GREG R.

REYES Child and Adolescent Development

PTC Set B Mrs. Teresita Sia
Governmental Support to the Reading Program
Fr. Bienvenido Nebres, President of the Ateneo de Manila University a firm believer in parental
influence over the childs reading habit.
He says: Read where children can see you, and show them how you enjoy each page, each line,
and each word because reading is a legacy that should be passed on from one generation
to the next.
Sa Aklat Sisikat Foundation (SAS) a non-profit organization, four-day reading education conference
attended by 100 grade school teachers, to train them how to promote the habit of reading.
Bright Minds Read (BMR) uses 4-pronged approach:
1. beginners must develop a love for reading by making it a fun activity;
2. the story is used as a springboard for literal comprehension and, later, critical thinking;
3. the story is used to expose children to oral language and grammatical structure;
4. the pupils are taught to decode or recognized printed symbols.
Developing Habitual Reading in Kids
Sy (2005) developed the four comprehension skills
1. reading
2. writing
3. listening
4. speaking
Importance of reading
1. A book is actually the tool for exposing readers especially children to different people,
personalities and attitudes;
2. Reading can improve childrens vocabulary in which they can freely express themselves without
any difficulty;
3. Books can serve as inspirations to readers.
4. Reading will improve childrens analytical thinking which will make them smarter, work faster,
and become more helpful.
Jim Trelease Read-Aloud Handbook is a firm advocate of read-aloud activities to children.
Dos and Donts of Read-Aloud (Trelease, 1982)
Dos
Begin reading to children as soon as possible.
Use Mother Goose rhymes and songs to stimulate the infants language.
Read as often as you and the child (or class) have time for.
Try to set aside at least one traditional time each day for a story.
Remember that the art of listening is an acquired one.
Picture books can be read easily to a family of children widely separted in age.
GREG R. REYES Child and Adolescent Development
PTC Set B Mrs. Teresita Sia
Start with picture books and build to storybooks and novels.
Vary the length and subject matter of your readings.
Follow through with your reading.
Occasionally read above the childrens intellectual level and challenge their minds.
Avoid long descriptive passages until the childs imagination and attention span are capable of
handling them.
If your chapters are long or if you dont have enough time each day to finish an entire chapter,
find a suspenseful spot at which to stop.
Allow your listeners a few minutes to settle down and adjust their feet and minds in the story.
If you are reading a picture book, make sure the children can see the pictures easily.
In reading a novel, position yourself where both you and the children are comfortable.
Remember that even sixth-grade students love a good picture book now and then.
Allow time for class and home discussion after reading story.
Remember that reading aloud comes naturally to very few people.
Use plenty of expression when reading.
Adjust your pace to fit the story.
The most common mistake in reading aloud-whether the reader is a 7-year old or a 40-year old-
is reading too fats.
Preview the book by reading it to yourself ahead of time
Bring the author to life, as well as his book.
Add a third dimension to the book whenever possible.
Reluctant readers or unusually active children frequently find it difficult to just sit and listening.
Bring a book with you whenever you travel with a child.
Fathers should make an extra effort to read to their children.
Regulate the amount of time your children spend in front of the television.
Arrange for time each day-in the classroom or in the home for the child to read by himself.
Lead by example.
Donts
Dont read stories that you dont enjoy yourself.
Dont continue reading a book once it is obvious that it was a poor choice.
If you are a teacher, dont feel you have to tie every book to classwork.
Consider the intellectual, social and emotional level.
Dont select a book that many of the children already have heard or seen on television.
Dont be fooled by awards.
Dont start a reading if you are not going to have enough time to do it justice.
Dont be unnerved by questions during the reading, particularly from very young children.
Dont use a book as a threat If you dont pick up your room, no story tonight!
Dont try to compete with television.


GREG R. REYES Child and Adolescent Development
PTC Set B Mrs. Teresita Sia
Aphasia a language disorder that results from damage to portions of the brain that are responsible for
language.
May co-occur with speech disorders such as dysarthria or apraxia of speech which also
result from brain damage.
What causes Aphasia?
Aphasia is caused by damage to one or more of the language areas of the brain. Many times,
the cause of the brain injury is a stroke. Stroke occurs when blood is unable to reach a part
of the brain. Other causes of brain injury are severe blows to the head, brain tumor, brain
infections and other conditions of the brain.

Type of Aphasia

1. Brocas aphasia damage to the frontal lobe of the brain and characterized as a nonfluent
aphasia. Omit small words such as is, and, and the. Able to understand the speech of
others to varying degrees and have a Right-sided weakness or movement.
Example: A person with brocass aphasia may say, Play doll, meaning, I want to play
with the doll.
2. Wernickes aphasia damage to the temporal lobe may result in a fluent aphasia. Speak in
long sentences that have no meaning, add unnecessary words, and even create new
words. Have great difficulty understanding speech and often unaware of their mistakes
and no body weakness.
3. Global aphasia damage to extensive portions of the language areas of the brain. With
severe communication difficulties and may be extremely limited in their ability to speak or
comprehend language.



- See Video Sample