DEVELOPMENTA
L
READING
Mhilgene B. Manalo
Agree
Disagree
1. Comprehension resides in the
text, so the students should be
able to get the meaning of what
he reads.
2. Comprehension occurs before
the students actually read a
selection.
3. The best technique is through
the use of context clues.
4. To assess and build
background knowledge, be sure
that instruction corrects
misconceptions.
5. Students who know about a
topic remember more from a
related reading than students who
have limited knowledge.
What is READING?
Reading is a multifaceted
process involving word
recognition, comprehension,
fluency, and motivation.
Note for the teachers:
Learn how readers integrate these
facets to make meaning from
print.
What is
DEVELOPMENT
AL READING?
It refers to a comprehensive reading program
which consists of several periods or stages.
These periods usually coincide with the
developmental stages of growth of the
individual. It is believed that one progresses
gradually in acquiring and developing certain
skills.
A developmental task is a
specific responsibility that the
individual faces at certain stages
of life in order to be well-
adjusted.
READING is a
DEVELOPMENTAL
TASK.
Developmental
Reading
Stages
Stage 0:
Birth to 6 y/0
Reading readiness/Pre-reading
Recognize the alphabet, imitation
reading, experimentation with letters,
learning sounds, understanding the world
around them
Stage 1:
6-7 y/o
Grades 1-2
Initial reading/decoding
Sounding out words from print, utilize
consonants and vowels to blend together
as simple words
Stage 2:
7-8 y/o
Grades 2-3
Fluency
Considered as “real reading stage”
Fairly good at reading, spelling, and are ready
to read without sounding everything out, re-
reading allow them to concentrate on meaning
and build fluency
Stage 3:
9-13 y/o
Grades 4-7
Reading for learning the new stage
Sounding out unfamiliar words and read
with fluency, use prior knowledge for
acquisition of facts
Stage 4:
14-18 y/o
Grades 8-12
Multiple viewpoint stage
Have fully developed reading and study
skills, analyze what they read and react
critically, share multiple views and
concepts
Stage 5:
18 y/o and above
Tertiary level
Construction and reconstruction stage
Read materials useful to them and apply those
skills, know what not to read, as well as, what
not to read, have the ability to synthesize
critically the works of others and able to defend
their stand on specific issues
Reading Pyramid
Comprehension
Fluency
Word
Recognition Vocabulary
Decoding
Phonemic Awareness
Reading Skills
Phonemic Awareness- how to break apart and
manipulate the sounds in words.
Example: feet has three sounds which are /f/ /e/ /t/
Reading Skills
Decoding- how to apply their knowledge of
letter-sound relationships to sound out words
that are new to them.
Example: sssssssssppppoooonnnn-spoon
Reading Skills
Word Recognition- identifying words in print.
*sometimes you can make meaning from print without being
able to identify all the words.
Example: Love is patient. Love is kind. It does not envy. It
does not boast. It is not proud. It does not dishonor others. It is
not self-seeking. It is not easily angered. It keeps no record of
wrong. Love does not delight in evil but rejoices with the truth.
It always protects, always trusts, always hopes, always
perseveres. Love never fails.
*sometimes you can identify the words without
being able to construct meaning from them.
Example: ‘Twas brillig, and the slithy toves
did gyre and gimble in the wabe
all mimsy were the borogoves
and the mome raths outgrabe.
*sometimes you can identify the words and
comprehend them, but if the processes don’t come
together smoothly,reading will still be a labored
process.
Example:
Reading Skills
Fluency- coordinate, identify words, and make meaning
so that reading is automatic and accurate---an
achievement.
Reading Skills
Comprehension- construct an understanding from the
text being read.
Learning reading in English is still a complex process.
We say:
She went home
Not:
She goed home.
If reading isn’t pleasurable or fulfilling, children won’t choose
to read, and they won’t get the practice they need to become
fluent readers.
Therefore, reading also means developing and maintaining the
motivation to read. Reading is an active process of
constructing meaning.
How do we develop and
maintain the motivation to read?
Appreciate the pleasures of reading.
View reading as a social act to be shared with others.
See reading as an opportunity to explore their interests.
Read widely for a variety of purposes, from enjoyment to
gathering information.
Become comfortable with a variety of different written forms
and genres.
So now….what is reading?
Reading is the motivated and
fluent coordination of word
recognition and comprehension.
Literacy Program
Reading Aloud
Shared Reading
Guided Reading
Independent Reading
Reading Skills
Reading aloud- means just that-reading aloud. When we
read to students, we take advantage of the fact that until
8th grade, young people have a “listening level” that
significantly surpasses their reading level. Therefore,
when we read to our students, we engage them in texts
that they might not be able to read.
Reading Skills
Shared Reading- is an instructional approach in which
teacher explicitly models the strategies and skills of
proficient readers. It is a collaborative learning activity
between the teacher and a group of pupils sitting closely
together to read and re-read a selected enlarged text.
-Don Holdaway and Brenda Parkes
Reading Skills
Reading aloud- means just that-reading aloud. When we
read to students, we take advantage of the fact that until
8th grade, young people have a “listening level” that
significantly surpasses their reading level. Therefore,
when we read to our students, we engage them in texts
that they might not be able to read.
Reading Skills
Guided Reading- small-group reading instruction
designed to provide differentiated teaching that supports
pupils in developing reading proficiency. It allows pupils
to be taught in a way that is intended to be more focused
on their specific needs to accelerate their progress.
Reading Skills
Independent Reading- children’s reading of text such as
books, magazines, and newspapers on their own with
minimal to no assistance from adults. It can be consist of
reading done in or out of school, including purely reading
for enjoyment or assigned reading for homework.
How to Develop Reading Skills
Pre-Reading- before the actual act of reading a text
begins, some points should be regarded in order to make
the process more comprehensible. It is necessary to
provide background information to the reader to
facilitate comprehension. It can enlighten students’
cognitive burden while reading because prior
discussions will have been incorporated.
How to Develop Reading Skills
During Reading- these processes may be the most
complex to develop in a classroom setting. We teach our
pupils to a.)make predictions and tell what is going to
happen next, b.)skip insignificant facts and concentrate
on useful pieces of information, c.)integrate prior
knowledge by activating schema to facilitate
comprehension, d.)re-read after considering the effect of
reading with their comprehension…
…e.)make use of context clues by encouraging them to define and
understand every single unknown word, f.)break words into their
component parts to keep the process of comprehension ongoing, break
the words into their affixes and bases, g.)read in chunks to ensure
reading speed and enhance comprehension by focusing on meaning-
conveying symbols, h.) pause at certain places to absorb and internalize
the material and sort information, i.)paraphrase and interpret texts
subvocally to verify what was comprehend, and j.) monitor their
understanding and determine if they are meeting their goals.
How to Develop Reading Skills
After Reading- post reading activities always depends on
the purpose of reading. The first exercise should be
comprehension check-up and then lead the pupils to a
deeper analysis of the text. In real world, the purpose of
reading is not to memorize an author’s point of view or to
summarize text content, but rather to see into another
mind, or to mesh new information into what one
already know.
Sample activities can be:
Discussing the text
Summarizing
Making questions
Answering questions
Filling out forms and charts
Writing reading logs
Completing a text
Listening to or reading another related material
Role playing
“Books are adventure.
They contain murder and mayhem and
passion.
They love anyone who opens them.”
