DEVELOPMENTAL READING

REVIEW CLASS FOR

TEACHERS’ LICENSURE EXAM
METRO MANILA COLLEGE

09.02.2018 CRISTINA MANABAT-COLILI, Ph.D.

Activities:
 Introductory activity – Break the code
 Pre-test with checking
 Discussion of the concepts found in the pre-test
 Additional lessons
 Post-test
Break the Code: What does this mean?

banana split
What about this?

24 H in a D
24 Hours in a Day
Break the Code 1

try to understand
Break the Code 2

na
na fish
Tuna fish
Break the Code 3

Gun, Jr.

son of a Gun
Break the Code 4

52 C in a D
52 Cards in a Deck
Break the Code 5

time after time

Break the Code 6

366 D in a L Y
366 Days in a Leap Year
Break the Code 7

balanced meal
Break the Code 8

Many are called but few are chosen

Break the Code 9

H2O
Break the Code 10

VIT__MIN

vitamin A deficiency
PART 1. DISCUSSION
Developmental Reading

• Refers to a comprehensive reading program

which consists of several periods or stages.
• These periods usually coincide with the
developmental stages of growth of the
individual.
• It is believed that one progresses gradually in
acquiring and developing certain skills.
What is Reading?

 It is a thinking (cognitive) process

 It is the reconstruction and interpretation of meaning
behind printed symbols
 It is the process of understanding a written
language -- comprehension of written material
 Readers are involved in constructing meaning from
text
What is fluent reading?
 Fluency is the ability to read a text accurately, quickly,
and with expression.
 It is an active process in which the reader calls on
experience, language and prior knowledge to anticipate
and understand the author’s written language .
 Readers both bring meaning to print and take meaning
from print.
 The nature of reading process alters as students mature.
 When fluent readers read silently, they recognize words
automatically.
Cognitive
Factors
that Affect
Reading
Comprehension
Reader’s Interest
Motivation
Schema
What is Schema?
 Schema refers to an organized chunk of knowledge or
experience, often accompanied by feelings or emotions
associated with experience at the time the information was
stored.
 Schema theory is an explanation of how readers use prior
knowledge to comprehend and learn from text (Rumelhart,
1980).
 Constructivists argue that knowledge or learning is
constructed from experience and stored in memory.
 We all have a uniquely personal store of knowledge gained
through a lifetime of experiences.
 When students have little or no schema for a subject,
comprehension is greatly impaired.
What is Schema?
 The fundamental principle of the schema theory
assumes that written text does not carry meaning by
itself.
 Rather, a text only provides directions for readers
as to how they should retrieve or construct meaning
from their own previously acquired knowledge (An,
2013).
Factors that Affect Comprehension
1. What the reader brings to the reading situation
(developmental stages)
 background experiences
 Knowledge of subject

 vocabulary

 purpose

 motivation
Factors that Affect Comprehension
2. The characteristics of the written text (printed
material)
 content

 format

 readability

 concepts

 organization

 author’s purpose
Factors that Affect Comprehension
3. The learning context that defines the task and the
purpose of the reader (reading situation)
 setting

 task

 environment

 outcome
Factors that Affect Comprehension

4. The strategies consciously applied by the reader

to obtain meaning
 Strategy is a systematic plan, consciously adapted and
monitored, to improve one’s performance in learning
(Harris and Hodges, 1995)
Major Comprehension Strategies
 The preparational strategies
1. previewing
2. activating prior knowledge
3. setting purpose and goals
4. predicting
Major Comprehension Strategies
 The organizational strategies
1. Comprehending the main idea
2. Determining important details
3. Organizing details topic sentence, supporting
sentences, concluding sentence)
4. Sequencing - components of a story – the
beginning, middle, ending
5. Summarizing
Major Comprehension Strategies
 The elaboration strategies
1. Making inferences
2. Imaging
3. Generating questions
4. Evaluating (critical reading)
Major Comprehension Strategies
 The metacognitive strategies
1. regulating – plan and control
2. checking - monitor
3. repairing - evaluate
Three Main Groups of Reading Theories

1. Bottom-Up Process: the readers construct the meaning by

reading word for word, letter for letter, carefully
analyzing both vocabulary and syntax.
2. Top-Down is a processing in which the readers use their
own intelligence and experience to understand the text
(Goodman, 1970) Our knowledge and experiences of the
world around us also influence how a text is read or
processes, this is known as schema theory (Bartlett, 1932)
3. Interactive Process interactive model combines elements of
both bottom-up and top-down models. The top-down
approach is used to predict the meaning and the bottom-
up approach is to check it.
 Bottom-up Process

 Bottom-up processing happens when someone tries

to understand language by looking at individual
meanings or grammatical characteristics of the most
basic units of the text, (e.g. sounds for a listening or
words for a reading), and moves from these to
trying to understand the whole text.
 Bottom-up processing is not thought to be a very
efficient way to approach a text initially, and is
often contrasted with top-down processing, which is
thought to be more efficient.
 Top-Down Approach

A top-down reading model is a reading model that

• emphasizes what the reader brings to the text

• says reading is driven by meaning, and

• proceeds from whole to part.

Also known as:

• inside-out model

• concept-driven model

• whole to part model

 Skills Required for Proficient Reading

 Phonemic Awareness - ability to distinguish and

manipulate the individual sounds of language
 Phonics- study of sound
 Fluency-ability to read with speed, accuracy and
vocal expression
 Vocabulary-knowledge of words and word
meanings
 Reading Comprehension-engagement with text
Developmental Reading Stages
 Stage One. Emergent Literacy (Birth to Five Years)
 Stage Two. Early Reading (Kindergarten and First
Grade)
 Stage Three. Growing Independence (Grades Two
and Three)
 Stage Four. Reading to Learn (Grades Four through
Six)
 Stage Five. Abstract Reading (Grades Seven and
up)
Stage One. Emergent Literacy (Birth to Five Years)

 Reading Readiness/Pre Reading

 Learning to recognize the alphabet, imitation
reading
 experimentation with letters and learning sounds
 Understanding the world around them
 Like the elements of rhyme, repetition, and
alliteration
Stage Two. Early Reading (Kindergarten and First Grade)\
Age 6-7

 Initial Reading or Decoding

 Sounding out words from print
 Utilize consonants and vowels to blend together
simple words
 Have evolving grasp of the alphabetic principle
 Stage Three. Growing Independence (Grades Two
and Three) Age 7 - 8

 Fluency
 Considered to be on the ‘real’ reading stage.
 They are fairly good at reading and spelling and are
ready to read without sounding everything out.
 Re-reading allows them to concentrate on meaning and
builds fluency
 Become more appreciative of stories involving the lives
of others
 May have difficulty explaining why they like a selection
Stage Four. Reading to Learn (Grades Four through
Six) Age 9 -13

 Sounding out unfamiliar words and read with

fluency
 Readers need to bring prior knowledge to their
reading
 Acquisition of facts
 Vocabulary and conceptual load increase
significantly
Stage Five. Abstract Reading (Grades Seven and up)
Age 14 -18

 Can construct multiple hypotheses

 Become more elaborate in evaluation of readings
and reflect an evolving set of standards for judging.
 The Four Cueing Systems
1. Semantic Cueing System
2. Graphophonic Cueing System
3. Syntactic Cueing System
4. Pragmatic Cueing System

 Readers use all four cueing systems to make sense of

what they are reading
 Cueing systems work together to help the reader
comprehend text
 Depending on the text, the reader may rely more
heavily on one cueing system than another.
 Semantic Cueing System

 The semantic cueing system involves using clues in

the text to determine the meaning of an unknown
word.
 Within word clues, such as prefixes or suffixes
 Other words in the sentence
 Other words in the paragraph or whole text
 Picture or graphic clues
 Graphophonic Cueing System

 The graphophonic cueing system helps readers to

sound out unknown words. Within word clues, such
as prefixes or suffixes
 If the word is already in the reader’s oral vocabulary, she
can sound out the word and attach meaning to it.
 If the word is not in the reader’s oral vocabulary, she may
be able to sound out the word but not know the meaning.
 Syntactic Cueing System

 The syntactic cueing system gives the reader clues

from the sentence structure.
 We can predict what type of word will come next in a
sentence from our knowledge of the English sentence
structure. Example:
 The boy rode the ______ bike. (Based on our knowledge
of English, we know that an adjective must go in the blank.
This is a syntactic clue.)
 Pragmatic Cueing System
 Based on the reader’s background and the context of
the reading, the reader has certain expectations for
the text.
 For example, you expect text in this review class to
be related to reading.
 When background knowledge is lacking on the
topic, this cueing system may be weak for that text.
 When the reader’s cultural background is different

from the author’s, he may have trouble using this

cueing system because expectations are different.
Using the Cueing Systems Together
 Effective readers use all the cueing systems together
to construct meaning from text.
 Example: The boy climbed the __________.

 Semantic Cue: It has to be something you can climb.

 Pragmatic Cue: There are only certain things we

climb — ladders, trees, mountains

 Syntactic Cue: If there is only one word that goes in
the blank, it has to be a noun, a thing
 Graphophonic Cue: There are no graphophonic cues
but if I told you the word began with a “t”, that
would narrow the possibilities down even more.
Effective Comprehension Strategies
 Before Reading - – activities that can activate student’s
prior knowledge, while extending, refining, and
sometimes building schemata
 Overview – Teacher tells students about the selection or assign prior
to reading, serves to activate relevant schemata
 Vocabulary Review – teaching problem words anchors for new
information
 Structural Organizer – it teaches students to focus attention on the
ways passages are organized.
 Student-Centered Study Strategies – PQRST, Triple S Technique,
OK5R, PQ4R, S4R, PQ5R are some of the strategies that provide
for previewing, student-centered questions, establishment of purpose
etc
 Teacher-Directed Lesson Frameworks – Directed Reading Activity
(DRA), Directed Reading -Thinking Activity (DRTA), Guided Reading
Procedure, Reciprocal Questioning (ReQuest) are some of the ways
on which teacher can build lessons
 Other Strategies in Reading in the
Content Areas

 Clink and Clunk - is a strategy used during reading

that allows students to monitor their own
comprehension. While reading, students pause
intermittently to determine if they understand the
content. When they understand, the material is
“clicking.” When they are having difficulty with the
material, it is “clunking.”
 Other Strategies in Reading in the
Content Areas
 Circle-Seat-Center –
 Combine multiple strategies to enhance comprehensions
and response
 Use strategies such as discussing with others and reading
guides to assist in comprehension
 Work collaboratively with peers to respond to texts•
Demonstrate comprehension of texts through a variety of
responses
Procedure:
• Have students read the text.
• Divide the class into three groups: Circle, Seat or Center.
• The circle group reviews the text with your assistance.
• The seat group members work alone using study guides.
• The center group works on a project related to the text.
• Students rotate to all three groups
 Other Strategies in Reading in the
Content Areas
 Jigsaw
 Background. Jigsaw is a strategy that emphasizes
cooperative learning by providing students an opportunity
to actively help each other build comprehension. Use this
technique to assign students to reading groups composed of
varying skill levels.
 The Jigsaw Strategy is an efficient way to learn the course
material in a cooperative learning style. The jigsaw process
encourages listening, engagement, and empathy by giving
each member of the group an essential part to play in the
academic activity.
 Other Strategies in Reading in the
Content Areas
 Jigsaw Description
 The cooperative learning strategy known as the "jigsaw"
technique helps students create their own learning. Teachers
arrange students in groups. Each group member is assigned
a different piece of information. Group members then join
with members of other groups assigned the same piece of
information, and research and/or share ideas about the
information. Eventually, students return to their original
groups to try to "piece together" a clear picture of the topic
at hand. That's the simple overview. The resources below will
fill in the details and provide examples of the technique in
action.
 Other Strategies in Reading in the
Content Areas
 Partner Prediction
 This gives students the opportunity to work with their peers
and make predictions about the story or section. Since more
students are involved in the activity, they will not feel self-
conscious about speaking in front of the class.
 Procedure: Identify a part in the text to stop and predict
what might happen next. Students should be seated with
partners so they can share their ideas. The process is
repeated throughout. When the story is about to end, stop
and ask how students think it will end.
 Other Strategies in Reading in the
Content Areas
 Reciprocal Teaching
 Reciprocal teaching refers to an instructional activity in which
students become the teacher in small group reading sessions.
 Teachers model, then help students learn to guide group
discussions using four strategies: summarizing, question
generating, clarifying, and predicting.
 Once students have learned the strategies, they take turns
assuming the role of teacher in leading a dialogue about what
has been read.
 Before Reciprocal Teaching can be used successfully by your
students, they need to have been taught and had time to practice
the four strategies that are used in reciprocal teaching
(summarizing, questioning, predicting, clarifying).
 Other Strategies in Reading in the
Content Areas
 Think-Pair-Share/Think-Pair-Square
Think-Pair-Share (TPS) is a collaborative learning strategy in

which students work together to solve a problem or answer a
question about an assigned reading.
 This technique requires students to (1) think individually about a
topic or answer to a question; and (2) share ideas with
classmates.
Why use think-pair-share?
 It helps students to think individually about a topic or answer to a
question.
 It teaches students to share ideas with classmates and builds oral
communication skills.
 It helps focus attention and engage students in comprehending the
reading material.
 ENVIRONMENTAL PRINTS
 Reading print from the world around us is one of the beginning
stages of literacy development.
 The letters, numbers, shapes, and colors found in logos for
products and stores such as McDonald’s, Wal-Mart, Coke, and
Campbell’s soup all provide opportunities for emerging
readers to interact with print and the written word in their own
environment.
 We see Environmental Print everywhere, we see logos and
signs in our daily lives but as adults we don’t consider it real
“reading”.
 However, Environmental Print is the first print a child learns to
“read”.
 WHY SHOULD ENVIRONMENTAL PRINTS
BE USED IN THE CLASSROOM?
 The logos and signs they see in their daily lives hold
great meaning for them.
 Children get excited when they can “read” the print in
their environment.
 Environmental Print is another way to build confidence
in young children and get them excited about
reading.
 When children are excited about reading and print
holds meaning for them they will learn much faster
and begin to make connections to the world around
them.
 WHAT ARE SIGHT WORDS?
 Sight words are words, like come, does, or who, that don’t
follow the rules of spelling or the six syllable types.
 These words have to be memorized because decoding
them is really difficult.
 Students are taught to memorize sight words as a whole,
by sight, so that they can recognize them immediately
(within three seconds) and read them without having to
use decoding skills.
 Sight words are words that we teach our young readers
to know by heart.
 That way, they don’t have to spend valuable time
decoding them.
 SIGHT WORDS vs HIGH FREQUENCY
WORDS

 Sight words are words that do not fit standard

phonetic patterns and must be memorized.
 High-frequency words are words that are most
commonly found in written language. Although some
fit standard phonetic patterns, some do not.
Where do I find word lists?
 Two of the most popular sources are the Dolch Sight
Words list and the Fry Sight Words list.
 SIGHT WORDS vs HIGH FREQUENCY
WORDS

 During the 1930s and 1940s, Dr. Edward Dolch

developed his word list, used for pre-K through third
grade, by studying the most frequently occurring
words in the children’s books of that era.
 The list has 200 “service words” and also 95 high-
frequency nouns.
 The Dolch word list comprises 80 percent of the words
you would find in a typical children’s book and 50
percent of the words found in writing for adults.
 SIGHT WORDS vs HIGH FREQUENCY
WORDS

 Dr. Edward Fry developed an expanded word list for

grades 1–10 in the 1950s (updated in 1980), based
on the most common words that appear in reading
materials used in grades 3–9.
 The Fry Sight Words list contains the most common
1,000 words in the English language.
 The Fry words include 90 percent of the words found
in a typical book, newspaper, or website.
 What is Shared Reading?
 Shared Reading is an interactive reading
experience that occurs when students join in or share
the reading of a book or other text while guided
and supported by a teacher.
 The teacher explicitly models the skills of proficient
readers, including reading with fluency and
expression.
 The shared reading model often uses oversized
books (referred to as big books) with enlarged
print and illustrations.
 Why Use Shared Reading?
 It provides struggling readers with necessary
support.
 Shared reading of predictable text can build sight
word knowledge and reading fluency
 Allows students to enjoy materials that they may not
be able to read on their own.
 Ensures that all students feel successful by providing
support to the entire group.
 PRINT AWARENESS

 Print awareness is a child's earliest

understanding that written language carries
meaning.
 The foundation of all other literacy learning
builds upon this knowledge.
 GUIDELINES FOR PROMOTING
PRINT AWARENESS
 The organization of books
 Read to students

 Use “big books” and draw attention to words

and letters
 Label objects and centers in your classroom

 Encourage preschool children to play with print

 Help children understand the relationship

between spoken and written language
 Play with letters of the alphabet
 The Organization of Books

 Make sure students know how books are

organized.
 They should be taught the basics about books –
that they are read from left to right and top to
bottom, that print may be accompanied by
pictures or graphics, that the pages are
numbered, and that the purpose of reading is to
gain meaning from the text and understand
ideas that words convey.
 Read to Students

 Read to children from books with easy-to-read

large print.
 Use stories that have predictable words in the
text.
 Use "big books" and draw attention to
words and letters
 Help children
notice and learn
to recognize
words that occur
frequently, such as
a, the, is, was, and
you.
 Draw attention to
letters and
punctuation marks
within the story.
 Label objects and centers in your
classroom

 Use an index card to label objects and centers

within the classroom with words and pictures.
 Use an index card with the word "house" for the
house center and draw a picture of a house.
 Draw students' attention to these words when

showing them the different centers.

 Encourage preschool children
to play with print
 They can
pretend to
write a
shopping list,
construct a stop
sign, write a
letter, make a
birthday card,
etc.
Help children understand the relationship
between spoken and written language

 Encourage students to find on a page letters that

are in their names: "Look at this word, 'big.’
 It begins with the same letter as the name of
someone in this room, 'Ben.'"
 Play with letters of the alphabet
 Place several copies of each letter of the
alphabet in a bowl and ask students to
withdraw one letter.
 When everyone has a letter, ask each student to
say the letter's name and, if the letter is in his or
her own name, have the child keep the letter.
 Continue until the first child to spell his or her
name wins.
 Reinforce the forms and functions
of print
 Point them out in classroom signs, labels, posters,
calendars, and so forth.
Allow children to practice what they are
learning
 Ask them to listen to and participate in the reading
of predictable and patterned stories and books.
Provide practice with predictable and
patterned books
 Also try using a wordless picture book.
 Go through each page asking the children to tell
the story from the pictures.
 Write their narration on a large piece of paper.

 Celebrate the story they authored!

 Sample Activity for Assessing
Print Awareness
Give a student a storybook and ask him or her to
show you:
 The front of the book

 The title of the book

 Where you should begin reading

 A letter

 A word
 Sample Activity for Assessing
Print Awareness
Give a student a storybook and ask him or her to
show you:
 The first word of a sentence
 The last word of a sentence
 The first and last word on a page
 Punctuation marks
 A capital letter
 A lowercase letter
 The back of the book
 After-Reading Activities

Graphic Organizers
Encourage students to use graphic
organizers (charts or concept "maps") to
help them visualize concepts and key
relationships between ideas from their
readings.
These should be started right after students
have completed a reading, whereas
revisions and additions can be done after
class discussions.
 After-Reading Activities

Quiz Questions
After students read a chapter or section of a chapter in the course
textbook, ask them to develop questions for a quiz. (This can also
be done with other reading materials.) This activity forces them to
analyze the information in the chapter and decide on the most
important concepts to remember.
Formulating questions can also help them to organize the concepts
into logical chunks of information for easier retrieval. Working in
groups on this activity is helpful for further discussion of concepts.
 After-Reading Activities

Summary Writing
 Ask students to write a summary of the main points of
a text or passage. Figuring out what to include in a
summary is often a difficult task for students, so passing
out a handout with the criteria for a good summary can
serve as a reminder to students.
 Modeling the process of good summary writing during
class is also helpful. For example, when students have
finished a portion of text, begin a discussion of the most
important points from the text. Write all the points that
students suggest on the board.
 After-Reading Activities

Outlining
• Writing outlines is also a good way to organize and

remember concepts.
• The emphasis here should be on how students see the

relationships between ideas being presented.

• Don't worry if students don't use the correct Roman

numerals or other markers.

• What is important is that they are able to distinguish
the main ideas from the supporting details and
organize the information in a logical format.
 DEVELOPMENTAL READING
REVIEW CLASS FOR
TEACHERS’ LICENSURE EXAM
METRO MANILA COLLEGE

09.02.2018 CRISTINA MANABAT-COLILI, Ph.D.