The

DEVELOPMENTAL
READING

DR. MARIVIC MABAGA CUIZON

Discussant
Key is a thing that
provides a means of
gaining access
understanding
something .
Process is a series of action
or steps taken in order to
achieve a particular end.
 Perception the ability to
see , hear ,or become
aware of something through
the senses.
TYPES OF
READERS
Emergent readers need enriching and
enjoyable experiences with books,
especially picture books. Students can
become comfortable with books even
before they can read independently.
Sharing books over and over, extending
stories, relating experiences to both print
and pictures, and guiding students to
"read," helps children begin to make
predictions about what they are reading.
Early readers are able to use several
strategies to predict a word, often using
pictures to confirm predictions. They can
discuss the background of the story to
better understand the actions in the story
and the message the story carries. It is
this time in the reader's development that
the showing systems are called upon
significantly, so they must pay close
attention to the visual cues and language
patterns, and read for meaning.
Transitional readers often like to read
books in a series as a comprehension
strategy; the shared characters, settings,
and events support their reading
development. They read at a good pace;
reading rate is one sign of a child's over-
all comprehension. At this stage, children
generally have strategies to figure out
most words but continue to need help
with understanding increasingly more
difficult text.
Fluent readers are confident in their
understandings of text and how text works,
and they are reading independently. The
teacher focuses on students' competence
in using strategies to integrate the cueing
systems. Students are maintaining
meaning through longer and more complex
stretches of language. An effective reader
has come to understand text as something
that influences people's ideas.
PHYSICAL AND CLINICAL FACTORS
1. COGNITIVE DEFICIENCES
2. HEARING PROBLEMS
3.EARLY LANGUAGE IMPAIRMENT
4. ATTENTION DEFICIT
5. VISION PROBLEMS
PREDICTORS OF SCHOOL ENTRY

1.ACQUIRED PROFICIENCY IN LANGUAGE

2. VERBAL MEMORY
3. LEXICAL AND SYNTACTIC SKILLS
4. OVERALL LANGUAGE PHONOLOGICAL
AWARENESS
5.ORAL VOCABULARY
ACQUIRED KNOWLEDGE OF LITERACY

1. READING READINESS
2. LETTER IDENTIFICATION
3. CONCEPTS OF PRINTS
4. PHONEMIC AWARENESS
FAMILY BASED RISK FACTORS

1. FAMILY HISTORY OF READING DIFFICULTIES

2, HOME LITERACY ENVIRONMENT
3. OPPORTUNITIES FOR VERBAL INTERACTION
4. HOME LANGUAGE OTHER THAN ENGLISH
5. USE OF NONSTANDARD DIALECT OF ENGLISH
6. SOCIO ECONOMIC STATUS
NEIGHBORHOOD ,COMMUNITY,AND
SCHOOL BASED FACTORS

1. ENVIRONMENTAL RISKS
2. LOW PERFORMING SCHOOL
3. LOW EXPECTATIONS
4. LACK OF RESOURCES
5. CONFLICTING COMMUNITY VALUES
6. NEGATIVE PEER PRESSURE
 DIFFERENT
FACTORS IN
READING
DIFFICULTIES
WHAT CAN YOU DO TO
HELP THE
NON-READER
STRATEGIES YOU CAN
USE TO HELP
THE NON-READER
WE SUGGEST THAT TEACHERS
MIGHT
1. RETHINK YOUR TIMETABLE
2. CHOOSE KEY SKILL AREAS TO DEVELOP
3. FOCUS ON THOSE KEY SKILLS FOR THE
DURATION OF THE INTERVENTION.
4. OFFER DAILY SESSIONS
5. ASSESS STUDENTS CAREFULLY
6. ENCOURAGE STUDENTS TO SELECT AND
ENJOY BOOKS AND DEVELOP A READING FOR
PLEASURE HABIT
7. OFFER ENGAGING , ACCESSIBLE AND
MOTIVATING READING MATERIALS
8. LINK READING AND WRITING IN
PURPOSEFUL AND MEANINGFUL CONTEXTS.