Ed 13 : Developmental Reading 2

MODULE 3

Characteristics of An Emergent Reader

Introduction

Emergent reading pertains to the first stage in a child's growth toward literacy. Particularly,
this stage relates to the beginning experiences or the child's first experiences with print in the
home and continues through early years of formal schooling. However, this reading behavior
does not begin at a particular age but emerges continually, thus the term called emergent
reading.

Harris and Hodges (1981) refer to this period of acquiring the specific skills and abilities that
allow reading to take place as preparedness or reading readiness. The child's preparedness
allows him/her to cope with a learning task. This is significantly determined by a complex
pattern of intellectual, motivational, maturational, and experiential factors. Further, reading
readiness is viewed as a set of social, emotional, physical, and cognitive competencies.

Since the beginning of emergent reading is not determined at a particular age, it is helpful to
recognize the various stages of reading development that a child undergoes and to monitor
his/her progress through these stages. Children pass through stages at different levels of
maturity. Similarly, not all children pass through all stages or reading, all at the same time and
in the same order. Most significantly, each child is identified as an individual emergent reader
developing at his/her own pace and rate.

This module will teach the pre-service teachers the characteristics of an emergent
reader (module 3) and emergent writer (module 4) as determine by perceptual, oral
language, cognitive, affective, and home environment factors. Similarly important
are the stages of reading to further understand the literacy of young readers and
writers.

The discussions in this module come from books and internet resources. As your
facilitator of learning, I will enrich our discussion by presenting information through
tables. If you have questions please do not hesitate to give me a call, have a chat with
me, or text me.

Course Learning Outcomes

At the end of the module, the students are expected to demonstrate research-based
knowledge of the concepts, theories and principles in characteristics of an emergent
reader and writer within and/or across curriculum teaching areas.

CONTENTS OF THE MODULE

This module contains the following lessons:

Lesson 1: Stages of Reading Process

Lesson 2: Stages of Writing Development

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key
points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively.
Read the explanations thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes
(SLOs) of each lesson. SLOs are knowledge and skills you are expected to acquire at
the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed
to help you acquire the SLOs.
4. Feel free to chat, call, text or send an email message to me if you have questions,
reactions, or reflections about the contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

LESSON 1 – Stages in Reading Process

Specific Learning Outcomes
1. Discuss the characteristics of an emergent reader
2. Compose gaps of stages of readers
3. Practice best remedial instruction

Motivation/Prompting Questions
What are the characteristics of an emergent reader?
Discussion

Stages of the Reading Process

A number of models on reading development have been designed and have guided
reading instruction in identifying the stages of reading where a particular child is in
and where children in a heterogeneous class belong. The basic and progressive
stages of reading generally serve as a guide in determining the reading skills of a
particular child or of the whole class. However, it is important to note that, not all
children pass through the same stages simultaneously and possess all the same
skills. Therefore, an individual reader may be identified in terms of his readiness,
skills and own pace. Marie Clay (1991) and Fountas and Pinnell (2001) have noted
five main stages of literacy development that relate to both reading and writing.

Stage 1 -- Emergent Readers

The age of emergent readers generally ranges from 2 to 7 years old. They begin to
familiarize themselves with the concepts of print related to directionality, one-to-
one correspondence between the spoken and written word, and the value of picture
clues to the meaning of a story. They also develop an understanding that the printed
word carries the main meaning of a story. They begin to make text-to-word
connections and may be able to extend on what is written on the page.

Stage 2 -- Early Readers

Picking up from the concepts attained as an emergent reader, early readers now
begin to rely more heavily on the printed text than on the pictures in a book. Most
often, they begin to develop word recognition strategies such as monitoring,
searching, crosschecking, and self-correction. This type of readers also begins to
develop a data bank of sight words that allows them to read with increased speed as
they are read more often in phrases rather than single words. As a general rule,
early readers are between the ages of 5 to 7. Because readers develop at a varying
rates, a teacher may have a class containing both emergent and early readers as well
as readers in the next development stage, the transitional reader.

Stage 3 -- Transitional Readers

Transitional readers make the leap into fluent reading as they are generally able to
read in meaningful phrases with comfortable pace and appropriate voice intonation.
They are able to enumerate the four cueing systems into their reading with little
disruption to meaning and flow. Transitional readers are able to read more lengthy
texts with little reliance on pictures for text meaning. Again, these readers tend to
range from 5 to 7 years.
 Stage 4 -- Self-Extending Readers
Readers progress into reading independence in the fourth developmental stage.
They often read a variety of textual genres and use reading as a tool for gaining new
knowledge or building upon existing knowledge. These type of readers are able to
read more complex texts and begin to read for a variety of purposes. Often these
readers range in age from 6 to 9 years of age.

Stage 5 -- Advanced Readers

Advanced readers are those readers who have attained a level of mastery with
reading. They are generally over the age of 9 and have become proficient in reading
and in comprehending various text sources. They enjoy reading and use reading as
means of gaining knowledge. They can also read fluently and can interpret texts at
both concrete and inferential level.
Advanced readers connect what they have read to themselves to other texts and to
the world around them. They have internalized a series of reading strategies that are
used interchangeably as they read different texts. The goal int teaching reading is to
help all students become advanced readers in their primary and secondary
languages.

Readiness to reading may be determined by cognitive, oral language, perceptual,

affective and home environment factors which vary significantly in an individual
learner. However, the characteristics distinguishing an emergent reader are based
on the most commonly observable traits in children.

Advanced Reader

 Mastery in
Self- extending Reader reading
 (9)__________
Transitional Reader  (7)________
comprehensi
reading
 Towards on
 Reading
(5)__________ various
 Reading for
Early Reader
reading information
Emergent texts
 Word  Reading of  Reading for
recognition
 Reading for
 Beginning lengthy texts (8)________ pleasure
(1.)________ strategies
 Little reliance  (10) _________
 Basic concept  (3)_________
in (6)_________ reading
of print words
 Print reading  Interpretive
 Picture-
 Gradual reading
analysis
 Sound-letter (4)______ in  Internalized
(2)________ reading reading
strategies

Figure 1. Stages of the Reading Process

 Table 1. Factors that Influence the Development of An Emergent Reader

Home
Oral Language Environment
Perceptual Factors Cognitive Factors Affective Factors
Factors
Factors

 Developed  Has a great deal  conscious  Shows strong  Has access to

sensory skills of oral understanding involvement print
and visual and language about in being read materials
auditory  Has well- language to  Has parents
discrimination developed  Has emerging  Has a great deal who are
 Left to right eye aural/oral ability to think of time and habitual
progression language skills  Uses trial and interest in readers
 Stimulated  Uses descriptive error to reading themselves
awareness and language discover new  Enjoys reading  Has social
manipulation things aloud interaction
of objects/  Expanding  Can retell with parents
toys memory stories and peers
 Emulates adult  Imaginative and actively  Has pleasant
reading creative environment
behavior for reading

( Morrow, 1989 ; Vygotsky, 1986 ; Durkin, 1975 ; Piaget, 1969 )

Learning Activities/Exercises 1

Supply the missing words in Figure 1 above with the following words below in the box:

reader, recognition, sight, speed, fluent, pictures, independent, information, proficient, inferential

Learning Activities/Exercises 2
Look at Table 1 above. Convert the graphic organizer into a written prose. (15 points)

Teacher Intervention

for your queries, feel free to text or call me at 09161430115 between 5:30 to 6:30 MWF.

Feedback to Assess
Answers to Learning Activity/Exercise1
answers vary
Answers to Learning Activity/Exercise 2
Answers vary
Assignment
(None)
Personal Reflection

1. What are some of the most interesting discoveries that I have gathered as I was studying
the lesson?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

LESSON 2 – Stages of Writing Development

Specific Learning Outcomes

1. Explain the stages of writing development
2. Identify manifestations during different stages of writing development
3. Promote one principle in reading

Motivation/Prompting Questions

What are the stages of writing development?

Discussion

Based on the results of a longer study about children's early attempts to writing, Sulzby
(1985), along with Barnhart and Heisima identified six broad categories of writng: (1)
writing via drawing , (2) writing via scribbling, (3) writing via making letter-like forms, (4)
writing via reproducing well-learned units, (5) writing via invented spelling and, (6)
writing via conventional spelling.
 Sulzby's general description of early writing significantly help parents and teachers to consciously observe
and guide children's writing.

However, it is important to note what Sulzby emphasized about these categories, that is, they are not
necessarily developmental or sequentially invariant.

Table 2. Factors Determining the Development of an Emergent Writer

Physical Language Cognitive Affective Home Environment

• Drawing • Writing-like sounds • Practicing aspects • Enjoys writing for • Has considerable
• Scribbling from left • Letter sequences of writing himself exposure to
to right • Writing his own • Constructing his • Impresses parents writing events of
• Making letter-like name own writing through his adults
forms • Invented spelling • Integrating writing-like • Involvement in
• Making shapes that • Copying letters and knowledge of activities adult-writing
resemble letters numbers shapes and lines • Emulates adult • Social functions of
to produce a writing writing are
letter or a number evident in the
home

Physical Language Cognitive Affective Home Environment

• Producing letters in • Copying logos and • Using knowledge of • Finds pleasure in • Appreciation for
long or short signs shapes and lines receiving greeting early attempts of
strings • Labeling objects to draw objects or cards from adults writing
• Producing letters drawn characters • Is encouraged to • Supported interest
randomly • Labeling or naming • Using knowledge of involve in adult- in writing by
• Markings on characters drawn lines and strings writing providing writing
papers, walls • Not properly to produce a word • Is appreciated for and drawing
• Moving pencil as sequenced • Recognizing logos accomplishing a materials
an adult does spelling or labels writing-like task
• Holding crayons, • Is writing to
pens communicate his
• Tracing feelings and ideas
• Copying
• Invented spelling

(Morrow, 1989; Sulzby, 1992; Vygotsky, 1978; Clay, 1975) Adapted.

Learning Activities/Exercises 1

Look for possible clients preferably primary pupils whom u can use them as subjects for
observation. Based on Figure 3 and its introduction, have pictures of the evidence/s of the
actual manifestation of the reader according to the six stages of development ion writing.
Express your observation in sentences. Follow the chart below:

Stages in writing Printed pictures of the Observation

development manifestations

Learning Activities/Exercises 2

Copy the factors below in each item to your notebook and underline the factor that doesn’t
belong to the group.

1. Moving pencil as an adult does Making shapes that resemble letters

Finds pleasure in receiving greeting cards from adults

2. Appreciation for early attempts of writing Copying logos and signs

Involvement in adult-writing

3. Constructing his own writing Invented spelling Not properly sequenced spelling

4. Is appreciated for accomplishing a writing-like task Letter sequences

Is writing to communicate his feelings and ideas

5. Tracing Using knowledge of lines and strings to produce a word Invented spelling

Teacher Intervention

for your queries, feel free to text or call me at 09161430115 between 5:30 to 6:30 MWF

Feedback to Assess

Answers to Learning Activity/Exercise1

Answers vary
Answers to Learning Activity/Exercise 2
1. 2. 3. 4. 5.
Assignment

Among the 6 factors that determine the development of an emergent writer presented,
which one greatly you believe in, and why?

Personal Reflection

1. What are some of the most interesting discoveries that I have gathered as I was studying
the lesson?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

_________________________________________________________________________________________________________

MODULE 4

Management of Remedial Reading Program

Introduction

Each learner is different in terms of learning ability, academic standards, classroom

learning and academic performance, and each has his own in learning. By adapting
school curricula and teaching strategies, teachers can provide learning activities and
practical experiences to students according to their abilities and needs. They can also
design individualized educational programs with intensive remedial support to help
pupils consolidate their basic knowledge in different subjects, master the learning
methods, strengthen their confidence and enhance the effectiveness of learning.

This module will teach the pre-service teachers the teaching process on management of
remedial reading program. Pre-service teachers should learn how to provide systematic
training to develop pupils' generic skills, including interpersonal relationship,
communication, problem-solving, self-management, self-learning, independent thinking,
creativity and the use of information technology. Such training can lay the foundation for
student’s' life-long learning, help them develop positive attitudes and values, as well as
prepare them for future studies and career.

The discussions in this module come from books and internet resources. As your facilitator
of learning, I will enrich our discussion by presenting information through tables. If you
have questions please do not hesitate to give me a call, have a chat with me, or text me.

Course Learning Outcomes

At the end of the module, the students are expected to demonstrate research-based
knowledge of the concepts, theories and principles in the management of remedial
instruction program within and/or across curriculum teaching areas.

CONTENTS OF THE MODULE

This module contains the following lessons:
Lesson 1: Principles for Teaching Reading and Remedial
Teaching Strategies

Lesson 2: Theories Supporting Early Literacy Development

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY
In order to benefit profoundly from this module, please be guided by all the key points
presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the
explanations thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of
each lesson. SLOs are knowledge and skills you are expected to acquire at the end of the
lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to
help you acquire the SLOs.
4. Feel free to chat, call, text or send an email message to me if you have questions,
reactions, or reflections about the contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

LESSON 1 – Principles for Teaching Reading and Remedial Teaching Strategies

Specific Learning Outcomes
1. Discuss the 10 principles in teaching reading
2. Explain the theories of learning and early literacy
3. Recommend the prompt questions

Motivation/Prompting Questions
How does it takes a person to literate?
Discussion

1. The 10 Principles in Teaching Reading:

(1) Children, when reading, construct their own meaning

(2) Effective reading instruction can develop engaged readers who are knowledgeable,
strategic, motivated, and socially interactive

(3) Phonemic awareness, a precursor to competency in identifying words, is one of the best
predictors of later success in reading

(4) Modeling is an important form of classroom support for literacy

(5) Storybook reading, done in the context of sharing experiences, ideas, and opinions, is a
highly demanding mental activity for children

(6) Responding to literature helps students construct their own meaning, which may not be
the same for all readers

(7) Children who engage in daily discussions about what they read are more likely to
become critical readers and learners

(8) Expert readers have strategies they use to construct meaning before, during, and after
reading

(9) Children's reading and writing abilities develop together

(10) The most valuable form of reading assessment reflects current understanding about
the reading process and simulates authentic reading tasks.
 2. Remedial Teaching Strategies
Modeling through think-alouds is the best way to teach all comprehension strategies. By
thinking aloud, teachers show students what good readers do. Think-alouds can be used
during read-alouds and shared reading. They can also be used during small-group reading
to review or reteach a previously modeled strategy.

Wilhelm (2001) describes a think-aloud as a way to:

 Create a record of the strategic decision-making process of going through text
 Report everything the reader notices, does, sees, feels, asks, and understands as she reads
 Talk about the reading strategies being used within the content being read
There are many ways to conduct think-alouds:
 The teacher models the think-aloud while she reads aloud, and the students listen.
 The teacher thinks aloud during shared reading, and the students help out.
 Students think aloud during shared reading, and the teacher and other students monitor
and help.
 The teacher or students think aloud during shared reading while writing on an overhead,
on self-stick notes, or in a journal.
 Students think aloud in small-group reading, and the teacher monitors and helps.
 Students individually think aloud during independent reading using self-stick notes or a
journal. Then students compare their thoughts with others.
(Wilhelm, 2001)
When you introduce a new comprehension strategy, model during read-aloud and shared
reading:
1. Decide on a strategy to model.
2. Choose a short text or section of text.
3. Read the text ahead of time. Mark locations where you will stop and model the
strategy.
4. State your purpose—name the strategy and explain the focus of your think-alouds.
5. Read the text aloud to students and think aloud at the designated points.
6. If you conduct a shared reading experience, have students highlight words and
phrases that show evidence of your thinking by placing self-stick notes in the book.
7. Reinforce the think-alouds with follow-up lessons in the same text or with others.
(Wilhelm, 2001)
Use the following language prompts to model the chosen strategy:
Make Connections
1. This reminds me of a time when I _______________
2. I know about this topic because I ____________________
3. The setting of this book is just like ____________________
4. This book is something like __________________
5. What's going on in this book is just like what's happening in __________________
Ask Questions
1. Before I read this text, I wonder about _______________________
2. While I'm reading, I try to figure out ____________________
3. After I read, I ask myself ___________________________
4. I wonder why _________________________
5. What does this word mean?
6. Why did _________________ do that?
7. What is going to happen next?
8. Why did the author put that part in there?
9. I have questions about this part because it doesn't make sense. I need to make sure I
read it right. If I reread and fix a mistake, that might answer my question.
Visualize
1. The author gives me a picture in my mind when he or she describes ______________
2. I can really see what the author talks about when he or she________________
3. I can draw a picture of what the author describes.
Determine Text Importance
1. I know these parts of the story are important because they match my purpose for
reading, which was ____________________
2. I believe the author thinks ____________ is important because
3. I think the author's opinion about _____ is ______ because
4. This text uses the (cause/effect, problem/solution, description, compare/contrast,
sequence/steps in a process) text structure. I can use a graphic organizer to help me
understand it.
5. I see lots of information right here. I need to identify which parts are important and
which parts are just interesting.
6. All these ideas are important, but I think some are more important than others. I
need to determine which ideas are the most important.
7. This (chart, table, graph, time line : __________________) helps me understand that
_____________
8. These (boldfaced words, font changes, bullets, captions) help me locate what is
important.
9. Let me take the big ideas and summarize the text.
Make Inferences
1. The author says this, but means________________
2. If I read between the lines, the author tells me that __________________
3. The clues to prove my inference are ____________________
4. Because of what the author said, I know that _____________________
5. From the clues or information the author gives, I can conclude that __________________
6. I think that ____________ will happen next because the author says ____________.
Synthesize
1. This story or passage is really about _______________. My views on this area
________________
2. My opinion of _________ is __________________
3. I first thought ________ about the topic. Now I think _____________
4. I've read a lot of information. Let me stop and think about this for a minute.
5. My judgment of this information is _____________
6. From this information, I can generalize that __________________

https://benchmarkeducation.com/best-practices-library/comprehension-strategies.html

Learning Activities/Exercises 1
Read the story entitled,” The Wedding Dance” by Amador T. Daguio (Synopsis only).

There was a couple named Awiyao and Lumnay. They were married for a long
time but Awiyao her husband has to marry another girl named Madulimay
because Lumnay cannot bear a child. On the night of the wedding of Awiyao
and Madulimay, Awiyao went to his and Lumnay’s house where they used to
live to personally invite his ex wife to join the dance but Lumnay refuses to join.
Lumnay is the best dancer in their tribe.
They had a heart-to-heart talk about their separation, and on their conversation
they found out that the couple still had a thing on each other. They still love
each other but they have to separate because their tribe’s custom is–every man
in that tribe should have one (or more) child that would carry his name and if
his wife cannot give him a child he can marry another woman. It’s a man’s
necessity to have a child.
Lumnay can hardly let go of her husband. The two both agreed that if Awiyao’s
second marriage did not work, he will go back to Lumnay’s arms and this was
sealed by the beads that Lumnay will keep. Then Awiyao goes back to the
wedding because someone is calling him already. After being fetched by others,
Lumnay decided to go to the wedding not to dance or to join the celebration but
to stop the wedding. She decided to break the unwritten law of her tribe, but
when she is near all her guts to stop the wedding suddenly disappeared. She
did not have the courage to break into the wedding feast. Lumnay walked away
from the dancing ground, away from the village. She went to the mountain
instead and in the mountain is where she diverted all her bitterness in her and
she partly reminisce their story of Awiyao.
Use the following language prompts and complete the following lines based on the story
you have read.
Make Connections
1. This reminds me of a time when I _______________
2. I know about this topic because I ____________________
3. The setting of this book is just like ____________________
4. This book is something like __________________
5. What's going on in this book is just like what's happening in __________________
Ask Questions
6. Before I read this text, I wonder about _______________________
7. While I'm reading, I try to figure out ____________________
8. After I read, I ask myself ___________________________
9. I wonder why _________________________
10. Why did _________________ do that?

Learning Activities/Exercises 2
Note: Please refer again to the story above.
Make Inferences
1. Because of what the author said, I know that _____________________
2. From the clues or information the author gives, I can conclude that __________________
3. I think that ____________ will happen next because the author says ____________.
Synthesize
4. This story or passage is really about _______________. My views on this area
________________
5. My opinion of _________ is __________________
Teacher Intervention
for your queries, feel free to text or call me at 0916143055 between 5:30 to 6:30 MWF.

Feedback to Assess
Answers to Learning Activity/Exercise1
1 to 10
Answers to Learning Activity/Exercise 2
1. 2. 3. 4. 5.
Assignment
Select 5 out of 10 principles in teaching reading. Expound each. (2 points ea
 Personal Reflection

1. What are some of the most interesting discoveries that I have gathered as I was studying
the lesson?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

LESSON 2 – Theories Supporting Early Literacy Development

Specific Learning Outcomes
1. Identify theorist and their theory of Child development and early literacy
2. Transfer verbal information into graphical presentation
3. Investigate information

Motivation/Prompting Questions
Name a preschooler. How old is he/she. Describe him/her literacy capability at her/his age.
What do you think are the factors of having such status of literacy.
Discussion

A number of learning and child development theories support emergent literacy and
likewise, early literacy instruction. These theories have assumed a central place in early
literacy research and have reflected the variety of perspective evident.

The main goal of theory in early literacy instruction and research is description,
that is to present the central premise of a theory, to characterize the nature of early
literacy which constitutes the young learners’ literacy at any point of development, and to
explain how and why emergent literacy takes place. Table 2 summarizes the theories on
child development that support early literacy development.

Table 2. Child Development Theories and Early Literacy

THEORIST EMPHASIS STRATEGIES ACTIVITIES SKILLS
Rousseau Child’s learning Strategies meshed Allowing children to Natural development
(1962) unfolds naturally; with the child’s grow and learn with of skills, individual
learning through readiness to learn; the freedom to be ways of learning,
curiosity little adult themselves curiosity
intervention

Montessori Children need early, Specific concepts Allowing children to Specific concepts,
(1965) orderly, systematic meeting specific use manipulative self-correction,
training in mastering objectives; learning toys; working with independent learning
one skill after materials are self- carefully designed and mastery of one
another; auto- correcting; learning and specific skill after another
education during “sensitive materials for specific
periods”; designing skills; work instead
activities and of play; activities for
experiences for skills mastery
learning
Dewey Early childhood Allowing time for Manipulative toys, Social skills,
(1966) learning is child- play and learning; arts, music, story emotional and
centered; is built providing a relaxed reading, free and physical
 around the interest atmosphere; outdoor play, snack, development,
of the child; child informal activities rest, circle time, informal reading and
learns best through for learning informal reading and writing
play because of writing
social interaction
Piaget Children at certain Providing real-life Natural problem Active construction
(1969) stages are capable of setting and solving situations, of his learning,
only certain type of materials, playing, exploring problem-solving,
intellectual opportunity to play, and experimenting, playing, exploration,
endeavors; acquire explore and planning one’s own experimentation and
knowledge by experiment and activities and curiosity,
interacting with the allowing kids to use cooperating with inquisitiveness and
world; active their curiosity, teachers and peers in spontaneity,
participants in their inquisitiveness and planning evaluating decision-making,
own learning spontaneity to help learning social interaction
themselves to learn
Froebel The adult Providing adult Teacher-facilitated Psychomotor skills,
(1974) responsible for the guidance and a activities, guided- shapes, colors and
education of the planned play, manipulative size recognition,
child needs to be environment, for learning certain guided play, singing,
concerned with the guided-play, concepts and obedience and
child’s natural providing providing for circle- discipline
unfolding; emphasis manipulative time for singing
on the fullest materials to learn
benefits of playing to concepts, allowing
learn; requires adult “circle-time” which is
guidance and an opportunity to
direction and a sing and to learn
planned new ideas thru
environment. discussion
Pestalozzi Natural learning Providing informal Informal activities Shapes, colors and
(1979) with informal instruction, that eventually lead size recognition,
instruction, natural providing to learning, language skills
potential of a child manipulative manipulating objects
develops through experiences and and learning about
sense learning about them them through touch
through the use of and smell
sense
Vygotsky Mental functions are Providing Story reading’ story Communication
(1981) acquired through meaningful and retelling, directed skills, reading and
social relationship; interactive activities, listening-thinking writing skills, oral
learning takes place providing activities activities, shared language skills, social
when the child that allow a child to book experiences, skills, internalization
interacts with peers internalize, exposing dialogues, of skills.
and adults in asocial a child to new conversations, social
setting as they act situations to actively functions of reading
upon the interact with others, and writing
environment; engaging in activities,
children learn by functional and communicative
internalizing interesting learning functions of language
activities conducted experiences
in the world around
them; they emulate
behaviors and
incorporate them
into their existing
 structures of
knowledge when
they are exposed to
new situations in
which they can
actually interact with
others

(Morrow, 1989).

Figure Out Your Thoughts

Learning Activities/Exercises 1

Choose one theorist and discuss the implications of his theory on child development to
early literacy teaching and to the learning process. Summarize your ideas through the chart
below.
Theorist Implication to Early Literacy Implications to the Learning Process
Leaching

Learning Activities/Exercises 2

Identify the proponent/theorist of the following claims. Write your answer into your big
notebook.
1. Allow time for play and learning, and provide informal activities for learning.
2. Learning takes place when the child interacts with peers and adults in asocial setting as
they act upon the environment.

3. Planning one’s own activities and cooperating with teachers and peers in planning and
evaluating learning.
4. Strategies includes learning materials which are self-correcting; learning during
“sensitive periods”; designing activities and experiences for learning.
5. Skills include natural development, individual ways of learning, and curiosity
Teacher Intervention
for your queries, feel free to text or call me at 0916143055 between 8:00 to 10:00 MWF.

Feedback to Assess
Answers to Learning Activity/Exercise1
Answers vary
Answers to Learning Activity/Exercise 2
1. 2. 3. 4. 5.
Assignment

Enrichment Activity
Through research or through schema, identify the specific theory that these theorists are
the proponents.
Ex. Vygotsky - Sociocultural Theory
1.
2.
3.
4.
5.
6.
Personal Reflection

1. What are some of the most interesting discoveries that I have gathered as I was studying
the lesson?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

References:

https://eric.ed.gov/?id=ED447441

http://nflre.hawaii.edu/rfl?October2006/reviews/inutsuka.html

http://www.does.virginia.gov/VDOE/Instruction?Reading/ir.html

Prepared by:

MARIALOS C. QUITAY, Ed. D.