Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of GoodellUsing Reference Materials
Using a Dictionary
Using Parts of a Book
Following Directions
Inferring Meaning and Drawing Conclusion
Classifying and Organizing Facts
Finding the Supporting Details
Finding the Main Idea
Idioms and Figurative Language
Using Structural Analysis
Using Phonetic Analysis
Basic Sight Words
Phonetic AnalysisTo effectively teach English speaking skills, it is necessary to determine your specific areas of pronunciation difficulty.
to summarize the responses and to identify your particular patterns of speech errors.
International Phonetic Alphabet
Using Structural Analysis click
Reading PyramidComprehension
Decoding
Phonics
P
h
o
n
e
m
i
c
A
w
a
r
e
n
e
s
s
VocabularyWord
Identification
Fluency
Developmental Reading Behaviors
Level 1-2
•Book handling•Controlling from left to right movement and return sweep•Noticing and using picture details to support meaning•Using natural language in relation to the next•Matching word by word with precise 1 to 1 finger pointing•Paying close attention to print, noticing some features 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 senseSelf- monitoring
Level 3-4
•Using visual information to help predict, check and confirm•Controlling 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 behaviors listed in levels 1-2•Some phrased reading
Level 7-10 •Being aware of punctuation and using it for phrasing and meaning
•Searching for visual information to figure out new words while reading•Using the syntax reading of written language of reading to predict, then checking the a of the accuracy of the prediction•Analyzing and checking new words against what makes sense•Controlling early behaviors even on novel texts•Reading with phrasing and fluency with attention to meaning•Using known words, part of words, and knowledge of letter/ part sound relationship to understand unknown words.•Using multiple source of information to self- correct
Levels11- 14 •Using pictures and print in an integrated way while attending to
meaning•Solving new words by analyzing words, then checking attempts against the meaning•Accurately reading longer stretches of texts•Self- correcting close to the pint of error•Rereading to check and search•Discussing ideas from the story in away that indicates understanding •Discussing characters in a way that indicates understanding and interpretation of their roles•Managing a variety of texts connection
Level 15-16 •Fluent and phrased reading, specially in 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 the meaning•Make connections between texts through discussion, art or writing•Demonstrating in understanding of and empathy of characters through discussion, and art or writing•Moving towards easy, fluent reading even of unfamiliar and more difficult texts, demonstrating problem solving•Self- correcting at the point of error with fewer return to the beginning of sentences or phrases
Level 19-20
•Using skills 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•Reading silently most of the time•Demonstrating an understanding of the story or texts through discussion, art and writing•Moving easily from fiction to non-fiction or non-fiction to fiction•Using ideas from one’s reading in one’s writing•Summarizing a text
Level 20
The behaviors listed for level 19 but exhibited in connection with:
•Longer stretches of texts•More difficult vocabulary, less familiar language structures•A greater range of genres
Level 21 and beyond
In addition to previous listed behaviors , watch the indicators that the children can:•Use texts as references•Search for and find information in texts•Interpret texts from variety of perspectives•Read critically•Can understand subtleties of the plot and humor•Can reflect on their personal response in relation to how others see the text
Components of a Balanced Literacy
Program
Independent Writing
Guided Writing
Shared Writing
Writing Aloud
Independent Reading
Guided Reading
Shared Reading
Reading Aloud
Read Aloud The teacher or another
person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading The teacher will share
the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading The heart of
instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading Students choose
what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud Models his thinking,
planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing Demonstrated in
collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.