Reading Principles and Teaching: Presented By: Ervina Selviyana (112020006)

Chapter 3
Reading Principles and Teaching
Presented by :
Ervina Selviyana
(112020006)
CONTENTS
02
3.3 A universal four-phase reading programme
3.4 The advantages of early reading for pre-school age

children
3.4 The advantages of early reading for pre-school age
children
3.3
A universal four-phase reading
programme
𝟯.𝟯.𝟭 𝗙𝗼𝘂𝗿 𝗽𝗵𝗮𝘀𝗲𝘀 𝗼𝗳 𝘁𝗵𝗲 𝘁𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗽𝗿𝗼𝗴𝗿𝗮𝗺𝗺𝗲
• 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻 𝗺𝗮𝘆 𝗯𝗲 𝘁𝗮𝘂𝗴𝗵𝘁 𝘁𝗼 𝗿𝗲𝗮𝗱 𝗮𝗰𝗰𝗼𝗿𝗱𝗶𝗻𝗴 𝘁𝗼 𝘁𝗵𝗲 𝗳𝗼𝘂𝗿-𝗽𝗵𝗮𝘀𝗲 𝗽𝗿𝗼𝗴𝗿𝗮𝗺𝗺𝗲 𝗱𝗲𝘃𝗲𝗹𝗼𝗽𝗲𝗱 𝗯𝘆
𝗦𝘁𝗲𝗶𝗻𝗯𝗲𝗿𝗴 (𝟭𝟵𝟴𝟬 𝗮𝗻𝗱 𝟭𝟵𝟴𝟮)
• 𝗧𝗵𝗲 𝗽𝗿𝗼𝗴𝗿𝗮𝗺𝗺𝗲 𝗲𝗺𝗯𝗼𝗱𝗶𝗲𝘀 𝘁𝗵𝗲 𝘂𝗻𝗱𝗲𝗿𝗹𝘆𝗶𝗻𝗴 𝗽𝗿𝗶𝗻𝗰𝗶𝗽𝗹𝗲𝘀 𝘁𝗵𝗮𝘁 𝘄𝗲𝗿𝗲 𝗱𝗶𝘀𝗰𝘂𝘀𝘀𝗲𝗱 𝗶𝗻 𝘁𝗵𝗲 𝗽𝗿𝗲𝘃𝗶𝗼𝘂𝘀
𝘀𝗲𝗰𝘁𝗶𝗼𝗻𝘀. 𝗧𝗵𝗲𝘀𝗲 𝗽𝗵𝗮𝘀𝗲𝘀 𝗮𝗿𝗲: (𝟭) 𝗪𝗼𝗿𝗱 𝗙𝗮𝗺𝗶𝗹𝗶𝗮𝗿𝗶𝘇𝗮𝘁𝗶𝗼𝗻; (𝟮) 𝗪𝗼𝗿𝗱 𝗜𝗱𝗲𝗻𝘁𝗶𝗳𝗶𝗰𝗮𝘁𝗶𝗼𝗻; (𝟯) 𝗣𝗵𝗿𝗮𝘀𝗲 𝗮𝗻𝗱
𝗦𝗲𝗻𝘁𝗲𝗻𝗰𝗲 𝗜𝗱𝗲𝗻𝘁𝗶𝗳𝗶𝗰𝗮𝘁𝗶𝗼𝗻; 𝗮𝗻𝗱 (𝟰) 𝗣𝗮𝗿𝗮𝗴𝗿𝗮𝗽𝗵𝘀, 𝗦𝘁𝗼𝗿𝗶𝗲𝘀 𝗮𝗻𝗱 𝗕𝗼𝗼𝗸 𝗥𝗲𝗮𝗱𝗶𝗻𝗴.
• 𝗘𝗮𝗰𝗵 𝗽𝗵𝗮𝘀𝗲 𝗶𝗻𝘃𝗼𝗹𝘃𝗲𝘀 𝗺𝗲𝗮𝗻𝗶𝗻𝗴𝗳𝘂𝗹 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲 𝗮𝗻𝗱 𝗶𝘀 𝗼𝗿𝗱𝗲𝗿𝗲𝗱 𝘀𝗼 𝘁𝗵𝗮𝘁 𝗮 𝗽𝗿𝗲𝗰𝗲𝗱𝗶𝗻𝗴 𝗽𝗵𝗮𝘀𝗲 𝘀𝗲𝗿𝘃𝗲𝘀
𝗮𝘀 𝗮 𝗽𝗿𝗲𝗿𝗲𝗾𝘂𝗶𝘀𝗶𝘁𝗲 𝗳𝗼𝗿 𝘁𝗵𝗲 𝘀𝘂𝗰𝗰𝗲𝗲𝗱𝗶𝗻𝗴 𝗼𝗻𝗲. 𝗣𝗿𝗶𝗼𝗿 𝗽𝗵𝗮𝘀𝗲𝘀 𝗺𝗮𝘆 𝗯𝗲 𝗰𝗼𝗻𝘁𝗶𝗻𝘂𝗲𝗱 𝗰𝗼𝗻𝗰𝘂𝗿𝗿𝗲𝗻𝘁𝗹𝘆 𝘄𝗶𝘁𝗵
𝘀𝘂𝗰𝗰𝗲𝗲𝗱𝗶𝗻𝗴 𝗽𝗵𝗮𝘀𝗲𝘀, 𝗵𝗼𝘄𝗲𝘃𝗲𝗿. 𝗙𝗼𝗿 𝗲𝘅𝗮𝗺𝗽𝗹𝗲, 𝗪𝗼𝗿𝗱 𝗜𝗱𝗲𝗻𝘁𝗶𝗳𝗶𝗰𝗮𝘁𝗶𝗼𝗻 𝗺𝗮𝘆 𝗰𝗼𝗻𝘁𝗶𝗻𝘂𝗲 𝗲𝘃𝗲𝗻 𝘁𝗵𝗼𝘂𝗴𝗵
𝘁𝗵𝗲 𝗰𝗵𝗶𝗹𝗱 𝗶𝘀 𝗮𝘁 𝘁𝗵𝗲 𝘀𝘁𝗮𝗴𝗲 𝗼𝗳 𝘁𝗵𝗲 𝗣𝗵𝗿𝗮𝘀𝗲 𝗮𝗻𝗱 𝗦𝗲𝗻𝘁𝗲𝗻𝗰𝗲 𝗜𝗱𝗲𝗻𝘁𝗶𝗳𝗶𝗰𝗮𝘁𝗶𝗼𝗻 .
𝗣𝗵𝗮𝘀 𝗣𝗵𝗮𝘀
𝗲𝟭 𝗲𝟮
𝗪𝗼𝗿𝗱 𝗪𝗼𝗿𝗱 𝗜𝗱𝗲𝗻𝘁𝗶𝗳𝗶𝗰𝗮𝘁𝗶𝗼𝗻
𝗙𝗮𝗺𝗶𝗹𝗶𝗮𝗿𝗶𝘇𝗮𝘁𝗶𝗼𝗻
The purpose of this phase is to acquaint children with the In this phase, the child learns which particular written words are
shapes of written words and to have them become aware that associated with which particular spoken words or objects. The
different spoken words of the language have different written difference between this phase and the preceding one is that this
manifestations. Children are not taught, however, which one requires the use of long-term memory. Here the child must
particular spoken word is associated with which particular store a particular visual configuration and remember what
written word. This is reserved for the next phase, Word particular spoken word it represents. For example, when seeing
Identification. the written word ‘apple’ in isolation the child is expected to be
able to point to the object ‘apple’ (or its picture) or to say
‘apple’.
𝗣𝗵𝗮𝘀 Phrase and Sentence 𝗣𝗵𝗮𝘀 Paragraphs, Stories and Book
Identification Reading
𝗲3 𝗲4
This phase is similar to that of the preceding Word Identification one, except that The paragraph involves the largest meaningful written linguistic unit. It consists of a
larger linguistic units are dealt with. Its goal is for the child to read the largest basic sequence of two or more sentences that are related to one another. A sequence of
linguistic unit, the sentence. In teaching phrases and sentences it is not necessary paragraphs can make a story.
that phrase teaching precede sentence teaching. Rather, whichever unit is of interest
As the child progresses in reading paragraphs and books, the books may have fewer
for a particular situation is what should be taught, e.g. ‘a big dog’, ‘Diane fell’.
pictures and more text. Thus, over time, there will be less dependence on pictures and
The written phrase and sentence should include all words without any more dependence on the text. It is the purpose of this phase to provide children with
simplification, e.g. if ‘That dog is barking at the boy’ is the appropriate sentence, it the knowledge and skills that will enable them to read text fluently.
should not be changed to ‘Dog bark boy’.
It is best not to create phrases and sentences for their own sake but to make them fit
the events and situations that occur in the immediate environment. For example,
‘Diane fell’, would be of great interest if indeed it was the case that Diane (the name
of the child) did fall.
Next
Teaching short-paragraph stories.
Activities that involve short-paragraph stories may be introduced. For example, stories with as few as two or three sentences may be composed. Such
an activity will foster in the child an awareness of order and the semantic relatedness of sentences.
Teaching book reading.
In teaching the reading of a book, the following is one good procedure: (1) Read the book to the child, with the child looking at the pages. Point to the
words in a sentence while saying them. (The child must be exposed to the written and spoken word simultaneously.) Answer any questions; discuss the
plot and characters. (2) After the book has been completed in this manner, return to the beginning of the book. This time, each sentence is read aloud
and pointed to, one at a time, with the child asked to imitate this by doing his or her own saying and pointing. (3) After the book has been completed in
this manner, return to the beginning. This time have the child do all of the saying and pointing. Give assistance when needed.
Book reading should always be done.
Books should be read and stories told just as soon as a child can understand what is being said. The child should be able to see the written text and to
watch the pointing out of words and sentences. Such activities will make the child familiar with the nature of books and build the child’s interest so
that the child will be prepared when text reading is introduced.
3.3.2
Results of the reading programme in the United States, Japan, and China: in the
pre-school and in the home
To date, the four-phase programme has been administered in the United

Implications of results
States to American children learning English, in Japan to Japanese
children learning Japanese, and in the People’s Republic of China to
The results of the English, Japanese, and Chinese
Chinese children learning Chinese. In all three of these countries,
research was done with both pre-school groups and with children in the studies provide evidence in support of the
home. For the pre-school groups, the regular teachers did the teaching, effectiveness of the four-phase teaching programme.
following the directions of the first author. For the children at home,
The findings strongly indicate that the guiding
parents did the teaching, again under the guidance of the first author.
The pre-school children ranged in age from 1 to 4 years. The home- principles and the teaching programme itself are
taught children were between the ages of 1 and 21/2 years. optimal and universally applicable.
A child is ready to read when the child can understand spoken words. This is all that is
necessary. While it would make things easier for certain activities if the child could
say the words, such a requirement is not essential; research with children who do not
have speech or have problems in speech production shows this to be the case.
3.3.3 When a A child can be taught to read the words, phrases, and sentences that the child can
understand in speech. For most children, this means that they are ready to read by the
child is ready age of 2. By this age, children will have developed enough understanding of speech
and will have gained sufficient knowledge of life so as to be able to participate in play
to read activities and games for the reading programme. While reading can be taught earlier
than 24 months of age, we believe that, given the wide range of differences in
children, a later age is a safer choice. This would avoid any potential for frustration on
the part of the teacher/parent or the child. For younger children, prior to the inception
of the teaching of reading, simply placing word cards beside objects and pictures will
give the child some familiarization with the visual forms of words and letters. This can
be beneficia
3.4
The adantages of early reading for
pre-school age children
Why early reading is beneficial There are a number of important advantages of teaching reading to children in their pre-
school years:
1. Reading is a source of pleasure for the child. It satisfies and stimulates a child’s natural curiosity and, as a source of
knowledge, enriches the child. The earlier a child discovers this, the more enriched and more deeply attracted to reading
the child will become.
2. Love of reading is established. The warm supportive informal atmosphere of the home or the pre-school provides an
excellent situation for learning. In such a situation, a positive attitude towards reading can be established without the
difficulties that are often encountered in elementary school.
3. Young children learn quickly and easily. They have a remarkable rotememory learning ability and can easily acquire a
multitude of written words. The older the children get and the poorer their memory, the more they require additional
exposure and practice.
4. The children grow up to be better learners. They will be able to read faster and with better comprehension than they
would if they were to start reading later.
In addition to these advantages, there is another important general one. Children who learned to read early would not have to
use time in elementary school learning to read. More time therefore could be devoted to the acquiring of other kinds of
knowledge. This could have the effect of improving the educational level of children in all areas of knowledge. That being the
case, early reading can significantly benefit the whole of society
THANK YOU
🌵🌱
🪴🌱

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Chapter 3

Reading Principles and Teaching

3.4 The advantages of early reading for pre-school age

Teaching book reading.

Book reading should always be done.

To date, the four-phase programme has been administered in the United

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