Download - Developmental reading program
Developmental Reading Program
DefinitionIt is a systematic instruction in readng
skills and strategies.It seeks to generate a positive attitude
toward the reading process through the channg of the reaing habits; to change reading weakness into strengths; to let students become aware of learning techniques which can enable any person, student, or otherwise to become mre successful in
real life learnin situations.
“a program in which sudents who are able readers continue to continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in prevouos years and to develop new skills as they are needed."
Goodell(1988)SKILLS LADDERPut emphasis on certain skills at
a time.Presents the sequence of the reading skills that learners must master before they become skilled with more complex ones.
. Using Reference Materials Using Dictionary Using Parts of a Book Following Directions Inferring meaning and Drawing Conclusions Classifying and Organizing Facts Finding the Supporting Ideas Finding the Main Idea Idioms and Figurative Language Using Structural Analysis Using Phonetic AnalysisBasic Sight Words
Reading Pyramid1. Phonemic Awareness 2. Phonics3. Decoding4. Word Identification5. Fluency6. Vocabulary7. Comprehension
Developmental Reading Behaviors
Peter “Pete” Jolly Spencer (2001) developed a list of important behaviors to teach for, notice and support during the stages of reading development classified into 5:
1. Early Emergent (Level 1-4 )2. Emergent (Levels 5-8)3. Developing (Levels 9-15)4. Early Independent (Levels 16-20)5. Independent ( Level 21 & beyond)
Levels 1-4 Book handling/moving through the book
from front to back, turning pages Controlling left to right movement and
return sweep Noticing and using picture details to
support meaning Using natural language in relation to the
text Matching word by word with precise 1 to 1
finger pointing
Levels 1-4 Paying close attention to print, noticing some
feature of letters and words Locating known and unknown words Remembering and using language patterns Using knowledge of how language works as a
source of information Predicting what makes sense Checking one's own reading ( self-monitoring)
by using word by word matching, noticing known words in text, or noticing mistakes in meaning, language
Levels 5-6 Using visual information to help predict, check
and confirm Controling word by word matching (1 to 1) Using pictures to predict meaning as well as
some words Predicting what will happen next using previous
events Solving some unknown words independently Independently controlling some behaviors listed
in levels 1-2 Some phrased reading
Levels 7-8 Controlling early behaviors (word by word matching,
directional movement) Moving away from finger point Using patterns and natural language syntax to read
with phrasing Checking one's own reading using knowledge of letter/
sound relationships, unknown words and part of words Rereading to cofirm reading or problem solving Checking ones source of information against another
to confirm, make another attempt or self correct Reading for meaning
Levels 9-10 Being aware of punctuation and using it for
phrasing and meaning Searching visual information to figure out new
words while reading Using the syntax of written language to
predict, then checking the accuracy of the prediction
Analyzing new words and checking them against that makes sense
Controlling early behaviors even on novel texts
Levels 9-10 Reading with phrasing and fluency
with attention to meaning Using known words, part of words,
and knowledge of letter/ sound relationship to understand unknown words
Using multiple sources of information to self correct
Levels 11-14 Using pictures and print in an integrated
way while attending to meaning Solving new words by analyzing words,
then checking attempts against meaning Accurately reading longer stretches of text Self-correcting close to the point of error Rereading to check and search Discussing ideas from the story in a way
that indicates understanding
Levels 11-14Discussing characters in a way that
indicates understanding and interpretation of their roles
Managing variety of texts, i.e. fiction and informal text
Making texts to texts connections
Fluent phrased reading especially when rereading
Competent problem solving of new words on first reading
Checking one’s reading against meaning Using all sources of information (meaning,
language structure and visual information) while focusing on meaning
Making connections between texts through discussion, art or wrIting
LEVELS 15-16
LEVELS 15-16 Demonstrating an understanding of and
empathy with characters through discussion, art or writing
Moving toward easy, fluent reading even of unfamiliar and more difficult texts, demonstrating problem solving
Self-correcting at point of error with fewer return to the beginning of sentences or phrases
LEVELS 17-19 Using skills and strategies effectively on a
variety of texts Sustaining interest and fluency through
longer texts Able to return to a text and sustain
meaning if length requires more than one sitting
Solving unfamiliar words “on the run” without losing meaning
LEVELS 17-19 Reading silently most of the time Demonstrating an understanding of the
story or text through discussion, art and writing
Moving easily from fiction to non-fiction or non-fiction to non-fiction
Using ideas from one’s reading in one’s writing
Summarizing a text
LEVEL 20The behaviors listed for the level 19
but exhibited in connection with:Longer stretches of textMore difficult vocabulary, less
familiar ideas and language structures
A greater range of genre
Level 21 and beyond In addition to previously listed behaviors,
watch for indicators that children can: Use texts as reference Search for and find information in texts Interpret texts from a variety of perspectives Read critically Can understand subtleties of plot and humor Can reflect on their personal response in
relation to how others see the text
Components of a Balanced Literacy Program
1. Reading Aloud - The teacher has the primary responsibility; the students are attentive observers.
2. Shared Reading – The teacher begins to share the responsibility of reading with the students.
3. Guided Reading – Regie Routman, says that guided reading is the heart of the instructional reading program.
Components of a Balanced Literacy Program - the students are responsible for the reading, the teacher is the guide, observer, monitor, responder and questioner.-during guided reading lesson, the teacher assist students in employing the semantic, syntactic and visual cueing systems.4. Independent Reading – Students choose and read their own texts according to their interest. The teachers role is to support, observe and respond to students efforts.
Thank you!