Developmental Reading Stages

Emergent Reader

confident enjoys sharing favorite books enjoys challenges selects reading during free time summarizes main events of a story

knows that the text goes from left to right can distinguish between lower case and upper case letters can blend phonemes (letter sounds) uses pictures for clues retells a simple story which is read to them recalls some details knows names of letters identifies consonant sounds at beginning and end of words understands the difference between letters and words notices and read environmental print reads one word at a time - choppy selects simple repetitious books reads favorite books over and over silent sustained reading 5 - 10 minutes has the desire to be a fluent reader enjoys retelling stories makes predictions and tells why

Early Reader

sequences events in story tells main idea makes predictions identifies main characters identifies setting differentiates between fact and fiction identifies high frequency words some awareness of medial vowel sounds uses context clues begins to self correct understands the meaning of . ? ! pauses and uses appropriate inflection for punctuation reads phrases selects a variety of books silent sustained reading 10 - 15 minutes begins to feel confident when reading silently or orally

Fluent Reader

recognizes plot of story recognizes problem and solution in a story evaluates character's actions or behaviors uses a variety of clues to decode unfamiliar words identifies blends, digraphs, dipthongs applies vowel rules to sound out words understands prefixes and suffixes uses punctuation correctly reads with expression reads smoothly selects a wide variety of books may select chapter books silent sustained reading at least 20 minutes

Reading Comprehension Defined Rudalo, Liezyl Z. Barrets Taxonomy of Reading Comprehension Dipalan, Daresha G. The Questioning Technique to Develop Comprehension Cortez, Deandi O. Fraenkels Taxonomy of Questions Adilang, Sharon Rose M. Blooms Taxonomy Applied to Questioning Levels Hipe, Ma. Bebs A. Questioning and the Levels of thinking Merida, Margie P. Purposes of Questions Calo, Richen T. Characteristics of Questions Canonigo, Adelbert G. Dos in Asking Questions Abboc, Shara Christine Sample Exercises for Developing Comprehension Skills Satingasin, Kimberly S. Noting Details Gentica, Rozil C. Sequencing Ideas Balaguil, Johana A. Arranging Events in a Story Mancao, Loramae M. Predicting Outcomes Pepito, Maria Jessa M. Answering Wh Questions Baba, Porshe A. & Sapaat, Laiza A. Unit V. TEACHING LITERARY APPRECIATION SKILLS Teaching Literature to Children Isidto, Virginia C. Literary Appreciation Skills Alicer, Lailany D. Verses for Children Motoy, Marissa T. Poetry for Children Olita, Mae Hope P. Fables Labis, Jerry S. Legends Pamatian, Jovelyn S. Storytelling Pogado, Elbert G. Choral Reading/Speaking Encabo, Gleeny Jane C. Drama in the Classroom Sagomis, Marilene N. Unit VI. TEACHING RATE AND STUDY SKILLS Rate and Comprehension in Reading Torno, Johanna Marie S. Study Skills and Library Skills Sabillo, Charmie A. Reading a Textbook Albos, Freshtie Jane L. Reading Reference Materials Asuque, Debbie S. The Encyclopedia Canonigo, Harry T.

Course Outline for BEED 1 Developmental Reading June 19, 2011 BEED I Course No. :Rdg 1 Course Description: Developmental Reading Course Outline MIDTERM Unit I THE READING PROCESS Reading Defined Theoretical Models of Reading The Perceptual Nature of Reading Process Factors That Affect Reading Reading as a Developmental Task Unit II- TEACHING EMERGENT LITERACY Reading Readiness Tindac, Jesibel B. Theories on Readiness Asa, Fatima D. Reading Readiness and Emergent Literacy Dialud, Ruby Jane D. Skills of the Emergent Reader Asa, Samra D. Left-Right Progression Tejero, Prince Ker A. Visual Discrimination Celestial, Marvin S. Auditory Discrimination Escalona, Arnold Jr. T. Sounds and Letter Names Cabeje, Regine B. Comprehension Skills of the Emergent Reader Guiroy, Gevie D. Unit III. TEACHING BEGINNING READING Teaching the Alphabet Dela Cruz, Jesilo G. Teaching Word Recognition Basalo, Aiphie Mar B. Teaching the Service Words Canonio, Joylaine Z. Reading Phrases, and Sentences Enderes, Apple Grace J. & Watin, May Jean Teaching Comprehension Skills of the Beginning Reader Guiao, Anacel S. Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Thesaurus Juanillo, Jonalyn G. Biographical References Pepito, Jeoffrey M. Atlases Tindac, Jesibel B.& Asa, Fatima D. Almanacs Dialud, Ruby Jane D. & Asa, Samra D. The Dictionary Tejero, Prince Ker A. & Celestial, Marvin S.

Treasure Hunt Classifying Games References: Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006 Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006

Unit VII. TEACHING READING METHODOLOGIES Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008 Teaching Vocabulary Escalona, Arnold Jr. T. & Cabeje, Regine B. Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994 The Dimensional Approaches Guiroy, Gevie D. & Dela Cruz, Jesilo G. Semantic Webbing Basalo, Aiphie Mar B. & Canonio, Joylaine Z. The Gradual Psychological Unfolding Approach Enderes, Apple Grace J. & Guiao, Anacel S. Directed Reading Thinking Activity (DRTA) Rudalo, Liezyl Z. & Dipalan, Daresha G. Sustained Silent Reading Cortez, Deandi O. & Adilang, Sharon Rose M. Language Experience Approach Hipe, Ma. Bebs A. & Merida, Margie P. Dialogical Thinking Reading Lesson (DRTL) Calo, Richen T. & Canonigo, Adelbert G. The Fan Technique Abboc, Shara Christine & Satingasin, Kimberly S. Phono-Visual-RAP Gentica, Rozil C. & Balaguil, Johana A. Unit VIII. DIAGNOSIS AND REMEDIATION Diagnosis in Reading Mancao, Loramae M. & Pepito, Maria Jessa M. Remediation in Reading Baba, Porshe A. & Isidto, Virginia C. Unit IX. ASSESSMENT IN READING Assessing the Three Domains of Learning Alicer, Lailany D. & Motoy, Marissa T. Achievement Testing Olita, Mae Hope P. & Labis, Jerry S. Assessing Reading as a Language Arts Pamatian, Jovelyn S. & Pogado, Elbert G. The Cloze Test Encabo, Gleeny Jane C. & Sagomis, Marilene N. Unit X. READING GAMES The Gaming Method Torno, Johanna Marie S. & Sabillo, Charmie A. Simulations and Games Albos, Freshtie Jane L. & Asuque, Debbie S. Hints on How to Use Games Canonigo, Harry T. & Juanillo, Jonalyn G. Word Games Pepito, Jeoffrey M.

These strategies, as described by reading specialists E. Sutton Flynt and Robert B. Cooter, Jr. are as follows: Understanding the Reading Process Good readers understand the processes involved in reading and consciously control them. This awareness and control of the reading processes is called metacognition, which means "knowing about knowing." Some students don't know when they don't know. They continue to read even though they are not comprehending. Poor readers tolerate such confusion because they either don't realize that it exists or don't know what to do about it. Poor readers focus on facts, whereas good readers try to assimilate details into a larger cognitive pattern. Five Thinking Strategies of Good Readers Stages of the Reading Process #1: Making Early Connections Describing Pictures In the first of the stages of the reading process, the child is unable to read stories. Instead, he is at the stage where he can describe pictures, but is unable to make much of a story by looking at the pictures. Hopefully, a child who is in elementary school has already progressed beyond the first of the stages of the reading process. But, there are some children who have not moved beyond this stage by the time they are in elementary school. This is particularly true of special needs children. The characteristics of a child in the first of the stages of the reading process include: Able to describe pictures in books Sense of story is limited Able to follow verbal directions Oral vocabulary is appropriate for grade level or age Attention span is appropriate for grade level or age Responds appropriately to questions Able to make connections between pictures

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Predict: Make educated guesses. Good readers make predictions about thoughts, events, outcomes, and conclusions. As you read, your predictions are confirmed or denied. If they prove invalid, you make new predictions. This constant process helps you become involved with the author's thinking and helps you learn. Picture: Form images. For good readers, the words and the ideas on the page trigger mental images that relate directly or indirectly to the material. Images are like movies in your head, and they increase your understanding of what you read. Relate: Draw comparisons. When you relate your existing knowledge to the new information in the text, you are embellishing the material and making it part of your framework of ideas. A phrase of a situation may remind you of a personal experience or something that you read or saw in a film. Such related experiences help you digest the new material. Monitor: Check understanding. Monitor your ongoing comprehension to test your understanding of the material. Keep an internal summary or synthesis of the information as it is presented and how it relates to the overall message. Your summary will build with each new detail, and as long as the message is consistent, you will continue to form ideas. If, however, certain information seems confusing or erroneous, you should stop and seek a solution to the problem. You must monitor and supervise you own comprehension. Good readers seek to resolve difficulties when they occur; they do not keep reading when they are confused. Correct gaps in understanding. Do not accept gaps in your reading comprehension. They may signal a failure to understand a word or a sentence. Stop and resolve the problem. Seek solutions, not confusion. This may mean rereading a sentence or looking back at a previous page for clarification. If an unknown word is causing confusion, the definition may emerge through further reading. When good readers experience gaps in comprehension, they do not perceive themselves as failures; instead, they reanalyze the task to achieve better understanding.

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Stages of the Reading Process #2: Forming a Story by Connecting Pictures By the second of the stages of the reading process, the child has started to learn more about story structure and can move beyond just describing the pictures she sees. In this reading stage the child is: Able to describe an oral story based on pictures on several pages in a book Only able to use childlike, or storyteller, language to tell the story, rather than book language (such as using phrases like once upon a time.)

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Stages of the Reading Process #3: Transitional Picture Reading The child at this reading stage is still only able to tell stories based on pictures but is: Able to understand how the pictures connect to the story Beginning to mix storyteller language with book language

The Stages Of The Reading Process Stages of the Reading Process #4: Advanced Picture Reading If you have taken an assessment, such as a reading inventory, of your childs reading ability, you have taken the first step toward helping your child become a better reader. The next step is to determine which of the stages of the reading process your child is in. Understanding these stages of the reading process, and the characteristics of each, will give you a greater insight into how to help your child progress through the stages of the reading process and become a strong, capable reader. At the fourth of the stages of the reading process, the child has finally grasped the difference between storytelling and book language. A child in this reading stage is: Able to describe an oral story based on pictures on several pages in a book Able to tell a story using book language.

Stages of the Reading Process #5: Early Print Reading A child at this level of the stages of the reading process is beginning to understand the purpose of print and is beginning to read it. Characteristics include: Able to tell a story using pictures Understands that print moves from left to right and from top to bottom Can use book language to make up part of the story, but is able to read a few words

Stages of the Reading Process #6: Early Strategic Reading If your child has progressed through the first six stages of the reading process, he is capable of reading, but might make several miscues when reading material that is otherwise appropriate for his grade level. If a child is developing typically, he should be in stage 6 by age 5 or 6.Characteristics of a child at this stage include: Uses context clues to guess at unknown words and the guesses make sense. Recognizes beginning sounds in words and is able to use them to guess at unknown words Tries sounding out words Recognizes word parts, such as root words and affixes

Stages of the Reading Process #7: Moderate Strategic Reading A child who has reached the last of the stages of reading, who has developed typically, should be in stage 7 by age 7 and beyond. At this stage the child is reading appropriately for her grade level. Children at this stage will: Use context clues and word parts to decode unknown words Self correct when making miscues Be able to retell the story Show an understanding of vowel sounds If you have taken a reading inventory, as discussed in Testing First Grade Reading Skills, then you should have an idea of the type of miscues, if any, your child makes. If your child makes guess at words, but the words dont make sense, or if your child skips words altogether, he is likely still in reading stage 5. If, however, your child makes guesses at words and the guessed word starts with the same letter as the missed word and the guessed word makes sense within the context, then he is in reading stage 6. If your child makes miscues, but recognizes his own mistakes and corrects them, then he is in reading stage 7. If your child is at this stage, it is time to move him on to more difficult reading material. Understanding which of the stages of the reading process your child is at is key to helping him become a better reader and advance to the next reading stage.