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( EMELYN F. SAGRADO-Instructor)
1

PART I: Review on the K to 12 Program

Unit I : Domains of Literacy and the Competencies

I. Learning Outcomes

 identify the domains of literacy and the competencies to be developed in each


domain
 discuss the concepts on the domains of literacy
 identify the Ws and H of Reading

 discuss the Theories: Reading and Writing in the Early Years

 give the importance of knowing the theories in literacy in early years

 identify the different reading skills


 discuss each reading skills
 give the value of developing reading skills

II. Introduction

This unit leads you to re - examine the K to 12 domains of literacies and


competencies to be developed in a learner‟s life. It will also allow you to explore the
world of reading : the Ws and H of reading, the theories, the skills to be developed in
a child , and the importance of developing it in the early years literacy.

III. Discussion
The world is now in the “Knowledge age” where the challenge of education is to
prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex
communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these
needs. This is the rationale why Mother Tongue, Filipino and English follow a unified
framework which allows easy transition from acquiring and learning one language to
another.
The curriculum has five (5) components. Each component is essential to the
learners‟ ability to communicate effectively in a language leading them to achieve
communicative competence and multiliteracies in the Mother Tongue, Filipino and
English. The diagram on page 2 shows that the heart and core of LAMC is making
meaning through language and aims to develop graduates who are communicatively
competent and multiliterates.

( EMELYN F. SAGRADO-Instructor)
2

Component 1 illustrates learning processes that will effect acquisition and learning of the
language. It explains the HOW of language learning and therefore serves as guiding
principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective
language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the
language (listening, speaking and viewing; reading, viewing and responding; writing and
representing) and the development of thinking skills (critical thinking, creative thinking
and metacognition) allowing students to make meaning through language.

Component 4 explains the holistic assessment of the Language Arts and Literacy
Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

Alignment of the Language and Literacy Domains with the 5 sub-strands

Integrated Language
LISTENING SPEAKING READING WRITING VIEWING
Arts Domains

1 Oral Language √ √
2 Phonological Awareness √

3 Book and Print Knowledge √

4 Alphabet Knowledge √ √ √ √ √

5 Phonics and Word Recognition √ √ √

6 Fluency √ √
7 Spelling √ √
8 Writing and Composition √ √ √ √
Grammar Awareness &
9 √ √ √ √
Structure
10 Vocabulary Development √ √ √ √ √
11 Reading Comprehension

11. schema & prior


1 knowledge
11.
strategies √ √ √
2
11.
narrative text
3
11.
informational text
4
12. Listening Comprehension √ √
13. Attitudes towards language,
√ √ √ √ √
literacy and literature
14. Study Strategies √ √ √ √ √

( EMELYN F. SAGRADO-Instructor)
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Definitions of the Content Standards for the Integrated Language Arts Curriculum for
the K to 12 Basic Education Program of the Department of Education

Content Standards Performance Standards at the end of Grade 3

Have sufficient facility in English to understand spoken discourse and to talk and interact with
Oral Languages in English
others about personal experiences and text listened to or read

Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme

Demonstrate and use concepts of print, such as directionality, spacing, punctuation and
Book and Print Knowledge
configuration

Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.

Phonic and Word Use sight word recognition or phonic analysis to read and understand words in English that
Recognition contain complex letter combinations, affixes and contractions

Read aloud grade level texts effortlessly and accurately, without hesitation and with proper
Fluency
expression

Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge

Express their ideas effectively in formal and informal compositions to fulfill their own purposes
Writing /Composition
for writing

Handwriting Write legibly in manuscript or cursive writing

· Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and
· Communicate effectively, in oral and written forms, using the correct grammatical structure
Structure
of English

Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts

Reading Comprehension and Study Strategies

Use of Content and Prior


Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge

Be self-aware as they discuss and analyze text to create new meanings and modify old
Comprehension Strategies
knowledge

Respond to literary text through the appreciation of literary devices and an understanding
Comprehending Literary Text
of story grammar

Comprehending Informational Locate information from expository texts and use this information for discussion or written
Text production

Demonstrate a love for reading stories and confidence in performing literacy-related


Attitude
activities/task

Viewing Demonstrate critical understanding and interpretation of visual media

Study Strategies Organize, process and use information effectively

( EMELYN F. SAGRADO-Instructor)
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Unit II. Reading

A. Background in Reading : The Ws and H of Reading

What Reading Is

What is reading? This is a seemingly simple question although it is filled with complexity.
People from various disciplines have attempted to define reading. It is not surprising to find
educators, psychologists, linguists, sociologists to have filled volumes with their definition of
reading. A closer look of the definitions however, may reveal that they are not really
contradictory as others claim they are. Each is probably just focusing on a particular component
of the reading process. Thus, one definition will emphasize the mental processes involved in
reading while another one, the values that may be derived from the process. Anyway, varied as
the definitions are, a commonality among them remains: reading involves the use of a code that
has to be interpreted for meaning. Lapp and Flood( 1978) states that all definitions of reading fall
into two categories. First there are those who view reading primarily as a decoding process, a
breaking of visual code. In a second view, reading for meaning is emphasized from the very
earliest stages of instruction; in this view reading as a comprehension process is stressed.
Although there are differences of opinion about a precise definition of reading, many
educators agree on the following :
1. Reading is decoding written symbols.
2. Reading is getting meaning from the printed page.
3. Reading is putting meaning from the printed page.
4. Reading is the process of interpreting the written symbols.
5. Reading is a process of communication between the author and reader.

A number of reading scholars have arrived at some characteristics of the reading process:

1. Reading is a complex process.One‟s reading performance is affected by a number of


correlates so that it is not easy to explain why an individual‟s reading performance may be
satisfactory or unsatisfactory.

2. Reading is a two- way process. Reading is communication between author and reader.
Communication gap between the author and the reader results to poor comprehension. when
that gap is bridged, better comprehension takes place.
3. Reading is largely a visual process. Normally, good eyesight is required in good
reading.
4. Reading is an active process. It is a thinking process.
A reader usually reacts physically, emotionally, or intellectually with what he reads.
5. Reading makes use of a linguistics system which enables readers to be more effective
users of written language.
A reader who has some knowledge of the syntax, orthography, and morphology (
formations of words) of a language can interact more effectively with the printed form of that
language.
6. Effective reading is partly dependent on the reader’s prior knowledge or
background experiences.

As was mentioned earlier, one‟s reading performance is affected by a number of correlates or


factors. Some of these include the physiological, psychological, mental, environmental,
sociological and linguistics factors. Each of these factors influences to some extent one‟s
performance. One of them though may appear to be more dominant influencing factor than the
rest.

( EMELYN F. SAGRADO-Instructor)
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Learning to read or to grow in the reading skills in recognized as a sequential and


developmental process. some outlines of developmental stages as given by Michaelis,et al
are :

1. Prereading Stage. During this age, the individual is engaged in a program of experiences
aimed to enhance his oral language development to a level equal to or greater than the level
of materials for beginning reading. Experiences are also provided for concept development.
The individual is also trained auditory and visual discrimination, listens to, tells and
discusses stories and learns basic work and study habits. Further experiences are provided to
develop his mental, physical, emotional, and social readiness for reading.
2. Initial Reading stage. The individual begins to use picture, context, and configuration clues
to recognize words and then goes on to beginning instruction in phonetic and structural
analysis techniques. He learns to use and handle books, acquires the understanding that
reading yields information, and begins to develop skills in finding main ideas, anticipating
outcomes, making inferences , finding details, and noting sequence.
3. Stage of Rapid Progress. The reader extends his use of a variety of word-recognition
techniques and begins to use the dictionary for word meaning, spelling, and pronunciation.
He extends his vocabulary and comprehension skills, he reads with understanding a greater
variety of materials, and he begins to read independently for information and pleasure.
4. Stage of extended Reading Experience and Rapidly Increasing Reading Efficiency.The
individual, at this stage, uses word – recognition ttechniques automatically, and is almost
completely independent in reading. He reads with understanding in the subject areas,
extends his dictionary and reference-use skills , uses the library independently, and begins to
use reading as a tool in problem solving.
5. Stage of Refinement in Reading in Reading Abilities, Attitudes, and Tastes. The
individual reader has acquired independence in locating and utilizing a variety of materials, is
aware of varied purposes for reading and has developed skills of critical evaluation of
material read. His reading interests are extended, and his literary tastes refined. This
refinement process actually begins with initial reading instruction and proceeds into adult
life.

Charles Fries( Linguistic and Reading) Three Stages of Reading Growth

1.Transfer Stage
It is the period during which the individual is learning to transfer from the auditory signs for
language signals, which he has already learned, to set a visual signs for the same signals.
This process of transfer is not the learning of the new language code or of a new language
code of a new language code ; it is not the learning of a new or different set of language
signals. It is not the learning of a new “words” ofr of new grammatical structures of a new
meanings. These are all matters of the new language signals which he has on the whole
already learned so well that he is not conscious of their use. what he needs in this stage is to
learn to respond rapidly and accurately to the visual patterns that replace the auditory
patterns.

2.Stage of Productive Reading


The individual responds automatically to the written symbols or visual patterns, so automatic
that “ the graphic shapes themselves sink below the threshold of attention, and the
cumulative comprehension of the meanings signalled enables the reader to supply those
portions of the signals which are not in the graphic representation themselves.

3. Stage of Vivid Imaginative Realization


During this stage, the reading process is so automatic that the reading is used equally with
or even more than live language in the acquiring and developing of experience. Reading
stimulates the vivid imaginative realization of vicarious experiences.

( EMELYN F. SAGRADO-Instructor)
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Why Read

Carl Woodward refer to books as “ the instruments for perpetuating the body of
knowledge painfully and slowly accumulated through the ages of man. They are also the
means of preserving and sustaining the solid foundations of culture and learning. They
provide the record of man‟s progress and the point of departure for steps into the future.
Through them the resources of mankind become the birthright of generations to come.”
Books and other reading materials proliferate that many often take them for granted.
Many people have yet to realize the rewards that reading has to offer.
It is through the magic of reading that all the wisdom of the ages , all the stories that have
delighted mankind of centuries are available at negligible cost. Reading is worth one‟s effort
, worth is the little expenses it may entail if any.

Specifically, these are some of the important things that reading does for us:
1. Reading makes us well- informed.
2. Reading can be worthwhile form of recreation.
3. Books we read can be source of inspiration.
4. Reading can be a form of therapy.

What to Read
Pupils and students , because of their “ limited “ experiences, are usually guided as to
what reading materials may be appropriate for them. The guidance they get hopes to be
reflected when they do their own reading choices outside the school.
In school the students „ reading materials are usually classified based on the reading
program the students are in.
These are usually suggested reading materials for :
1. Developmental Reading
2. Remedial Reading
3. Recreatory Reading
4. Functional Reading
Outside the classroom, an individual who is capable of independent reading, usually
selects reading materials based on the following :
1. His purpose
2. His interests
3. The availability of materials
4. Readability of the material
5. Time of reading

How to Read
One who claims to know how to read can be very well answer these questions in the
affirmative:
1. Do you associate the proper sound to the written symbols?
2. Do you recognize the relationships of words , sentences, paragraphs in the selection?
3. Do you get the general message of the selection?
4. Do you have a clear purpose in mind when you started to read the selection?
5. Do you make full of aids available to help you grasp effectively the flow of ideas in a
printed selection?
a. Context clues- the co-occurring words with an unfamiliar word which may shed light
on the meaning of such word.
b. Illustrations – pictures, graphs, diagrams.
c. Presentation clues- italics, boldface, footnotes, indentation, marginal notes

Weriyachitra‟s Suggested Techniques in Reading ( English, Teaching Forum, July 1982)


1. Skimming –with the presence of many materials to read in one area, the student must be
selective. Skimming techniques help him to select those worth reading.

( EMELYN F. SAGRADO-Instructor)
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2. Scanning - helps the student search quickly for the specific information he wishes to get
from the material such as finding the meaning of a word in a dictionary; finding the
heading under which required information appears in an index, finding statistical
information in tables, charts, or graphs, and finding the answers to certain questions from
a text.
3. Comprehensive Reading - Scientific texts contain a great deal of information, most of
which consists of facts. The student must read carefully and slowly in order to extract
information and understand the material.
To read scientific material comprehensively, the student must learn and practice the
following :
a. Vocabulary recognition
b. Sentence comprehension
1) Sentence analysis
2) Recognizing punctuation clues
3) Recognizing reference terms
4) Recognizing signal words
c. Paragraph analysis
d. Interpreting illustrations
4. Critical Reading- To be able to read critically, the student must learn to:
a. examine the reliability of the material
b. distinguish facts from opinion
c. draw inferences from the material
5. Note taking- students should take notes as he reads. It involves: a) recording key points,
b) reducing language, organizing notes in a format that is easy to understand.

Theories : Reading and Writing in the Early Years

Emergent Literacy
Emergent literacy refers to competencies and literacy skills in early
childhood. Marie Clay (1966) was the first one who used the term emergent
literacy. Emergent literacy is based on an assumption that a child acquires some
knowledge about language, reading and writing even before attending any formal
education. Clay (1966) asserted that literacy development begins early in life and
is ongoing.
Teale (1987) described emergent literacy as the early signs of reading and
writing demonstrated by young children, even before they begin to take formal
instruction to reading and writing , and such early signs and ways are recognized
by most adults. Teale (1982) viewed literacy as the result of children‟s
involvement in reading activities facilitated by literate adults.
Mediation can be consciously employed by the parents as they prepare their
for formal schooling. Thus a literacy –rich home environment can provide more
literacy information to the child. However, at times , some parents are not
actually aware of their direct role in developing the early literacy skills in early
childhood.
The concept of emergent literacy suggests that all children who are to school
already have certain experiences and interests in learning (Teale, 1987). Thus,
emergent literacy refers to competencies and literacy skills in early childhood.
Teale and Sulzby pointed out the preference for the term emergent literacy
over traditional readiness. Emergent or emerging means that children are always
in the process of becoming literate, probably, since they are just few months old(
Teale, 1987). Sulzby (1991) defines literacy as the reading and writing behaviors
of young children that precede and develop into conventional literacy.

( EMELYN F. SAGRADO-Instructor)
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Transitions on the Perspectives of Emergent Literacy

Change has always defined literacy . Change defines literacy instruction. These transitions are
marked by:
1. basic literacy which emphasizes the reading and writing of young learners to construct
meaning for themselves;
2. socio-cultural literacy which emphasizes the importance of social interaction of children to
construct cultural- specific meanings and to demonstrate literacy practices as social events
and cultural phenomena; and
3. functional literacy which emphasizes the use of technology for instruction and literacy ,
and the young learners‟ use of technology to produce meaning.

Concepts of Emergent Literacy


Before Now
 early literacy was somewhat neglected  a great deal of attention to literacy
 little attention given to a child‟s literacy development in early childhood
development before formal schooling  acquisition of information about literacy
 assumed that the beginning of literacy begins at birth and continues at the
was in grade 1 course of early childhood
 speaking and listening were learned in  development of literacy in chold‟s
early childhood while reading and earliest years
writing were learned in school age  simultaneous development and
 reading instruction was ignored in pre- preparation for reading
school education  capitalize on child‟s existing knowledge,
 no advocacy for formal reading information about literacy and reading
instruction in early childhood and writing experiences
 pre-schoolers were not perceived as  children are active constructors of their
readers and writers own learning
 waiting for a child‟s natural maturation  nurture emergent literacy from birth
to unfold through kindergarten to grade 1
 preparation for literacy was through the  continuous building of knowledge on oral
acquisition of a set of prescribed language , reading and writing
hierarchy of skills  children learn from meaningful and
 progression from part to whole , a set of functional situations
skills as prerequisites to reading  children and interested and attempt early
 drills for contrived skills to communicate in writing reading and
 writing had been certainly missing writing are cultivated concurrentl
writing develops after reading

Learning Theories Supporting Early Literacy Development


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

Child Development Theories that Support Early Literacy

THEORIST EMPHASIS STRATEGIES ACTIVITIES SKILLS


Rousseau (1962) Child‟s learning Strategies Allowing Natural
unfolds meshed with the children to grow development of
naturally; child‟s readiness and learn with skills, individual
learning through to learn; little the freedom to ways of
curiosity adult be themselves learning,
( EMELYN F. SAGRADO-Instructor)
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intervention curiosity
Montessori Children need Specific Allowing Specific
(1965) early, orderly, concepts children to use concepts. self-
systematic meeting specific manipulative correction,
training in objectives; toys, working independent
mastering one learning with carefully learning and
skill after materials are designed and mastery of one
another; auto- self –correcting; specific skill after
education learning during materials for another
“ sensitive specific skills;
period”, work instead of
designing play; activities
activities and for skill mastery
experiences for
learning
Dewey (1966) Early childhood Allowing time Manipulative Social skills,
learning is child- for play and toys, arts, music, emotional and
centered; is built learning; story reading, physical
around the providing a free and outdoor development,
interest of the relaxed play, snack, rest, informal reading
child; child atmospehere; circle time, and writing
learns best informal informal reading
through play activities for and writing
because of learning
social
interaction
Piaget (1969) Children at Providing real Natural problem Active
certain stages life setting and solving construction of
are capable of materials, solutions, his learning
only certain opportunity to playing; problem-
types of play, explore exploring and solving, playing,
intellectual and experiment experimenting, exploration
endeavors, and experiment planning one‟s experimentation
acquire and allowing own activities and curiosity,
knowledge by kids to use their and cooperating inquisitiveness,
interacting with curiosity, with teachers and spontaneity
the world; active inquisitiveness and peers in decision-
participants in and spontaneity planning making, social
their own to help evaluating interaction
learing themselves to learning.
learn

THEORIST EMPHASIS STRATEGIES ACTIVITIES SKILLS


Froebel (1974) The adult Providing adult Teacher- Psychomotoo
responsibility guidance and a facilitated skills, shapes,
for the education planned activities, colors and size
of the child environment, guided-play, recognition,
needs to be guided-play, manipulative for guided-play,
concerned with providing learning certain singing,
the child‟s manipulative concepts and obedience and
natural materials to providing discipline
unfolding; learn concepts, opportumity for
emphasis on the allowing “circle circle-time for
fullest benefits time” which is singing
of playing to an opportumity
learn; requires to sing and to
( EMELYN F. SAGRADO-Instructor)
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adult guidance learn new ideas


and direction thru discussion
and a planned
environment
Pestalozzi Natural learning Providing Informal Shapes, colors
(1979) with informal informal activities that and size
instruction, instruction, eventually lead recognition,
natural potential providing to learning, language skills
of a develops manipulative manipulating
through senses experiences and objects and
learning about learning about
them through through them
the use of senses through touch
and smell
Vygotsky Mental Providing Story reading, Communication
(1981) functions are meaningful and story retelling, skills, reading
acquired interactive directed and writing
through social activities, listening- skills oral
relationship; providing thinking language skills,
learning takes activities that activites, shared social skills,
place when the allow a child to book internalization
child interacts internalize, experiences, of skills
with peers and exposing a child dialogues,
adults in a social to new situations conversations,
setting as they to actively social functions
act upon the interact with of reading and
environment; others, engaging writing
children learn by in functional and activities,
internalizing interesting communicative
activities learning functions of
conducted in the experiences. language
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 (Morrow, 1989)
with others.

The Constructivist Model

In Constructivist Model, skills are taught at the point when they are likely to be useful to
kids as part of an authentic literacy task.
From these learning theories, concrete teaching models have evolved and have been
continuously modified to meet the needs of emergent learners and to develop their literacy
skills. However, it is important to note that literacy skills. However, it is important to note that
literacy skills. However, it is important to note that literacy of the 20 th century has paved a way
to new literacy studies which would gradually lead to redefining literacy, to reidentifying the
perspectives for such new definition and that would significantly lead to redirecting the

( EMELYN F. SAGRADO-Instructor)
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principles of early literacy, that is to examine the literacy behaviour of young learners and the
characteristics of emergent readers and writers.

Historical Perspective
Literacy is viewed to be changing over time.
Christie (1990) determined the rising literacy demands of the 20th century and described a
more complex phenomenon contrasted to the literacy of the earlier periods. She emphasized
the greater level of sophistication in literacy such as new kinds of writing, new genres which
are necessary for new knowledge and new ways of thinking. All these transitions certainly
affect the kind of literacy an emergent learner acquires in the home since the parents are
possessing and demonstrating sophisticated literacy and that literacy materials readily available
in the home and even in the community are determined by the new literacy brought by the
information age. Similarly, this kind of literacy provided in the home will be brought by the
young learner in the school, and therefore the school has to take such considerations in
designing early literacy instruction.
In response to the literacy demands of the 20th century, conducted researches and
designed programs in literacy have provided specific ways in promoting early literacy.
Significantly, one model has been adopted and, or has been adapted in early literacy
instruction, that is, the constructivist model. This is supported by the social constructivist
theory of learning. Vygotsky (1978), stressed that knowledge is socially constructed by
interacting with others in a variety of experiences. Moreover, social interaction allows
emergent learners to construct their own knowledge and view themselves as members or, with
peers. The constructivist model asserts that emergent learners need to interact which would
positively make them interested and be involved in meaningful activities. It emphasizes that
young learners must be provided with adult support like parents, teachers and other literate
adults to successfully acquire knowledge about literacy , to develop literacy skills and to
complete literacy tasks in varied literacy events.
The philosophy of Dewey undergirds constructivists education, a view on teaching and
learning as a conscious process of reconstruction of experience. He developed a sctrict
criterion for determining educative experience which must lead to positive growth.
An educative experience must be continuous, provoke change, and emphasize the
importance of the participation of the learner in the formation of purposes which direct his
activities in the learning process.
In the constructivist model, skills are taught at the point when they are likely to be useful
to kids , as part of an authentic literacy task(Au, 1993). Au emphasized the significant work of
Vygotsky (1978, 1981) which asserts that learning is basically a social process that takes place
through the interaction between children and others in their environment.
Further, Au ( 1993) thoroughly discussed the four distinct advantages of the
constructivist model:
1. literacy instruction embedded in meaningful social contexts
2. students‟ exploration of the functions of literacy,
3. student-centered, and
4. recognize different life experiences and cultural schemata in the meaning-making
process. In a constructivist perspective, young learners set their own goals for literacy
learning and monitor their own progress in achieving those goals.

The schema theory recognizes that background knowledge facilitates the


reader‟s comprehension of text.
The constructivist model recognizes the collaboration of parents and teachers, as well as
other literate members of the community, and the active involvement of the young learners in
their literacy. The parents‟ collaboration will provide input to pre-schooler teacher about their
kid‟s literacy behaviour. Similarly, the teacher‟s collaboration will allow him/her to make the
parents recognize their critical role in their child‟s early literacy development. Involvement and
open dialogue between parents and teachers are opportunities to better emphasize how early
literacy acquired in the home relates to the home early literacy development in school. This
collaboration certainly involves the active participation of the emergent learners because
( EMELYN F. SAGRADO-Instructor)
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trough collaboration , they become more interested and more involved in meaningful activities.
Further, collaboration serves as support to complete their activity successfully and to improve
their literacy skills. As Bruner( 1986) stressed those students learn most effectively when they
are actively involved in their learning.

Views on Reading

Siebersten (1987) accounted for the developments in reading instruction. Her paper traced the
significant changes in reading instruction as greatly influenced by the trends in language
teaching and learning. In the beginning, reading was viewed simply as speech written down. This
view was influenced by the behaviourist view language acquisition and learning, language was
speech ( Bloomfield & Fries). However, dissatisfaction with this view resulted to the decline of
the oral approach.
Then, a modern psycholinguistic perspective viewed reading as a complex information-
processing skill. The reader was an active, planning, decision-making individual who coordinates
a number of skills and strategies to facilitate comprehension(Goodman, 1967 & Smith , 1973).
This psycholinguistic theory of reading was elaborated in a contemporary interactive
approach which emphasized the role of cognition in an interaction of reader and text. Thus, the
interactive approach emphasized that meaning is derived through the interaction of text and
reader. The schema theory recognizes that background knowledge facilitates the reader‟s
comprehension of the text.
These perspectives on reading have substantially strengthened philosophy of reading and
have significantly guided reading instruction.

Views on Reading
Goodman Chomsky Holdway Vygotsky Teale
(1967,1980) (1972) (1979) (1981) (1982)
 Reading as a  Reading  Children  Children  Reading
psycholinguist to a child aids learn to read all higher is acquired
ic guessing literacy skills naturally in mental through
game  increases the home functions are socially
 Reading as an interest in environment internalized interactive
active process books and in and social and
 capitalizes on learning to read interaction relationship emulative
children‟s  enhances with parents  children behaviour
prior background  Children increase their  social
strengths, past information emulate the independent functions and
experiences and sense of reading model engagement in conventions
and story structures set up by the reading of reading
knowledge  familiariz parents activities are acquired
 child attempts ation with through through
to reconstruct language of interaction with interactive
his own books literate adults literacy
knowledge events

Theories in Reading Acquisition

Reading theorist agree that extensive reading is essential for the development of reading
comprehension.

There are several overlapping and sometimes conflicting theories on reading acquisition
and instruction. Depending on the theory of instruction adopted by a teacher or a school, the
impact of a theoretical orientation is tremendous for students, especially for second language
students. Durkin (1995) addressed this issue when she discussed the various theories of
language acquisition, the curriculum will tend to support these principles versus a more
constructivist approach. In other words, the curriculum will be more reflective of a skilled-
based model with long periods of drill and practice as compared to a school that adopts a more
social constructivist model of language acquisition. Regardless of the model adopted, reading
( EMELYN F. SAGRADO-Instructor)
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theorist agree that extensive reading essential for the development of reading comprehension
(Cummins, 2005,p.8)
From a behaviourist perspective, reading is viewed as speech. Thus, a child must possess
both the aural skills and oral vocabulary to read successfully. From a cognitive perspective,
reading is viewed as extracting meaning from the text. Therefore, a child is viewed as an
active constructor of his own reading as he employs his reading skills and strategies which
allow him to comprehend the text. Further, he uses his schema as he interacts with the text.
Thus, balanced literacy is framed from these models of reading.
Figure 1 attempts to combine the reading theories continuum into a more integrated
approach that considers the models in a dynamic structure leading to a fourth approach that
utilizes components from each of the models. The end goal is to provide students with the most
comprehensive instructional program available I order to gain meaning from a text.(
Pearson,2000).
In implementing an integrated approach to the teaching of reading, a teacher is more
likely to find the most appropriate method for teaching students based on their individual
strength and needs, thus eliminating the need to make a child change to fit a particular
methology. It is important to teach the child rather than try to conform to a predetermined
curriculum or approach. This becomes particularly important hwen working with students
because students often experience a mismatch between their academic needs and strengths
and methods of English language instruction. In order to better understand the process involved
in learning to read, it becomes necessary to clearly define reading and develop an awareness of
the complexities involved.

Theories on Early Writing Development

The movement from playing with drawing and writing to communicating through written
messages is a continuum that reflects the basic theories of emergent literacy.(Dyson,
1985;Halliday, 1975; Parker,1983Sulzby ,1986 in Morrow , 1989) Children develop their
writing naturally through play as they make markings on papers, on walls or anywhere,
through social interaction as they join in the social writing activities of adults like writing
simple notes, writing messages on greeting cards and writing letters to family members.
Children do a lot of hypothesis- testing , experimenting, inventing to attempts include invented
forms of letters, symbols, words, mixed drawing and writing and, invented messages through
forms and shapes. As kids continue to test their hypothesis about writing, hey refine previously
formed rules and knowledge about writing, until they have mastered the conventional form of
writing.
Vygotsky (1978) asserted that the child‟s language learning begins in the prespeech
communication between parents and infants. This prespeech is built through listening and
talking, to playing symbolically, to drawing, and from there to writing and reading. This
process of writing development is unitary, that is children‟s literacy development begins with
the continual process of learning to communicate which involves nonverbal, berbal, symbolic
play and drawing.

( EMELYN F. SAGRADO-Instructor)
14

Early Writing Acquisition

Children naturally develop their writing through their self-initiated practice. This self-
initiated practice significantly helps in children‟s conscious learning about writing. This is an
evolving phenomenon that plays a fundamental role in the development of writing abilities.

Guanlach et.al (1985) described how early writing is acquired.


 They noted that children‟s early literacy experiences are embedded in the familiar
situations and real life experiences of family and community membership.
 As a process, early writing development is characterized by children‟s moving from
playfully making marks on paper, through communicating message on paper, to making
texts as artifacts.
 Children learn the uses of written language before they learn the forms (Gundlach et.al.,
1985; Rosen& Rosen, 1973; Taylor, 1983).
 As identified by Dyson (1986) and Parker ( 1983), children‟s writing evelops through
constant invention and reinvention of the forms of written language.
 Children‟s involvement in written language, though typically embedded in social situations
and interactions, is essentially self-initiated and self-directed. Hardy (1968) identified the
fifth, in writing, as in walking, as in talking, story making is a primary impulse and activity.
 children learn about writing by observing more skilled others and by participating with
them in literacy events. Teale( 1986) pointed out that children need to work independently
on the functions and forms of writing that they have experienced through interactions with
literate others.

These principles provided best serve the early literacy instruction and the explicit writing
activities in the preschool.

Early Literacy Behavior

Behavior of Emergent Literacy

From the moment of birth, babies begin to acquire literacy information and they continue to
build their childhood. Thus, when children attend formal education, they have been already
equipped with many literacy concepts and certain oral language, reading and writing
competencies. Goodman (1984) reported that many children have already known certain things
which are necessary for reading. When children have acquired naturally some command of their
language, similarly they will naturally develop these skills, until they have internalized many its
rules and have learned its more complex processes.
This leads to relevant concepts about emergent literacy and guides knowledge about early
literacy behaviour.

Literacy development begins with children‟s first experience with print.

Literacy learning begins early in life and is on going . Literacy is viewed as


developmental which is exemplified by concurrent development of literacy with oral language,
by learning to read and write as social and cognitive endeavors .
Vygotsky‟s assertions about higher mental functions as internalized social relationships
show that children increase their independent engagement in reading activities, with previously
acquired interaction with more literate others, such as their parents.
Studies conducted about early literacy development recognize children as natural readers
and writers and their literate behaviour does not begin at a particular age but emerges
continually. Specifically, literacy development begins with children‟s first experiences with
( EMELYN F. SAGRADO-Instructor)
15

print in the home and continues through preschool and to the first few years of formal
schooling (Clark , 1976; Clay, 1967, 1975; Durkin, 1996; Grave , 1978).
Scarborough and Dobrich (1994) described emergent literacy as a highly complex
concept and that children are developing simultaneously with respect to many crucial and
eventual literate behaviour.
When children are immersed in literacy by being surrounded with materials that promote
their early literacy, by being exposed to meaningful literacy events, and by having constant
interaction with literate adults , they demonstrate that behaviour provided for is a guide:
1. to determine which behaviour can be identified for acquisition-early signs of their
abilities, interests and information about literacy,
2. to recognize which behaviour can be associated with approximation-conditions when
children are almost correct in their literacy skills, and
3. to identify which behaviour can be linked to development-practices with scaffolding,
up to minimal adult supervision or no guidance at all since they can independently
perform those early literacy skills.

Holdaway describes young children‟s a approximations of reading as „reading‟- „play‟,


that is almost unintelligible at first , until this „reading-like play‟ rapidly becomes picture-
stimulated, page-matched and story-complete. Moreover, meek (1982) describes learning to
read in the early stages , like everything else a child has come to know, as an approximation of
adult behaviour with a genuine, meaningful function.
Children have started to acquire knowledge about literacy since infancy and even before
they enter preschool. Thus, infants and toddlers certainly possess literacy skills which they
acquire in their homes as nurtured by their parents, and these are the same information and
skills they brig as soon as they enter formal schooling.
In the course of their childhood, these literacy skills are developed with the guidance of
parents but in an informal setting so as to encourage children, and the supervision of teachers in
a formal classroom setting like guided play. However, since kids are active constructors of their
learning, they best when they are put in meaningful activities
activities and circle- time to enjoy singing , dancing and interacting with their
schoolmates.
Teachers also enhance their early literacy skills through free-play or outdoor play,
informal reading and writing activities that would eventually lead to actual reading and writing,
artwork activities and circle-time to enjoy singing, dancing and interacting with their
schoolmates.
In determining early literacy behaviour, it is important to discriminate among nursery,
kinder and preparatory kids, because of individual differences. Not all preschool kids possess
these same skills or demonstrate the same behaviors. Instead, they are unique individuals who
come from unique homes, have unique literacy background, have varied exposure to print
materials and belong to diverse community with diverse culture.
Moreover, these behaviors are not generalizable in terms of age since emerging kids vary
with respect to their readiness. Thus, not all kids belonging to the same age group are supposed
to the reaching the same stage of literacy, anfd in fact, to force them would not even yield the
expected behaviour. Instead kids develop naturally. With this, parents and teachers should
create an environment and provide opportunities that would positively promote and allow the
natural development of their early literacy.
To further understand this complex concept, Tabel 4 presents the indicators of early
literacy behaviors commonly demonstrated by kids as they acquire and develop literacy in their
early childhood.

( EMELYN F. SAGRADO-Instructor)
16

Table 4. Early Literacy Behavior

Physical Abilities Language Skills Reading Skills Writing Skills


 playing toys  humming  emulating adult  practicing
 manipulating  imitating familiar reading writing strokes
clay, blocks, sound  enjoying story  copying letters
legos  singing counting telling and numbers
 attempting  reciting  interested in  starting to write
puzzle work  producing reading aloud his name and
 putting together pleasant sound to  half narrating names of family
toy parts imitate reading  half reading members
 dismantling toy voice  possessing  copying
parts  using reading environmental
 holding and incomprehensible vocabulary print
using pencil language but  naming objects  writing with
 holding and perceived as and characters adult
using crayons reading supervision
 finger painting  using oral  making notes
 holding books language
turning pages of  possessing oral
books vocabulary
 attempting to use  reading aloud
paper and pencil  narrating familiar
 drawing stories
 tracing  inquiring
 scribbling  commenting
 discriminating  using oral
pictures language for
 discriminating communication
colors
 recognizing
shapes and sizes
 identifying
texture
 discriminating
sounds
 imitating
movements

( EMELYN F. SAGRADO-Instructor)
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Unit III. The Reading Skills

A. Vocabulary
Structural analysis is a process of decoding unfamiliar words by visually examining the
words to discover component parts which may lead to pronunciation and meaning . One who
uses structural analysis must be able to recognize the root word or base word: inflectional
endings (-s, -ed, -ing), affixes (prefixes and suffixes), and compound words.

a. Rootwords
A word from which other words are formed by adding a beginning part (prefix) or an
ending part 9suffix) is called a rootword.
The underlined part of each of the words is the root:
rewrite kindness reading hopeful

b. Prefixes
A word part added to the beginning of a word is called a prefix. A prefix is made up of
one or more syllables.
Many words contain prefixes. Some of them are shown in the following examples:
Prefix Rootword New word
sub set subset
trans- pose transpose
in- finite infinite
re- group regroup

c. Suffixes
A suffix refers to a syllableor syllables added at the end of a word to form a new word
with a different meaning.
In general, suffixes serve primarily to indicate whether the word is used as a verb, an
adjective or a verb or whether the word is the name of a person, place or thing. They may also
serve as tense or number markers, i.e they tell whether a word is in its past or present form, of
it is plural or singular.
 The suffixes –or, -er, -ist,-ant often mean one or which does something.
 Suffixes like –hood, -age, and –ship , are used with words you often meet. when they are
added to words, they mean :
1. a whole group, as in priesthood
2. a way or state of being, as in friendship, marriage, manhood, nationhood
 Suffixes may be used to form verbs. Suffixes are –en,-ize, -ify
 Adjectives may be formed by using –ful or –ous, -ic, -ish, or –ive

d.Compound words
Words that are made up of two or more words are called compound words.
Compound words may be written in three ways : with hyphen, joined as one word,
written as separate words. The dictionary will help you best as to how a certain compound word
is written.
bobbysoxer check – off rat race
teenager hanger- on blue stocking
kickback runner – up red house
blackout all-time standing invitation
Certain combinations like the following are used to form compounds:
1. noun+ noun = noun pillbox
2. adverb + noun = noun underground
3. adjective + noun = noun highway
4. verb + adverb = noun make up
5. verb + noun = noun killjoy
( EMELYN F. SAGRADO-Instructor)
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6. adjective + noun = noun goodtime, new style


7. adverb + verb = noun income
8. adverb + verb = adjective outgoing
9. adverb + adjective = adjective evergreen
10. noun + adjective = adverb money-wise
11. noun + adjective = adjective stone cold
12. Phrase oddities : hand – me-down, out- of-date, forget – me- not

Using Context Clues

Context clues include semantic, syntactic, and presentation clues.


Semantic clues are clues derived from the meaning of the words co-occuring with the
unknown word. There are various kinds of semantic clues :
1. Definition clue
A word may directly defined in the context.
Example : The register is the book in which the names of the people are kept. (unknown
word is register)
2. The appositive clue
An appositive may offer a synonym or description of the word.
Example : Euthanasia, mercy killing in plain language is a very controversial issue.
3. Comparison or contrast clue
A comparison or contrast may give away the word‟s meaning.
Example : a. She is not lazy to study. On the contrary, she is very diligent. ( Unknown
word is diligent)
b. Like her surprised Mother, Mila was also taken aback by the news. (unknown
word is aback)
4. Explanation clue
Succeeding sentences may provide explanations that may clarify the meaning of an
unknown word in a previous sentence.
Example :
Lucy‟s unusual timidity bothered her parents. They wondered why she would not
even want to talk to any visitor. She would rather lock herself to her room. In school, her
teachers were complaining too, why Lucy was too shy or withdrawn to join any class activity.
(Unknown word is timidity)
Syntactic clues are contained in the grammar of our language. Syntactic clues will help
the reader discover that the word is a noun, an action word, etc.
The following is a nonsense sentence but it will illustrate how syntactic clues may be
used. ogle ogled ogledly
In the above example, the reader may deduce that ogle is a noun and is the subject
because of the position: ogled is a verb because of the marker ed and oggledly, an adverb
because of the –ly ending.
Semantic and syntactic clues are used together to unlock meaning of unknown words.
Presentation clues refer to other aids that the author may use to make himself clear to the
reader. These may include:
1. Use of footnotes.
2. Use of types of prints, e.g. boldface, italics
3. Use of visuals ,e.g. diagrams ,tables, graphs, pictures
4. Organizational devices, e.g indention, use of headings and subhedings,etc.

Word Associations

The process of forming links as you think of the word is called word association. The
more links there are between words, the more you understand them. Word association also help
you remember better words you have learned before. As you recall them they become a part of
your active vocabulary. You eventually, are able to use them when you talk or write.
( EMELYN F. SAGRADO-Instructor)
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Word Associations are generally classified as follows:


1. similarity – example : road- street, path , highway
2. contrast – example : happy – sad
3. assonance – example : site – cite, sight, scythe
4. subordination – example : animal – lion, tiger
5. co-ordination – example : violin, guitar, cello, banduria
6. superordination- example : cabbage- vegetables
7. derivation – example : friend – friendship
8. predication – example : bird- fly,eat, drink
9. completion- example : black – blackboard
10. characteristic or property – example : teacher- strick, intelligent

Homonyms, Homographs, Heteronyms

Words that sound alike vet have different spellings and meanings are called homonyms
or homophones.
Example : to – two way – weigh
Words that are spelled the same but have different meanings are called homographs.
Some homographs sound the same.
Examples of homographs that sound the same:
Same : 1. fan(as in : “ I used my fan when it is not hot”)
fan ( as in “ movie fan”)
2. bill ( as in “the bird‟s bill”)
bill ( as in “electric bill” )
Examples of heteronyms or homographs that do not sound the same:
1. resume (as in “resume of the report”)
2. refuse (as in “resume of the work”)

Idioms
An idiom is an expression peculiar to a language. Idiomatic expressions abound in the
English language. They are usually found in daily speech of people rather than in elaborate
polished compositions. They also abound on the radio, in novels, newspaper, and magazine
articles.
Idiomatic expressions are usually forcible, terse, and vivid. The same meaning can be
expressed in some other way but not with equal force and brevity. Thus, idioms fulfill a special
function in effective, vivid communication. Idioms, however, are not easy to learn. The idiomatic
part of a language is usually the most difficult part for a foreign language student. Tis is
probably because no reason can be given as to how or why particular idiomatic phrase has
assumed its present form. People must use them as they are. As a general rule, an idiomatic
phrase cannot be altered, i.e no synonymous word can substitute for any word in the expression
nor the arrangement of words may be changed. To do so would commonly destroy the idiom and
may render it meaningless.
Any student interested to learn idioms should take note of the following:
1. Note the precise words that make up any idiom. Note the exact arrangement of the
words, too.
2. Read much and note idioms used.
3. Read good modern authors.
4. commit idiomatic expressions to memory.

The following are examples of idioms and their meanings :


1. crocodile tears – pretended sorrow
2. close-fisted man – a miser
3. cold-reception – a reception wanting in cordiality
4. broad daylight – open, full daylights
5. blackmail – money exorted by threat or intimidation
( EMELYN F. SAGRADO-Instructor)
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6. Argus-eyed – jealously watchful


7. what not- an abbreviating clause having a meaning similar to or etcetera
8. blue- blood – noble blood.
9. chicken-hearted (fellow)- a timid, cowardly fellow (used contemptuously)
10. confirmed bachelor – a man who has made up his mind not to marry
11. absent-minded – to be initiative of what is going on
12. fair weather friend- one who desserts you in time of difficulties
13. henpecked husband – a husband snubbed by the wife
14. greengrocer – a dealer in vegetables
15. greenhorn – an inexperienced person

Synonyms and Antonyms

Synonyms are words that have the same or nearly the same meaning .
Example : beautiful- pretty, explain-elaborate, walk-toddle
Antonyms are words with opposed meaning.
Example : vague-clear, profound- shallow, gigantic- puny

Figure of Speech

The language we use may sometimes be literal or figurative. Literal language uses words
in their exact meaning. Figurative language uses words not only in their literal meaning but with
certain emotional coloring. Use of fifures of speech quickens the imagination and stimulates the
emotions. The expressions add to the effectivenss of our speech. They give clearness, force and
beauty to our ideas. Fifures of speech are therefore important because they give color ,
decoration and life to language.

Simile
A simile is a comparison between two unlike objects made by using like or as.
Example : 1. His mind is like a sponge.
2. She is as meek as a lamb.
Metaphor
A metaphor is an indirect comparison. A metaphor may be more difficult to recognixze
because there are no signalling words. The comparison is complete : one thing is another thing
Example : 1. “The Child is father of the Man.”
2. The lion was a friendly kitten.

Personification
Personification is the giving of human characteristics and capabilities to nonhuman things
such as inanimate objects, abstract ideas, or animals.
Example : 1. The leaves of the trees were whispering to one another.
2. The clouds cried a torrent of tears.
3. The sun looked upon the ship all day…”

Apostrophe
The apostrophe is a figure of speech in which the writer directly addresses an absent
person as if he were present, or an inanimate object or an abstract idea as if it had life.
The apostrophe goes one step further than personification – it talks to the newly created
person.
Example : 1. O, wind if winter comes, can Spring be far behind?
2. Oh, Mother, how I wish you were here to see the sight.
3. Time, you old gypsy man, will you not stay?
Hyperbole
Hyperbole is the use of excessive exaggeration for effect.
Example: 1. She cried forever!
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2. He is as tall as a giant.
3. I‟ve been waiting for an eternity.
Oxymoron
Oxymoron is the combining of contraries (opposites) to portay a particular image or to
produce a striking effect.
Example: 1. She cried forever!
2. He is as tall as a giant.
3. I‟ve been waiting for an eternity.

B. Understanding the Passages and other Selections

What is Comprehension?

Some students are able to sound out words although they do not know what the words
mean. In the real sense this is not reading. what the students do is nothing but word calling. when
one reads , there must be comprehension ; otherwise no reading takes place .
Comprehension takes place when there is communication between the author and the
reader. In plain language, it is understanding what the author has written.
The following are generally the manifestations of comprehension: noting dtails, getting
the main idea, inferring, predicting outcomes, drawing conclusions. Other reading authorities
give a longer list of comprehension sub-skills.
The comprehension sub-skills when classified according to the level of thinking involved,
will fall under three levels :
1. Literal (Reading the lines)
2. Inferential (Reading between the lines)
3. Critical ( Reading beyond the lines)
Reading on the literal level requires the reader to remember or recall facts explicitly or
directly found in the material read. Inferential reading requires the reader to look for implied
information in the selection. Critical reading takes place when the reader evaluates the material
read, gives judgement or opinion on ideas read using his prior knowledge or background
experiences in relation to the information read.

Noting details
Is a factual type of reading comprehension in which the reader is directly concerned with
remembering items within the passage. This calls for a relatively slow and exacting type of
reading.

Getting the Main Idea

Getting the main idea is similar to finding the most important thing an author is trying to
say.

The main idea of a paragraph is a general statement of the content of the paragraph. It is
what the paragraph develops. It is the central thought of the paragraph.

The main idea provides order, progression, and unity to the paragraph by trying together
the sentences. without the main idea, the paragraph would be nothing but a collection of
unrelated ideas.

Recognition of the main idea of a paragraph is important because it not only helps you
understand the paragraph but also helps you remember the content.

Inferring

Oftentimes, the information you are looking you are looking for in what you read is not
directly stated in the in the text. Reading between the lines requires a kind of sensitivity on your
part so that you will be able to use some clues, link them to your own experiences and arrived at
( EMELYN F. SAGRADO-Instructor)
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the new “new” desired information. When you do this you do inferring. Inferring occurs when
you mentally explore and take a position in relation to the facts and related details.

Making Generalizations

Reading to generalize is a type of comprehension in which the important elements within


a passage are related to one another so that they can be combined into a principle, generalization
or conclusion. Formulating a generalization is in a sense a specialized form of summarizing. The
reader needs to note specific instances and then decide whether the date presented are sufficient
to warrant a significant conclusion.

The reasonableness of a generalization may be checked by relating it to one‟s background


of knowledge that have been gained through first hand experiences and previous readings.

Predicting Outcomes

Reading to predict outcomes is a kind of reading where the reader is made to identify an
expected outcome or a probable consequence based on certain tendencies or trends observed.
Just like in making a generalization , in order to be able to predict outcomes, one must see the
relationship between the given facts first. Then the reader foretells a possible outcome. This skill
is in effect an aspect of what is considered active reading in which the reader assumes an attitude
of anticipation. This kind of thinking about the reading material requires an estimation beyond
the data presented.

In reading current events this skill is frequently employed. The reader analyses current
happenings and based on his analysis predicts possible consequences. The accuracy of his
prediction depends in some measure upon his ability to read, to appraise and to estimate the
trends.

C.Gathering and Organizing Information

Study skills
Reading skills learned must be put into practical use. when this is done, there is what we
may call functional reading.You do functional reading when you read your references in all
areas like Philosophy, sociology, Psychology, and Natural Sciences.The reading, skills you use
when reading references for the content areas are often termed as study skills.
The ability to gather information and the ability to organize gathered information are the
two main study skills. To be able to gather information, one must have a knowledge on the
effective use of the library which is supposed to be the main source of printed references.
Information gathered must be organized and to do this requires knowledge of summarizing,
outlining, and note taking.
Notetaking is the recording of important items of information for the future use. The best
notes are as brief as possible without missing any vital points.
Learn to take notes as you read and study. When you read an assignment , gather
information in the library , prepare a book report, or study magazine articles for a talk or
composition , collect the facts in notes. They will help you understand and information better.
The organization of the material is often a useful aid when taking down notes
Outlining-a diagram that shows topical organization is called an outline.The form or
skeleton of an outline shows he relationships among all the topics.
Using references- The term “ reference book” has come to mean a specific kind of
publication which has been planned and written to be consulted for items of information, rather
than read throughout. It contains facts that have been brought together from many sources and
( EMELYN F. SAGRADO-Instructor)
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organized for quick and easy use, either in an alphabetical or chronological arrangemen or by the
use of detailed indexes and numerous cross references.
List of references : dictionary, encyclopedia, index, yearbook, handbook, almanac,
biological dictionary, directory, atlas, gazetter, bibliography.
Nonprose reading- There are many words and numbers instead of sentences and
paragraphs. This is nonprose reading. Nonprose reading may include map reading, graph and
chart reading, menu reading, and reading of other tabular materials.
Reading graphs
Reading a table.

IV. Assessment Tasks

Activity 1 :
Direction : Identify the domains of literacy and the competencies to be developed in each
domain by filling up the matrix. Give your explanation in each domain.

DOMAIN DISCUSSION

( EMELYN F. SAGRADO-Instructor)
24

Activity 2 : Discuss what are skills and how these skills developed in every domains of
literacy. Cite example of a child‟s action, behaviour or activity.

EXAMPLE
DOMAIN DISCUSSION

( EMELYN F. SAGRADO-Instructor)
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Activity 3. Using a web diagram, describe the characteristics of reading


process . Example of the diagram is shown. Make your own in another paper.

Activity 4. Using a Venn diagram, give the characteristics of Fries and Michaelis et.al Stages of
Reading growth.

( EMELYN F. SAGRADO-Instructor)
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Activity 5. Using a matrix , discuss each theory on child development that support early
literacy .

THEORIST DISCUSSION

Activity 6. Using a matrix, describe how the child learns to read based on the views of
the theorist.

THEORIST DESCRIPTION

( EMELYN F. SAGRADO-Instructor)

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