Transcript EDU 280 - Wayne Community College

EDU 280
Reading Development
Reading
• Reading is the process of constructing
meaning from a written text.
Three main goals for
reading instruction:
• Fluency
• Comprehension
• Motivation to read
Fluency
• is the ability to identify words accurately and
read text quickly with good expression.
• Fluency comes from practice in reading easy
books about familiar subjects.
– These texts primarily contain familiar, high-frequency
words
• As children develop fluency, they improve in
their ability to read more expressively, with
proper phrasing
Comprehension
• is the ability to understand, reflect on, and
learn from text.
• To ensure that children develop
comprehension skills, effective reading
instruction builds on their prior knowledge
and experience, language skills, and
higher-level thinking.
Motivation to read
• is the essential element for
actively engaging children
in the reading process.
• It is the fuel that lights the
fire and keeps it burning.
• Children need to be immersed in a literacy-rich
environment, filled with books, poems, pictures,
charts, and other resources that capture their
interest and make them want to read for
information and pleasure.
Reading As Language
• Knowing how to use all forms of language
well — speaking, listening, reading, and
writing — is an important goal for all
children.
• And they need support from both school
and home to be successful with language.
How children learn to read
• Children begin learning about reading by being
read to and by their attempts to write.
• Early writing looks a lot like scribbling but it
usually represents some thought the child had.
• Promote children's understandings of text by
asking children what they are writing and even
writing what they say below their scribbling and
then reading it back.
http://www.nationalserviceresources.org/epicenter/practices/index.php?ep_action=view&ep_id=830
How children learn to read
• Reading and writing go hand in hand and it's
important to have materials for writing in addition
to books in the home.
• Reading involves thinking and problem solving.
• Children will use several strategies for reading
within the same sentence.
• When children reach a word they do not know,
they will probably try to "sound it out" and use
context clues to try to make sense of the text.
Reading As Learning Language
• Children can learn the basic
foundations of reading and writing in
much the same way they learn to
listen and speak — informally, at
home, and in an unstructured way.
Reading As Learning Language
• Many things must be taught to
children:
– Children need to learn strategies for figuring
out unfamiliar words (decoding and context)
and they need to learn ways for making
meaning from text, also known as
comprehension skills.
– Both the school and home environments that
surround children are important to their
success as readers and writers.
Many things must be taught to
children:
– Classrooms should have all types of reading
materials and lots of writing and examples of
children's work on the walls — at all ages.
– Time must be devoted during the school day
to reading in books, discussing them, and
writing about these experiences.
– Newspapers, magazine subscriptions for
children and adults, dictionaries, an atlas, and
other informational reading materials add to
the message that reading is important.
Ages and Stages
• According to the Northwest Regional
Educational Laboratory's, Tips for Parents
About Reading (Davis 1997), effective
practices to incorporate during the various
stages of reading skills development can
include the following:
Emerging Readers: Infants and
Toddlers
• Reading begins at birth.

Expect that infants and toddlers will want to
munch on books! They don't need to seem
interested — reading to children when they are
very young gives them valuable time hearing
words and looking at pictures.

Provide books with heavy pages or "board
books."

Read books over and over again. Make sure
that child-care providers read and talk to your
child.
These are the kinds of things that lay the
foundation for becoming a reader.







Talk about the pictures and ask questions like, "Do
you see the dog — where's the dog?" to help them
find objects on the page.
Repeat nursery rhymes even if you aren't reading
from a book.
Listen to children's music and encourage movement
to the rhythm and singing along.
Have children help you use sound effects like
"mooooo" or "arf-arf."
Make talking to your infant or toddler part of everyday
life. Talk about what you are doing and say back what
you think she's saying to you.
Link reading to real life — for example, toddlers
quickly learn concepts of hot and cold. If there's a sun
on the page ask, "What's hot in the picture?"
Take advantage of the public library
Developing Readers: Pre-K
Through First-Graders
• Young children develop as readers as they begin to pay
more attention to printed materials around them.
• They start to be able to recognize words and to read
easy books with the support of adults and other children.
– Read daily to children.
– Reread stories and as children get to know the story pause
and let them finish the sentence.
– Put magnetic letters on the refrigerator and spell out words
the child can copy like her name, "cat," "dog," "mom," and
"dad."
– Read alphabet books and then help the child make his
own by cutting out and gluing magazine pictures to
separate pages.
– Have plenty of markers, crayons, pens, paper, and other
materials on hand and encourage kids to make books,
write, and draw.
Developing Readers
– Ask the child to tell you a story about what she has
drawn. Write her words on the paper and read it back.
Also, ask the child to retell a story.
– Encourage children to invent word spellings. They may
look like nothing more than strings of letters but this is
how children connect sounds to letters, and is important
for learning letter sounds.
– Label furniture in room. Ask children to read words on
billboards, cereal boxes, and signs.
– As the child begins reading aloud, let mistakes go as
long as they don't change the meaning of the story. For
example, if the sentence is, "She ran up the hill," and the
child reads, "She is running up the hill," don't correct it. If
she reads, "She rain up the hill," ask if it makes sense.
When correcting, do it gently.
Transitional Readers: Secondand Third-Graders
• Transitional readers are making the
transition from needing a lot of adult
support as they read to being independent
as readers.
• They start to read easier texts on their
own, and become increasingly more
confident with more difficult books and
chapter books.
Transitional Readers: Secondand Third-Graders
•
•
•
•
Follow the child's interests — if she loves
sports, find fiction and nonfiction books that tie
into this interest.
Have the child help you with recipes from
cookbooks or mixes. Ask them to read
ingredients, measure, mix, and clean up!
Help the child become a more fluent reader by
having him read to younger children. This
gives them practice and helps them share the
fun of reading and books.
Get blank books — or make them. Kids should
be encouraged to write down what they think
and feel about books they read.
Transitional Readers
•
•
•
•
Make thank you notes, birthday cards,
valentines, and invitations together. Use
stamps, stickers, or cut-outs to decorate them
and have the children write or copy the
message.
Play games that involve reading. Good choices
are Monopoly, Concentration, Life, Careers,
Risk, Clue, and many others.
Play with words by rhyming, finding opposites,
and naming synonyms or words that have
similar meanings like hot and scorching. These
types of activities give practice with thinking
and vocabulary development.
Continue to read increasingly harder books
aloud to children.
Written Symbols
• To become effective readers and writers
children need to:
• Recognize the written symbols letters and words
used in reading and writing
• Write letters and form words by following
conventional rules
• Use routine skills and thinking and reasoning
abilities to create meaning while reading and
writing
Written Symbols
• The written symbols we use to read and
write are the 26 upper and lower case
letters of the alphabet.
• The conventional rules governing how to
write letters and form words include:
– writing letters so they face in the correct
direction,
– using upper and lower case versions,
– spelling words correctly, and
– putting spaces between words.
Routine Skills
• Routine skills refer to the things readers
do automatically, without stopping to think
about what to do.
– We pause when we see a comma or period,
– recognize high-frequency sight words, and
– use what we already know to understand
what we read.
– One of the critical routine skills is phonemic
awareness – the ability to associate specific
sounds with specific letters and letter
combinations.
Phonemic Awareness
• Research has shown that phonemic
awareness is the best predictor of early
reading skills.
• Phonemes, the smallest units of sounds,
form syllables, and words are made up of
syllables. Children who understand that
spoken language is made up of discrete
sounds – phonemes and syllables – find it
easier to learn to read.
• Many children develop phonemic
awareness naturally, over time.
Phonemic Awareness
• Simple activities such as frequent
readings of familiar and favorite
stories, poems, and rhymes can help
children develop phonemic
awareness.
• Other children may need to take part
in activities designed to build this
basic skill.
Thinking and Reasoning
• Thinking and reasoning abilities help
children figure out how to read and
write unfamiliar words.
– A child might use the meaning of a
previous word or phrase,
– look at a familiar prefix or suffix, or
– recall how to pronounce a letter
combination that appeared in another
word.