Module-7 Foundations of Special and Inclusive Education BYPROF ED 105 PDF

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STUDY GUIDE FOR MODULE NO. 7Module 7 – Beginning Reading Skills and TeachingResources“Reading is your ticket to whatever you choose to do and become.”Early reading skills are foundation for strong reading ability later, in much the same way that a solid building foundation supports a skyscraper – th...

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum Mod le No

STUDY GUIDE FOR MODULE NO. 7

Module 7 – Beginning Reading Skills and Teaching Resources “Reading is your ticket to whatever you choose to do and become.” MODULE OVERVIEW

Early reading skills are foundation for strong reading ability later, in much the same way that a solid building foundation supports a skyscraper – the stronger the foundation, the higher the building. The National Reading Panel developed a list of the early reading skills called “The 5 Pillars of Reading” after a two-year study of all the scientifically based reading research. MODULE LEARNING OBJECTIVES

1. identify and describe the 5 pillars of reading 2. explain how each of the pillars contributes to the development of early literacy LEARNING CONTENTS (title of the subsection)

Introduction Preparing a child to read is not an easy task for teachers and parents. It needs a lot of work and cooperation. The most recent report of the National Reading Panel Farstrup, 2003 identified 5 years of reading instruction that lead to successful reading, namely phonemic awareness, fluency, phonics, vocabulary, text comprehension. Phonemic Awareness “One of the most compelling and well-established findings in the research on beginning reading is the important relationship between phonemic awareness and reading acquisition” (Kame’enui, et. al., 1997) Phonemic awareness is the prerequisite to learning to read. A child who can write down sounds is said to be phonemically aware. He is ready to learn to read. It is the first pillar of reading instruction because it is a critical pre-reading skill. Why” Because phonemic awareness in young children is the basis for word reading and comprehension and helps students learn to spell Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. It is the first thread in the tapestry of reading foundation skill with which the threads of reading are woven (Lumberg et. al, 1998, Houffman et. al, 1998) Importance of phonemic awareness Phonemic awareness as proven by research is the best predictor of the ease of early reading acquisition (Stanovich, 1993-94) better even that of IQ, vocabulary, and listening comprehension. Phonemic awareness is both a prerequisite for and a consequence of learning to read (Yopp, 1992). Phonemic awareness contributes to word reading, and word reading is necessary in reaching the ultimate goal for reading text comprehension. Once word reading is learned, comprehension of a text is possible.

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum Mod le No

Children with phonemic awareness skills have an easier time learning to read and spell than children with few or none of these skills. Phonemic awareness improves children’s word reading and reading comprehension.

Phonics instruction Reading research shows that phonics is an essential component of reading development and that “explicit and systematic phonics is superior to nonsystematic or no phonics”. (Cunningham, 2002). Teaching phonics to emergent readers is important because it begins the transition from verbal language to print. Fluency for early readers Fluency is the ability to read a text rapidly and accurately, either silently or aloud. Because fluency depends on the ability to decode words quickly, mastery of basic phonics skills is necessary for fluency development. Fluency for early readers is a task essential for establishing comprehension. Fluency is important because it provides a bridge between word recognition and comprehension. Vocabulary instruction Vocabulary instruction plays an important part of learning to read. Beginning readers must use the words they hear orally to make sense of the words they see in print. Developing a child’s vocabulary is crucial because he/she will find it much easier to read and write words that are already known. Early reading requires decoding, or moving slowly from letter (and attached sound) to letter. If the parts add to something that sounds familiar, the whole process is a lot more fun. Parents can help children learn words by teaching them how to describe the world around them. Books are an excellent way to introduce vocabulary that may not be in the child’s immediate environment, as is simply talking to children so they learn to recognize common words and what they stand for. It is possible for children to pick up words passively, but you can speed up the process along by addressing a child directly (even a baby under the age of one) as it helps to draw their attention to the new world, which encourages learning and acquisition. Mastering set vocabulary words such as those in the Dolch’s list can make life much easier for children who are learning to read as it gives them familiarity with most of the words on any given page. This allows them to concentrate their cognitive resources on the new vocabulary they encounter in a text. Comprehension instruction Reading comprehension is the act of understanding what you are reading. While the definitions can be simply stated, the act is not simple to teach, learn, or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after reads a piece of writing. Comprehension is the ultimate goal of reading and is the 5 th pillar of reading instruction. Early reading comprehension means that emerging readers are able to decode words and understand the meaning of the text. A common adage regarding reading instruction is that children learn to read until third grade and read to learn for the rest of their lives. Comprehension is the necessary reading skill that will allow students to access the curriculum and obtain information. Readers do not develop the ability to comprehend texts quickly, easily, or independently. Reading comprehension strategies must be taught over an extended period of time by parents and teachers who have knowledge and experience using them. Reading comprehension strategies must be refined, practiced and reinforced PANGASINAN STATE UNIVERSITY

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum Mod le No

continually throughout life. As reading materials become more diverse and challenging, children need to learn new tools for comprehending these texts. Content area materials such as textbooks, newspapers, and journal articles pose different reading comprehension challenges for young people and thus require different comprehension strategies. SUMMARY

The goal of reading is not mere recognition of the printed symbols or just an accumulation of related reading skills. Unless the reader is able to apply the different thought processes to obtain meaning and to draw a unified thought from what he reads, he is not reading in the real sense of the word. In other words, he should be able to interpret words as part of the sentence, sentences as part of the paragraph, and paragraph as part of the selection. LEARNING ACTIVITY 1

1. Complete the table below by describing briefly the beginning reading skills and teaching resources Reading skill Description Phonemic awareness. Phonics instruction Fluency for early readers Vocabulary instruction Comprehension instruction

ASSESSMENT TASK

1. In your own words and in not less than 5 sentences each, explain: a) Phonemic awareness b) Phonics instruction c) Vocabulary instruction REFLECTION

1. Make a reflection. From the Module on beginning reading skills and teaching resources, I realized that . . . . ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ PANGASINAN STATE UNIVERSITY

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________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ ________________________________________________________________________________________ __________ LEARNING ACTIVITY 2

1. By means of a graphic organizer, present the beginning reading skills and teaching resources. REFERENCES

Baylongo, Joselina T. et.al. Special Topics in Education. Volume 1. Lorimar Publishing Inc. Manila 2012 Bilbao, Purita P. et.al. Technology for Teaching and Learning 1. Lorimar Publishing Inc. Manila 2019 Dayagbil, FilomenaT. et.al. Special Topics in Education. Volume 3. Lorimar Publishing Inc. Manila 2012 Corpuz, Brenda B The 21st Century Teacher: A Transforming Influence, The Professional Teacher, Vol. II No. 1: Lorimar Publishing Inc. Manila PANGASINAN STATE UNIVERSITY

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum Mod le No

De Leon, Elmer B. The 21st Century Learning Concepts: Crossing borders and Connecting Bridges, The Professional Teacher, Vol. VI No. 2: Lorimar Publishing Inc. Manila Llagas, Avelina T. et.al. Becoming a 21st Century Educational Leader. Lorimar Publishing Inc. Manila 2016 Lucido, Paz I. Educational Technology 2. 2nd Edition: Lorimar Publishing Inc. Manila 2012 L

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