Beginning Reading: Whys and HowsDr. Nemah N. HermosaUniversity of the PhilippinesDiscussant:MICHELLE ABLIAN-MEJICAOIC-EPS 2, DEPED REGION III

Main Perspectives on Early Reading and WritingEmergent literacyEvidenced-based Reading Research (EBBR)

Emergent Literacy2. Children construct their own concepts about the functions and structure of print and then try these in play and in everyday situations.Pretending to read a book to a dollRecognizing a brand of milk at the grocery

Emergent Literacy2. Children test their beliefs about how written language works and, based on how others respond and the result they get, modify these beliefs and construct more sophisticated systems of reading and writinge.g. Writing attempts scribbles> letter-like form> random streams of letters> invented spelling

Emergent Literacy4. With lots of opportunities to engage in meaningful literacy activities, large amounts of interaction with adults and peers and some incidental instruction, children become conventional readers and writers

Emergent Literacy: Research BaseConcepts of printEnvironmental print- Product labels- Street signs- names

Emergent Literacy: Research Base Developmental trendsWriting- Drawing- Scribble- Letter like units- Nonphonetic letter strings- Copying from environmental writing- Invented spelling- Conventional writing

Emergent Literacy: Research Base Developmental trendsReadingIn storybook reading,- gradual shift from reading pictures to aspects of print- gradual shift intonation

Emergent Literacy: Research Base Home environment- access to print and books- adult demonstrations of literacy behavior- supportive adults- storybook reading

Emergent Literacy1. Children observe and interact with adults and other children as they use literacy-focused routinesWriting shopping listStory book reading

Emergent Literacy: Research BaseShared writing or the Language Experience Approach (LEA): An Emergent Literacy StrategyChild dictates story about a personal experience; teacher writes it down.Teacher reads the story back to the child and then gives him/her the opportunity to read it.

Evidence-Based Reading Research (EBRR)Identified the core knowledge and skills young children must develop to become successful readers.Skills and concepts young children need to master to become proficient readersMost effective strategies for teaching this content

Evidence-Based Reading Research (EBRR)Skills and ConceptsOral Language expressive and receptive language, vocabulary developmentPhonological awareness awareness of the constituent sounds of words in learning to read and spell

Evidence-Based Reading Research (EBRR)Skills and ConceptsAlphabet knowledge the ability to name and write the letters of the alphabetPrint awareness awareness about the functions, structure, and conventions of written language aka concepts about print

Evidence-Based Reading Research (EBRR)Phonemic awareness instruction: An EBRR StrategyListeningRhymingWords and SentencesAwareness of syllablesSound matchingInitial and Final soundsBlendingSegmentationPhonemic manipulation

Evidence-Based Reading Research (EBRR)EBRR researchers also recommend:Engaging children in extended discussions and exposing them to rare wordsPrint-rich classroom environmentsInteractive storybook-reading techniques such as dialogic readingLiteracy- enriched play centers

Balanced Literacy InstructionEmergent literacy and Evidenced-Based Reading Research need to be interwoven in order to provide young children with balanced, effective early literacy instruction

Principles of Balanced Early Literacy InstructionEarly language and literacy education should focus on core content the knowledge, skills and dispositions that are predictive of later success in learning to read and write.- oral language- background knowledge- phonological awareness- alphabet knowledge- concepts about print

Principles of Balanced Early Literacy Instruction2. Oral language lays the foundation for early literacy development.3. Storybook reading is the cornerstone of early literacy instruction.4. A carefully planned classroom environment enables literacy development to flourish.

Principles of Balanced Early Literacy Instruction5. Children need opportunities to engage in emergent forms of reading and writing.6. Developmentally appropriate forms of direct instruction should be used to teach core literacy concepts and skills.7. Teachers need to help parents support their childrens language, reading and writing development.

Principles of Balanced Early Literacy Instruction8. Oral language and early literacy instruction and assessment should be guided by standards that define the knowledge and skills young children need to become successful.

Standards for Early Literacy (Proposes at the 2004 Educators Congress)Oral language in EnglishPhonological skillsBook and print knowledgePhonics and word recognitionFluencySpellingHandwriting

Standards for Early Literacy (Proposes at the 2004 Educators Congress)Grammar awareness & structureVocabularyReading comprehensionUse of context and prior knowledgeComprehension strategiesComprehending Informational textATTITUDE

What Beginning Reading Teachers Should KnowYoung childrens sense of storyYoung childrens sensitivity to the sounds of languageDevelopmental conceptions of written language (print awareness)Fine motor developmentMEANS FOR INSPIRING MOTIVATION TO READ

The future of the nation is on the shoulders of teachers and how they teach kids; the future of the world is in the classroom where the teachers are. And if we have any chance to guarantee a positive bridge to the 21st century, it is how we educate the children in the classroom today.

- Richard Reginald Green