PKB 3105 READING SKILLS

DISEDIAKAN OLEH : MEOR SYARIMAN BIN MEOR MUHAMMAD AHMAD SYAHIR BIN CHE AZMI SITI NORHIDAYAH BINTI ROSLY 3PISMP PK/PJ/BM 1

AHLI KUMPULAN

AHMAD SYAHIR BIN CHE AZMI

SITI NORHIDAYAH BINTI ROSLY

MEOR SYARIMAN BIN MEOR MUHAMMAD

DEFINITION AND CONCEPT OF READING

DEFINITION OF READING
The definition of reading varies from author to author. Some say it is "... A process of transfer from auditory signs to their equivalent visual signs and of establishing the necessary recognition habits" (Narayanaswamy, 1972: 301). Some say it is the re-establishment of the message conveyed by the writer. Although it is thought to be a passive skill, the reader is quite active while reading because he needs and makes use of several reading skills (Rivers, 1968:220).

CONCEPT OF READING
Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning or constructing meaning. The mastery of basic cognitive processes to the point where they are automatic so that attention is freed for the analysis of meaning.

 Reading is a means of language acquisition, of

communication, and of sharing information

and ideas.
The reading process requires continuous

practices, development and refinement.

FACTORS AFFECTING READING READINESS

Experience

Physical

FACTORS AFFECTING READING READINESS

Emotional

Linguistic

Intellectual

PHYSICAL READINESS
A child who is in poor general health, whose needs for proper nutrition and rest have not been met, may have difficulty learning to read. Children who have hearing or visual impairments, or those with delayed speech or other physical problem, may require special attention before tackling the process of reading.

EMOTIONAL READINESS
How children feel about themselves, school, and others can have an effect on their ability to read. The emotional and social adjustment of the young child figures significantly in determining his readiness to read. The level of this adjustment varies greatly with individual children, depending on attitudes and relationships in the family unit and experiences with other children during the school period. All children have the same basic psychological needs; to be loved, to belong to a group, to achieve success, to gain approval, to express feelings of frustration.

INTELLECTUAL READINESS
Mental readiness refers to general mental maturity. It has been accepted in many school systems that a child should have a mental age of six years and six months before formal reading is begun. Research shows that while standardized mental maturity tests can give us the mental age of the child, these results do not give us the whole picture of reading readiness.

 Reading is a cognitive or intellectual process, and such components as comprehension, problem solving, and reasoning require intellectual capacities. Together, these abilities consist of the childs cognitive readiness.

LINGUISTIC READINESS
Linguistic :The study of the nature, structure, and variation of language, including phonetics, phonology, morphology, syntax, semantics, sociolinguistics, and pragmatics. This linguistic readiness is important, as it serves as the basis of the childs understanding of the printed word book etc.

LINGUISTIC READINESS
Some children may have less advanced language fluency, since they may not have had the opportunities for speaking and listening that other children have had. Before these children become involved in the reading process, they may need more opportunities to develop speaking and listening skills.

EXPERIENCE READINESS
Experience : The apprehension of an object, thought, or emotion through the senses or mind: child's first experience of rain. In order to give meaning to what they are reading, children need experiences relating to those concepts. Experience is the foundation of reading comprehension; therefore, it is important for the teacher to provide children with many experiences, either real or not, as literacy(the ability to speak a language) emerges.

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Many children come to an early childhood program with a rich background of experiences that have enhanced their environmental / experiential readinessparents have read to them a great deal, taken them on trips to the zoo and to visit relatives, and so on. Parents have interacted with and related to their children as they walked around the house, explaining what they are doing and why.

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Experiences designed to extend their concepts through trips to the community, books, films, pictures, cooking, play and special art, music, science, or social studies projects will be necessary.

Conclusion
Readiness is an important aspect of any learning. It depends on all previous experience. Readiness to read begins in early stage. Children come to school in many stages of development. Some children are ready and eager to read long before the school program offers this instruction; others need a long period of readiness work before they can cope with beginning reading.

REFERENCE
http://www.delmarlearning.com/companions /content/0766825213/critical/literacy_ch06.a sp http://www.nfb.org/images/nfb/Publications/ fr/fr15/Issue3/f150307.html