READING

comprehend

Nature of Reading
1.Reading is a complex process
2. Reading is a two-way process 3. Reading is largely a visual process

4. Reading is an active process.

5. Reading makes use of a linguistic system which

enables readers to be more effective users of written language. 6. Effective reading is partly dependent on the readers prior knowledge or background experiences.

STAGES OF READING DEVELOPMENT

Stage 0: Pre reading Pseudoreading

Grade/Age Range :
Preschool ( ages 6 mos 6 years) Major Qualitative Characteristics: Pretending to read , retelling story Naming letters of alphabet Printing own name Playing with books, pencils and papers

Stage 1: Initial Reading and Decoding

Grade/Age Range: Grade I & Beginning Grade 2

( ages 7-8) Qualitative Characteristics:

Learning relation between letters and sounds and

between printed and spoken words. Being able to read simple text containing high frequency words and phonically regular words. Using skill and insight to sound out new one-syllable words.

How acquired:
Direct instruction in letter sound relations (phonics)

and practice in their use Reading of simple stories using words with phonic elements taught and words of high frequency. Being read to on a level above what child can read independently to develop more advanced language patterns, knowledge of new words, and ideas.

Stage 2: Confirmation and Fluency

Grade /Age Range: Grades 2 & 3 (ages 7-8)
Qualitative Characteristics : Childs read simple,

familiar stories and selections with increasing fluency. How acquired:

Direct instruction in advanced decoding skills Wide reading of familiar, interesting materials which

help promote fluent reading. Being read to at levels above their own independent reading level to develop language ,vocabulary and concepts

Stage 3: Reading for Learning a New

Grade/age Range: Grades 4-8 (ages 9-13)
Qualitative Characteristics Reading is used to learn new ideas, gain new knowledge, to experience new feelings, to learn new attitudes Reading generally from one viewpoint

How acquired:
Reading and study of textbooks, references that

contain new ideas and values, unfamiliar vocabularies and syntax Systematic study of words and reacting to the text through discussion, answering questions, writing ,etc. Reading of increasingly more complex fiction, biography, nonfiction, and the like.

Stage 4: Multiple Viewpoints Stage 5: Construction and Reconstruction

STAGES IN LEARNING TO READ

1. 2. 3. 4. Getting Ready to Read Learning the Letters Phonics and Word Recognition Fluency and Text Comprehension

CAUSES OF READING DIFFICULTIES

1

. Cognitive factors
- overall cognitive ability or ability

to learn - memory -associative learning -attention

. Linguistic Factors
Articulation difficulties Phonological factor Rapid automatized

naming Word finding problems Orthographic processing weaknesses

 3. Psychological
Visual

Factors

processing deficits Auditory processing deficits

4. Social-Emotional Factors
Learned

helplessness Parental pressure

5. Physical Factors
Neurological

Factors Hearing Impairments Vision Impairments Physical Health

. Educational Factors
Inappropriate Poor

Materials

pacing Lack of Effective Instruction Overuse of Skill and Drill

 7.Socio-Cultural and Economic Factors Failure to provide for the social nature of learning Failure to provide for cultural diversity in the classroom Poverty
8.Family Factors

Genetic marker for reading disability (dyslexia) Poor home literacy environment

A simple Reading Program

READING PROGRAM
. Purpose 2. Target 3. Assessment Tools in Reading 4. Name of the Reading Program
1

INSTRUCTIONAL FRAMEWORK
1. Identify the characteristics of the poor

reader. 2. Isolate the most pronounced difficulties. 3. Identify the childs strength 4. Increase motivation. 5. Increase opportunities for practice at the level in which the child succeeds.

READING INTERESTS
PRIMARY CHILDREN

Fairy tales Animal stories

Humorous stories
Adventure stories Comics and how-to-do-it books Boys show special interest in animal stories

and girls like stories with child characters.

INTERMEDIATE CHILDREN
Adventure stories, animal stories Fantasies Stories about family life, famous people

(esp.children) Sports, humor Stories dealing with machines, personal problems, physical Science and Social Studies Comics are popular this period. Boys are more interested in real-life adventure and girls prefer fantasy stories and those dealing with school, home and professional problems.

1.Program of Activities
Grade Level

Month
June - July

Reading Activities

I-VI

Expected Output Reading Assessed assessment reading abilities of pupils

August-

September
October

November-December

January March

Emphasize phonemic awareness among pupils Reading words using CVC pattern Reading words and sentences using CVC /CCVC pattern Reading simple sentences with comprehension Reading sentences, Paragraph and short stories with comprehension

Read and comprehended stories intended for the Grade

II

August

September

October-December

January March

Word Recognition Skills ( context clues, sight words and phonics for the grade) Reading simple / short stories for the grade. Use reading skills to give meaning to words found in sentences and paragraph Reading the stories for the grade with comprehension

Read and comprehend stories intended for the Grade

III

August

September- October

November- December January- March

Word Recognition Skills ( context clues, sight words, consonant blends and phonics for the grade) Read and unlock words in the sentences. Read short stories for the grade with comprehension. Reading stories, poems with comprehension Reading the selections in the grade with comprehension

Read and comprehended stories intended for the Grade

IV

August

September- December

January March

Word Recognition Skills ( sight words, context clues, phonics, structural analysis) Read stories with comprehension within the grade. Reading grade level stories and answering comprehension questions from the low level to appreciative level. Reading selections with emphasis to higher level of comprehension

Read selections and used higher level of comprehension

August

September

December January March

Word Recognition Read selections and Skills used higher level of ( sight words, context comprehension clues, phonics, structural analysis) Reading grade level stories and answering comprehension questions from the low level to appreciative level Reading selections with emphasis to higher level of comprehension

VI

August

September December

January March

Word Recognition Skills ( sight words, context clues, phonics, structural analysis) Reading grade level stories and answering comprehension questions from the low level to appreciative level Reading selections with emphasis to higher level of comprehension

Read selections and used higher level of comprehension

V.2. READING INTERVENTIONS FOR THE SLOW-PACED READERS AND NON-READERS

Difficulty Objective Intervention Activities

Slow paced learner in decoding
Master the phonetic sounds and blending of such sounds.

Assessment

Teacher will help the children understand the sound structure of the second language at the phonetic level.

Individual reading of pupils.

Difficulty

Objective Intervention Activities

Teacher will conduct intensive and explicit work in sound/symbol associations, ranging from 25 minutes to 30 minutes a day

Assessment

Difficulty

Objective Intervention Activities

Teacher will expose the pupils to connected text with controlled vocabulary.

Assessment

Difficulty
Reading with no comprehension

Objective Intervention Activities

Read to understand concepts
Teacher will model and explain the story/selection
Guided practice during which teachers guide pupils to assume responsibility for task completion

Assessment

Difficulty

Objective Intervention Activities

Teacher will allow the pupils for independent practice accompanied by feedback

Assessment

Test the pupils comprehension in oral and silent reading.

You May Have Tangible Wealth Untold Caskets of Jewels and Coffers of Gold Richer than I you can never beI had a TEACHER who read to me . . .Strickland Gillillan . .

HAPPY WORKSHOP

 1. Design your school reading program which focuses

on the slow-paced learners. 2. Include feasible interventions for enriching reading skills (comprehension) 3. Set your target.

SCHOOL READING PROGRAM

Common Difficulty Objective Intervention Activities Assessment

Survey of the School Reading Profile

1. Does your school implement Remedial Instruction

on Reading?