Professional Documents
Culture Documents
readers?
Nerissa Y. Bilo, Ph. D.
One 4 ALL
All for 1
Who needs
help?
Who remains at
the emergent
level of
literacy in
spite of
consistent
Not aware of print awareness
Not yet developed an
awareness of the basic functions
of print and textual materials or
CAP “ concepts about print”
Different spoken words look
different in print
Left to right
Print conveys meaning
Words are separated by
spaces
Words are composed of
letters and sounds
1. Maturational or Developmental Delay
2. Phonological Problems
3. Frustration
4. Inadequate Instruction
5. Home and Preschool Experiences
6. Factors Related to Disadvantage
7. Discourse Style
8. Other Difficulties
Maturational or Developmental Delay
delay in visual, auditory, neurological,
social-emotional, or cognitive
development
Rate of development
Checklist for Oral Language
Assessment
delay is not serious however the delays
can play a more critical role.
Phonological Problems
Lack of phonological awareness is the heart
of young children’s reading difficulties
(Stanovich, 1988, 2000).
Children with effective decoding ability, on
the other hand, have a better attitude
toward reading
Frustration
Attempting to engage a child in formal
literacy at too early an age can instill a
sense of frustration
Students may learn to take risks or to rely on
one strategy for word identification or
comprehension
Inadequate Instruction
misunderstanding about strategies and
processes
Consider the needs of the students when
choosing teaching strategies and textual
material
Home and Preschool Experiences
Had little exposure to literacy activities prior
to school
Common commercial logo like Jollibee and
McDonalds
Factors Related to Disadvantage
Related to social and economic
disadvantage
Children burdened by lack of finances
Physical and health problems
Students from poor urban and rural areas
have a higher risk of reading failure ( Currie,
2000; Snow, Burns, & Griffin, 1998)
Discourse Style
Interaction between students and teachers
(often called “discourse styles”)
effective teachers strengthen their
instruction by taking seriously their students’
speech pattern and avoid giving subtle
cues that certain styles of speaking and
interaction are less valid than others.
Other Difficulties
Orthographic problem
Verbal deficits
Lack of adequate exposure
Underdeveloped oral vocabulary
INSTRUCTIONAL GOALS
direct teaching (NRP, 2000)
Provide students with a schema for learning
Model the strategies
Involve the students in the lesson
Provide practice for the intended learning
HELPING CATCH-ON
READERS WITH BASIC
PRINT CONCEPT
1. SPEECH-TO-PRINT MAPPING
2. PRINT DIRECTION
3. THE MESSAGE CONTAINED IN PRINT
4. STRATEGIES USING PREDICTABLE TEXT
4.1. Choral Reading
4.2. Assisted Reading
4.3. Shared Reading
SPEECH-TO-PRINT MAPPING
Understanding that there is
correspondence between
spoken words and printed
words
Peanutbutterandjellysandwich
Mobilelegendsandreadingtextbooks
kahapontayongayonsilana
Most children acquire the speech/print
match as parents or teachers point to words
while reading
Some catch-on readers need more than
the usual amount of exposure to word
boundaries in written language
How to improve the children’s speech-
to-print concepts?
Tracking –Use a big book with a
large print and wide spaces
between words
Read a sentence or two to the
student while you point to the words
you are reading
Highlighting
Boundary Marking
1. Dasmarinas City
2. Antipolo City
3. Lucena City
4. Tanauan City
5. Binan City
6. Batangas City
PHONEMIC ISOLATION TASKS
student must recognize the individual
phoneme
What is the first sound in the word sell?
What is the first sound in the word hard?
PHONEMIC IDENITY TASKS
student must recognize the same sound in
two different words
“Tell me the sound that is the same in sell,
star, sun”
“Tell me the sound that is the same in
bread, pad, and sad”
“Tell me the sound that is the same in man,
more, and same”
PHONEMIC CATEGORIZATION TASKS
student must recognize the word with a
sound that does not fit the dominant
pattern in a group of words
“Tell me which word does not belong in this
group: card, cap, sell, or come.”
Tell me which word does not belong in this
group: came, tape, taste, or rope.”
PHONEMIC SEGEMENTATION TASKS
student must break a word apart into its
constituent phonemes
“How many letter sounds are in the word
sad?”
/sad/ - /s/ /a/ /d/
PHONEMIC DELETION TASKS
student must say the word that remains
when a single phoneme is removed from
another word
“ What word would you have if the /s/ is
removed from the word cats?”
“ What is slam without the /l/?”
PHONOLOGICAL AWARENESS
an ability to focus on and manipulate
larger units of spoken language
Rhyme Generation Tasks
Student must list words that rhyme
“Tell me some words that rhyme with pad.”
“ Does call rhyme with ball? What other
words rhyme with ball?
Syllable Deletion Tasks
Student must delete a syllable from a word
to form a new word sound
“ What word do you have if you take the fel
out of fellow?”
“ What word would be left if you take the
mis out of mismatch?”
Onset Identification Tasks
Identify the onset in a word
What is the first sound in cap?
What are the first sounds in straight?
Rime Identification Tasks
Identify the rime in a word
What is the ending sound in cap?
Answer: /ap/
What is the ending sound in straight?
Answer: /aight/
Syllabication Tasks
divide a multisyllabic word into its
syllables
Explain the concept of syllables by
using the word clap or beat
How many beats are in the word baby
shark?
Divide up the word perfect into its
beat?
Phonemic/ Phonological Awareness
of Printed Letters
involve only the sounds of
language; do not use of printed
letters
leaving out the letters during
instruction helps them focus on
sounds
RHYME
another way to help students develop this
auditory/visual match is to help them
develop the auditory concept
Simple word endings (called “rimes” or
“ponograms”) such as –at, ot, -an, -am, can
be used to develop both the concept of
rhyme and the sound-symbol relationships
WRITING TO READING APPROACHES
Making Words
Teaching sound-symbol correspondence
and spelling
Word Sorting
Use of word cards
Focus on print and sound components of
each word
HELPING CATCH-ON
READERS USING
LANGUAGE EXPERIENCE
APPROACH
LANGUAGE EXPERIENCE APPROACH
is a powerful and natural way to introduce
young children to reading
Makes a direct link between the students’
oral and written language
Effective way to help Catch-On Readers
bridge the gap between their oral
language and another author’s written
language
Steps in LEA
The teacher and student decide on a past
experience about which to write
The teacher neatly prints the student’s story
The teacher reads each sentence after it is
printed and points to the words as they
read
The teacher asks the student to read each
sentence after it is printed
Reread the story and provide the title
Steps in LEA
Supported readings continue until the
student is able to read the title and the
entire story
The teacher introduces relevant print and
word recognition concepts or asks questions
about them
Select words from the story as sight words
WORDLESS PICTURE BOOKS
Wordless Picture Books
Read wordless book and write their version
Bridging the gap between a student’s
language and that of another author
Reread their own story
Supply their own illustration
Turning a wordless picture book into an
authored story
Initial Language Experience (ILE)
Short-term activity
help students get started in reading by
providing them with initial experiences in
translating oral language into written
language
The sentence, rather than word, conveys
the initial unit of meaning
STEPS in Initial Language Experience
1. What word(s) would you like to learn
today?” or “What would you like to write
about today?”
2. “Tell me about the word. Why do you want
to learn to read that word? Let’s write a
sentence using the word.” the teacher may
orally supply a sentence stem. For example, “I
like _________”; “My name is _________”; “My
teacher’s name is _____________.”
STEPS in Initial Language Experience
3. “ Put your finger on the first word” or “Put
your finger under each word as you read”
4. the student learns to recognize and identify
words as units comprising different letters and
sequences of letters.
5. identifying special auditory and visual
characteristics of words
Draw a line to connect the words that match.
My is
Jack name
is Jack
name My
Locate the word that looks just like the one on
the left.
My Jack is name My
name is name my Jack
Finish the sentence.
My name is Matt.
My ___________is Matt.
____________name is Matt.
My name is ____________.
LANGUAGE EXTENSION LESSONS (LELs)
Lipa and Penney (1989) developed the LELs
guide the students in focusing salient
features of a picture
generate the language about those
features
provide student with a structure for
developing a stock of basic sight words
The specific steps in the activity
follow:
1. Identification of Label
2. Metacognitive Probe
3. Generating Oral Sentences Based on
Discussion
4. Mapping Oral Language
5. Mapping Written Language to Reading
6. Reinforcement
1. Identification of Label
The picture is shown with
the query, What is it?
What would you call it?
banana
1. Identification of Label
Read the words with the teacher,
while the teacher points to each
word
Match oral label to a written label
2. Metacognitive Probe
What else can you tell us about this?
What does it do?
What is it used for?
Where would you find it?
The teacher writes words or phrases that
she selects as being understood by most or
al of the children in the class
3. Generating Oral Sentences Based on
Discussion
Elicits a sentence about the picture from
each child and writes it on the board
Rereads each sentence
Erase all the sentences
Rewrite the target sentence on it
4. Mapping Oral Language
Model reading while pointing to, and
sweeping the hand under each word
Read the sentence in chorus with teacher
Read the sentence alone, while pointing to
each word as the teacher has modeled
5. Mapping Written Language to Reading
Copy the sentence
Reread the sentence from their paper while
pointing to each word