to be covered in more
depth.
• The CHARACTERISTICS OF THE FOUR-PRONGED APPROACH are
that • Clink and Clunk motivates students as they attempt to increase the
it is literature-based, it integrates literature and skills, it is a balanced information they understand (‘clinks’) and decrease what they do
approach, and it is made up of four components. not understand (‘clunks’)

• As a literature-based, the Four-Pronged approach used story or poem • Circle-Seat-Center is a strategy that allows the students to work in
for developing genuine love for reading. small peer groups and go over all the information they would like
the teacher to cover.
• As a balanced approach, the Four-Pronged approach uses whole
language approach and explicit instruction. • The circle group focuses on verbal learning, the Seat group focuses
on visual learning, and the Center group focuses on tactile learning,
• The FOUR COMPONENTS OF THE FOUR-PRONGED APPROACH are which allows the students who learn through different modalities
Genuine Love for Reading, Critical Thinking, Grammar and Oral the opportunity to learn through their strength.
Language Development, and Transfer Stage.
• Jigsaw allows the students to work with their peers and to learn
• The parts of the GRAMMAR AND ORAL LANGUAGE DEVELOPMENT information from one another.
are Presentation lesson or introduction, Teacher Modeling or Direct
Instruction, Guided Practice, and Individual Practice. • Jigsaw is a collaborative strategy that ensures the participation of
Teachers can help improve comprehension by: all the students by allowing all members of the class to receive
information about an entire section in a text.
• Assessing prior knowledge and help relate these knowledge to
new ideas in the texts. • Partner Prediction gives students the opportunity to work with their
peers and make prediction about a story or section.
• Teaching words in the texts that label schemata important to the
writer’s message. • In Partner Prediction, being able to share their ideas with a partner
encourages self-expression.
• Helping students sharpen cognitive skills to be able to comprehend
the tests • Reciprocal Teaching allows the students to work together and to
teach other as they take over the discussion.
• And by showing the students the way writers organize printed texts
to help them “read the blueprint.” • Think-Pair-Share/Think-Pair-Square is a partner or group activity that
allows students to work together to check for comprehension.
• 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. “