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Developmental Reading

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rock park

on 16 October 2014

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Transcript of Developmental Reading

*competent reader and a functional learner is the ultimate goal of
teaching children learn to read.

Phonemic Awareness
- is the ability notice,think,and work with the individual sounds in spoken words.

1.Make connections
2. Ask questions
4. Determine importance
5.Draw inferences
6.Analyze and synthesize
7. Monitor comprehension
Three stages of Teaching Reading
Pre-reading Strategies
1. Preview and Predict
2. Text Previews
3. Story Impressions
During Reading Strategies
A good reader is metacognitive
1. Read at a slower rate
2. Focus on the students from the second to the last row.
3. Establish eye contact

Post Reading Strategies
follows to check students’ comprehension of the text
GPU (Gradual Psychological Unfolding)
is a discussion technique developed by the late Prof. Basilisa Manhit.

Cued Retelling
*This is a highly interactive strategy

Story mapping
includes the elements most stories represent such as a character’s attempts to solve problem, the set of attempts to achieve the goal, and the resolution.
both are birds
have feathers
have beaks
doesn't fly
flies far
Discussion Web
for Industrial Revolution

Reading-Writing Link
Writing an ending to a story
Reading Intervention and Remediation
The Problem and Context
90% chance that a child who is a poor reader at the end of Grade 1 will remain a poor reader at the end of Grade 4 (Juel 1998).It has been noted that 20% of students have significant reading problems.
who are the students at risk?
children who have negative self-image
children who are ill
The Solution to the Problem: Prevention
Early intervention in reading
- is a program in which the first-grade teacher spends twenty minutes a day working with five to seven of the lowest achieving students ( Taylor, Strait, & Medo, 1994).
Building Literacy: A Classroom Intervention Program
Goals and Objectives
Objectives should be those that are most likely to result in maximum improvement in literacy.
Direct, Systematic Instruction
guided reading, including text
walk; shared reading; language experience, including shared writing and interactive writing;
Selecting Students
sample of students work, and portfolios
Size of Group
the more serious the difficulties,the smaller the group should be
Scheduling Instruction
Intervention instruction is most beneficial when it is in addition to the instruction already provided.
Select materials that are attractive, are well illustrated, and don’t have a whole lot of print on a page.
Continuously monitor student’s progress. Maintain a portfolio of work
Parental Involvement
Let the parents know about the program.
Professional Support
Discuss your program with the principal and enlist her or his support.
Venn Diagrams
comparing and contrasting leads itself
Vocabulary Instruction
- is the meaning and pronunciation of words that we use to communicate effectively.

Profile of a Proficient Reader
Prepared By:

Rochelle Salinel Borromeo
Mrs. Necitas F. Constante, Ph.D.
BEED 2nd year
Phonics and Decoding
- is the relationship between letters of the written language
and the sounds of spoken language.

Five Areas of Reading Instruction
Teaching Reading
* construct meaning from print using appropriate active strategies to relate what he reads with his background knowledge and experience.
- it involves cracking the alphabetic code to determine the words and thinking about those words to construct meaning.
- is the ability to read a text accurately, smoothly, quickly, and with expression.
4. Make distinctions between characters when you read.
5. Use minimal gestures.
6.As much as possible,provide your students with a copy of the text you are reading aloud so that they can follow your reading silently.
Engagement Activities
Elaboration is based on the notion that when readers actively integrate new information with existing knowledge,greater understanding and use of the new material will result (McNeil,1987
Success for All
- this is an early intervention program designed for an entire elementary school.
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