Developmental Reading Program

DefinitionIt 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 LADDERPut 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.

. Using Reference Materials Using Dictionary Using Parts of a Book Following Directions Inferring meaning and Drawing Conclusions Classifying and Organizing Facts Finding the Supporting Ideas Finding the Main Idea Idioms and Figurative Language Using Structural Analysis Using Phonetic AnalysisBasic Sight Words

Reading Pyramid1. Phonemic Awareness 2. Phonics3. Decoding4. Word Identification5. Fluency6. Vocabulary7. 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 11-14Discussing 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

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 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 20The behaviors listed for the level 19

but exhibited in connection with:Longer stretches of textMore 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!