developmental reading program

Developmental Reading

Program

Definition

It 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 LADDER

• Put 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.

Reading Pyramid

1. Phonemic Awareness

2. Phonics

3. Decoding

4. Word Identification

5. Fluency

6. Vocabulary

7. 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 11-14

• Discussing 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

• 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 15-16

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 20

• The behaviors listed for the level 19 but

exhibited in connection with:

• Longer stretches of text

• More 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!

Norlyn M. Manzanillo

Reporter