- WHAT IS READING
- The cognitive process of understanding a written linguistic message.
-Amultifaceted process involving word recognition, comprehension, fluency, and motivation.
- IDENTIFY THE WORDS IN PRINT- a process called word recognition
NSTRUCT AN UNDERSTANDING FROM THEM- a process called comprehension.
- COORDINATE IDENTIFYING WORDS AND MAKING MEANING SO THAT READING IS AUTOMATIC AND ACCURATE- an achievement called fluency.
A.1 to develop word recognition, children need to learn:
How to break apart and manipulate the sounds in words. This is a phonemic awareness.
Certain letters are used to represent certain sounds. This is the alphabetic principle.
How to apply their knowledge of letter sound relationships to sound out words that are new to them.
How to analyze words and spelling patterns in order to become more efficient at reading words- This is a word study.
To expand the number of words they can identify automatically, called their sight vocabulary.
B.1 to develop comprehension children need to develop:
- Background knowledge about many topics. (Ex. This book is about zoos. That’s here lots of animals live.)
- Extensive oral and print vocabularies (ex. Look at my trucks- I have tractor, fire engine, bulldozer.)
- Understanding about how the English language works (Ex. She went home, not she goed home.)
- Understanding about how print works( ex. Reading goes from left to right)
- Knowledge of various kinds of texts.
- Various purposes for reading. (Ex. I want to know what ladybugs eat.)
- Strategies for constructing meaning from text, and for problem solving when meaning breaks down.
C.1 TO DEVELOP FLUENCY:
- Develop a high level of accuracy in word recognition
- Maintain a rate of reading brisk enough to facilitate comprehension
- Use phrasing and expression so that oral reading sounds like speech.
- Transform deliberate strategies for word recognition and comprehension into automatic skills.
D.1 TO DEVELOP AND MAINTAIN THE MOTIVATION TO READ, CHILDREN NEED TO:
- 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.
B.UNDERSTANDING THE READING PROCESS
- Reading is linear- reading is a linear process. You start up front and grind through to the very end in the exact order it was printed in.
- Reading is cyclical- reading is no more linear than thinking is, or eventually discovered than writing, few writers start at the beginning – indeed, they usually write the first part last. Which means, that some readers start from any chapter of the book, or in the beginning chapter, or in the last chapter? Then, turn again to another chapter.
- Reading is transactional- Why we read? What is my purpose? Before you open the book, take a minute to state your purpose to yourself. It will largely determine how you read the book from then on.
ASPECTS THAT INFLUENCE READING DEVELOPMENT
- COGNITIVE ASPECTS- the innate capacity to learn, intelligence, and mental maturity affect reading performance, the higher the IQ, the better the reading skills.
-Dependent on vocabulary, memory, verbal reasoning, perceiving relationships, generalizing, critical judgment, and accommodation, to extreme individualized differences.
- AFFECTIVE ASPECTS- feelings about self and others affect reading performance. Emotional stability leads to better concentration; interesting topics and an attractive presentational style, promote the desire to read.
-Emotional stability determines one’s comfort in the reading situation. Defense mechanisms like inhibition, repression, projection, aggression, rationalization, and nervousness are responses to anxiety in all types of situations,
3. SOCIAL ASPECTS – It is affected by one’s attitude, loyalties, conflicts and prejudices. It is augmented by social acceptance, self-reliance, and cooperation in a group.
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