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Definition
It 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 LADDER
• Put 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.
Reading Pyramid
1. Phonemic Awareness
2. Phonics
3. Decoding
4. Word Identification
5. Fluency
6. Vocabulary
7. 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 11-14
• Discussing 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
• 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 15-16
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 20
• The behaviors listed for the level 19 but
exhibited in connection with:
• Longer stretches of text
• More 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.
