Teaching Emergent

Literacy
Inilahd ni: Marianne Kaye E. Bero
BSED FIL 2-1
 After studying the unit, the student should be able to:

1. Explain the concept of reading

readiness;
2. Discuss the theories on readiness;

Objectives 3. Differentiate the reading

perspectives from the emergent literacy
readiness;

perspective;
4. Discuss the procedures in teaching the
readiness skills of the emergent reader;
and
5. Explain the ways in teaching critical
thinking skills to the emergent readers.
Reading Readiness
 Reading readiness is a complex of many abilities,
skills, understanding, and interests, each of which
contributes in some measure to the process of
learning to read. It refers to the period when the
child is getting ready to read. It starts in the home
where the child acquires a functional listening and
speaking vocabulary from parents and older members
of the family. It becomes more organized when he is
under the guidance of his teachers in school, in
nursery, or in kindergarten. He engages in varied
activities using real or concrete objective toys, tools,
and other common equipment. He acquires skills in
auditory, visual, motor-ocular coordination, critical
thinking.
Theories on Readiness
 Charles Fries
a linguist, has explained how
a child acquires knowledge of
written and printed symbols.
He says that this process has
three stages:
 Stage 1: The transfer stage
It is a period during which a child learns
new set of of signals-the visual symbols
(letters, spelling, patterns, punctuation
marks) that stand for the auditory
symbols that he already knows. Before
transfer takes place, the child shall have
already learned to speak and
understand, through listening, a
language.
 Learning to Read Period
Learning to read, says Fries, means
developing a considerable range of
habitual responses to a specific set of
patterns of graphic shapes.
The one thing the child is learning is a
new set of symbols. Thus, this period
should be looked at in the terms of
giving children opportunities for practice
in responding to this set of visiual
symbols.
 Stage 2: The Productive Stage
This is the period during which of the
child’s reading becomes fluent and
automatic that he no longer pays
conscious attention to the shapes
patterns of the letters on a page. Since
he no longer exerts much effort in
decoding, he can now pay more
attention to the construction of meaning
beyond the literal information of the text.
 Stage 3; The Vivid Imagination Realization of
Vicarious Experience (VIRVE)
This occurs when the reading process
becomes so automatic that reading is
used equally with, or even more than
live language in the acquiring and
developing the experience.
In short, Reading is now used in
different purposes and as a tool for
learning a broad range of information.
Thank
you