reading readiness-110309230721-phpapp01

8/13/2019 reading readiness-110309230721-phpapp01

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Getting him/her

ready for school

..


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Readiness :

Readiness of many kind happen in many

stages in our life. It simply means a

state where we undertake a new task

with ease and profitably. It has manydimensions and it is a never ending

process (Morrison, 1995).


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Aspects of Readiness

1. Psychomotor Readiness

refers to the mastery of skillsandtechniquesthat involvebody movements.

Psychomotor readiness becomes optimumwhen physicalmaturation is parallel to appropriate training.

It involves the development of sensory-perceptual skills;muscles become strong, flexible and coordinated; followedby the development of fine motor strength and skills.

The development of psychomotor readiness will influenceother aspects of a childsdevelopment.


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2. Affective Readiness

refers to studentsattitudes, needs, feelings and

interests to accept the things being taught.

composes of students attitudes as well asvalueswhen doing learning task

positive affective readiness determinesstudents academic achievement andperformance

Qualities needed to cultivate affective readiness:

confidence independence curiosity persistence self-control


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3. Social Readiness

refers to the growing ability to relate to others

and to become productive members of society.

The development of social readiness is

interrelated and influenced by the kinds of

experiences and social relationships that

children have with their families and others and

also by their level of cognitive development.


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4. Cognitive Readiness

refers to the mental readinessto learn something.

language develops fast between infancy and theages of 3 or 4. By the year 8-9, a childs language

system more or less completely formed.

The rate of thinking and problem solving alsoincreased but not as rapid as language acquisition.

Understanding the cognitive development of theyoung child can help avoid pressuringhim to learnsomethingbefore he is readyor missing the goldenmomentwhen he is ready.


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Readiness for learninng:

Readiness for learning refers to the

stage when the child can learn

easily and without emotional strain

and can learn profitably

(Downing & Thackray, 1975).


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Readiness for school :

refers to the condition of children as they enter school

i.e a state of physical, intellectual and social

development that enable a child to assimilate the

school's curriculum and fulfill school fixed standardrequirements.

It is always equated withreading readiness.


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Readiness to participate :

Readiness to participate in reading /learning experience depends on:

The information and skills basic to thenew learning

Level of intelligence and his possession ofappropriate special abilities and aptitudes

The desire to learn the new material


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Reading Readiness skills in kindergarten:

Cognitive:

-- visual discrimination

-- phonological awareness

-- alphabetic principle

-- vocabulary: listening, speaking, reading,

writing

Psychological-environmental:

-- emotional maturity

-- social development

-- behavior

-- interest in reading

-- environment

reading readiness


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Hildreth, 1968: interrelated factors

Harrison & Inglis: physiological, intellectual

&personal readiness

Rubin, 1991: educational & non-educational

factors

Factors affecting RR

Factors Affecting Reading Readiness


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Downing & Thackray (1975) - 6 factors:

Physiological

Environmental

Emotional

Motivation

Personality

Intellectual

educational & non-educational factors

Factors affecting RR


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McGinnis & Smith (1982) - 4 factors:

physical

cognitive

environment

Emotional


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Psychological Factors :

Learning to read is a cognitive process

Cognitive factors:

i. Intelligence

ii. Mental content (experiential background) : comes from

environment

Intellectual abilities are influenced by many factors

operate on an individual (McGinnis & Smith, 1982):

personality factors, motivation, interest in a subject, etc

Piaget: intelligence has its origin through process of

adaptation to the environment

The quantity of the environment and the nature of

childrens experiencesplay a major role in the

development of intelligence

Psychological factors


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Emotional difficulties may affect learning: some

are developmentally appropriate but need to be

aware by teachers

McGinnis & Smith (1982): successful learning

relates to confidence, ability to concentrate and to

face difficult task, to cope with stressful situations,

patience, tension and anxiety

emotional-soc-beh


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Failure to read results in:

-- frustration

-- lack of interest-- inattention

-- discouragement

-- poor self-concept

-- maladjustment

lack of success and feelings of inadequacy

may contribute to emotional, social &

behavioral maladjustmentsemotional-soc-beh


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Environmental Factors :

Home, school, community - contribute to

childs attitudes,

points of view, language, learning skills

environmental


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Home environment - Parents influence:

-- how much experience children have with

books & other reading materials

-- familiarity with letters & sounds

-- the vocabulary they develop

-- reading & writing habits

-- opportunities and experiences they have in

and out of school once they begin school

environmental


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Children from poor families:

-- more dependent on school experiences for

their academic literacy development

(Snow et al., 1991)

-- come to school with fewer literacy

experiences (Clark, 1993; Teale, 1986)

-- optimal care & education for children:

formidable challenges

environmental


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School environment : teachers attitude and

expectation, instructional materias, classroom

physical setting

Teachers: critical source of stimulation to

childrens cognitive, language & social-

emotional development (Landry, 2002)

Carter (1970): teacher expectations affect

studentslevel of confidence

environmental


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MATURATIONIST THEORY

Maturationists believe thatdevelopment is a biological

processthat occursautomatically in predictable,

sequential stages over time.

This perspective assume thatyoung children will acquire

knowledge naturally andautomatically as they grow

physically and become older,provided that they are healthy.

Arnold Gessell

(1880-1961)


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ENVIRONMENTALIST

THEORY

Environmentalists believe the child's environmentshapes learning and behavior. Thus, human behavior,development and learning are thought of as reactions tothe environment.

Watson

(1878-1958)

Skinner

(1904-1990)

Bandura

(1925- )


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Optimal language development depends on

interactionswith the best possible language models

(Morrison, 1995)content of language differ

according to environmental factors

Childrens environment shapes learning and

behaviour

Human behaviour, development, and learning are

reactions to the environment

Theories: environmentalis


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CONSTRUCTIVIST THEORY

Constructivists believe that learning anddevelopment occur when young children interactwith the environmentand peoplearound them

Piaget

(1896-1980)

Montessori

(1870-1952)

Vygotsky

(1896-1934)

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