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14.

Explains the ways that fantasy touches many of the developmental characteristics of
these children.

15. Analyze why children, at the end of these years begin to lose their creative tendencies
such as writing poetry.


16. Identify the developmental characteristic that causes school children to select stories
which sharpen their awareness of who they are and who they want to be.
The developmental characteristics that cause school children to select stories which
sharpen their awareness of who they are and who they want to be are as below:
a. They live in a world of games, rituals and humor inhabited only by children
b. They like to talk; use language to express feelings/tell stories
c. They becoming more self-directed in activities
d. They are anxious to grow up
e. They have a growing desire to assert individuality and independence
f. They are self-conscious of their abilities
g. They are developing strong interests, hobbies and collections

17. Discuss the appeal of stories that entice children to step into the main characters
shoes.
Pictures
a. Pictures in children's stories are often one of the attractive elements of the tale.
Children's books often have pictures on every few pages to get children
interested in the story and draw their attention. The pictures can range in styles
and looks depending on the story, such as having a cartoon style or a realism
style, but the images are meant to draw the child's eye.
Personal Interests
b. Stories relating to children's personal interests are often appealing. For
example, a child who is interested in firefighting or police may be attracted to
stories about firefighters and police. Personal interests might include hobbies,
dream careers or even favorite school subjects.
To-the-Point Stories
c. Children have short attention spans and can lose interest in books that are
drawn out or boring to their minds. Children's stories that get right into the tale
are more interesting to children. Even nonfiction books can attract children if
the information is short and to-the-point.


18. Evaluate the role of self-efficacy and demonstrate its possible impact to readers.
Students who believe they can read well are going to read often. When students have
high self-efficacy in reading, the potentially daunting task of reading a text that is
challenging becomes surmountable. They work towards goals and enjoy the feeling of
success that comes with tackling a difficult passage. Self-efficacy in students is
related to cognitive engagement and persistence at challenging tasks (Pintrich & De
Groot, 1990).
19. List the ways in which notification can improve a readers thinking skills.
a. Make the reader know the purpose of reading before beginning, in other word
children have to read the story first at home. Critical thinking and reading are
done simultaneously, but require active participation.
b. Determine to read for meaning as well as for information. This requires the
reader to make connections frequently by relating the story to their own
experiences or to the world around them.
c. Use comprehension strategies while reading. Teacher can ask the children to
read the story and make predictions about the plot, characters, and action.
They also may ask questions and make inferences internally while they read.
d. Develop readers thoughts in writing. Begin by stating the author's main
viewpoint as expressed in the theme and tone of the story as well as in specific
passages that can be referenced.


















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