COURSE MODULE Northern Bukidnon Community College

MODULE WEEK NO.1

Kihare, Manolo Fortich, 8703 Bukidnon
(0917-142-6080)
[email protected]

Teacher Education Department

DevRead 2: Developmental Reading 2
1st Semester of A.Y. 2020-2021

NAME: LOFRANCO, DANIELA ELANA S.

COURSE & YEAR: BEED-PRESCHOOL-IV

Rationale

Side by side with the advancement in technology, the development of reading skills should never be
neglected. Aside for other skills, the development of reading skills necessary for progress and globalization
reading is viewed as the most imperative in order to cope with the complexities, rapid changes and influx of
information that flood the avenues of communication.

To be global, we cannot do away with e- communication whether it is a phone or a PC is being used; the
skills to decode, encode, comprehend, analyse and evaluate a printed symbol is still paramount. The ability to
read is panacea to illiteracy.

Intended Learning Outcomes

A. ILO1: Define emergent literacy;

B. ILO 2: List theories supporting early literacy development

Discuss the implications of a theory on child development to early literacy teaching and to the learning process;
and

C. ILO 3: Promote early literacy through different learning theories.

Activity

Instructions:

NBCC Teacher Education Program

COURSE MODULE Open this youtube link: shorturl.at/eNXY5
MODULE WEEK NO.1

Count the number of punctuation marks that can be heard in the story.

No. of Periods (.): 8

No. of Commas (,): 9

No. of Question Marks (?): 2

No. of Exclamation Points(!):15

No. of Dashes (-): 2

No. of Colons(: ): 5

Answer this: Why are punctuation marks important in reading texts?

Punctuation is the system of signs or symbols given to a reader to show how a sentence is constructed and how it
should be read. Sentences are the building blocks used to construct written accounts. They are complete
statements. Punctuation shows how the sentence should be read and makes the meaning clear.

Also, a punctuation mark aids the reader in understanding the writer’s message. It makes the text easier to read
and comprehend writer’s idea. Without punctuation marks the text you are reading will have no sense.

Discussion

What is emergent literacy?

Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they
learn how to read and write words. It signals a belief that, in  literate society, young children—even one- and
two-year-olds—are in the process of becoming literate.
William Teale and Elizabeth Sulzby coined the term emergent literacy in 1986 from Mary Clay's dissertation
title, "Emergent Reading Behavior" (1966). Their term designated new conceptions about the relationship
between a growing child and literacy information from the environment and home literacy practices. The process
of becoming literate starts before school intervention.

The 3 Definitions of Emergent Literacy according to Clay, Teale, and Sulzby.

Marie Clay (1996) was the first one who used the term emergent literacy. Emergent Literacy is based on an
assumption that a child acquires some knowledge about language, reading and writing even before attending any
formal education. She asserted that literacy development begins early in life and is ongoing.
William Teale (1982) viewed literacy as the result of children’s involvement in reading activities facilitated by

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COURSE MODULE MODULE WEEK NO.1
literate adults. All children who come to school already have certain experiences and interests in learning (Teale,
1987). Thus, refers to competencies and literacy skills in early childhood.
Elizabeth Sulzby(1991) defines emergent literacy as the reading and writing behaviors of young children that
precede and develop into conventional literacy.

Theories Supporting Early Literacy Development

1. Jean Jacques Rosseau (1712–1778) Natural Learning
• Emphasis: Child’s learning unfolds naturally; learning through curiosity
• strategies: Strategies meshed the child’s readiness to learn; little adult intervention
• activities: Allowing children to grow and learn with the freedom to be themselves
2. Johann Heindrich Pestalozzi (1746–1827) Natural Unfolding of Child
• emphasis: Natural learning with informal instruction, natural potential of a child develops through senses
• strategies: Providing informal instruction, providing manipulative experiences and learning about them
• activities: Informal activities that eventually lead to learning, manipulating objects and learning about them
through
3. Friedrich Froebel (1782–1852 “Father of Kindergarten” Natural Learning of Child through planned
environment
• emphasis: The adult responsible for the education of the child needs to be concerned with the child’s natural
unfolding ; emphasis on the fullest benefits of playing to learn; requires adult guidance and direction and a
planned environment.
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• strategies: Providing adult guidance and a planned environment, guided play, providing manipulative materials
to learn concepts, allowing “circle-time” which is an opportunity to sing and to learn new ideas thru discussion
• activities: Teacher-facilitated activities, guided-play, manipulative for learning certain, concepts and providing
opportunity for circle-time for singing

4. John Dewey (1966) Progressive Education

• emphasis: Early childhood learning is child-centered; is built around the interest of the child; child
learns best through play because of social interaction

• strategies: Allowing time for play and learning; providing a relaxed atmosphere; informal activities
for learning

• activities: Manipulative toys, arts, music, story reading, free and outdoor play, snack, rest, circle time,
informal reading and writing

5. B. F. Skinner (1954) Behaviorism

• emphasis: the outcome of learning is a permanent change in behavior that is caused by a response to
an experience or stimulus

• Behaviorists suggest that we learn through imitation and association, and through conditioning, or a
series of steps that are repeated so that the response becomes automatic

6. Maria Montesorri (1965)

• emphasis: Children need early, orderly, systematic training in mastering one skill after another; auto-
education

• strategies: Specific concepts meeting specific objectives; learning materials are self correcting;
learning during “sensitive period”, designing activities and experiences for learning Senses and
Systems

• activities: Allowing children to use manipulative toys; working with carefully designed and specific
materials for specific skills; work instead of play; activities for skill mastery

7. Jean Piaget (1969) Cognitive Development

• emphasis: Children at certain stages are capable of only certain types of intellectual endeavors;
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acquire knowledge by interacting with the world; active participants in their own learning

• strategies: Providing real life setting and materials, opportunity to play explore and experiment and
allowing kids to use their curiosity, inquisitiveness and spontaneity to help themselves to learn

• activities: Natural problem solving situation, playing, exploring and experimenting, planning one’s
own activities and cooperating with teachers and peer in planning evaluating learning.

8. Lev Vygotsky (1981) – Schema Acquisition

• emphasis: Mental functions are acquired through social relationship; learning takes place when the
child interacts with peers and adults in social setting as they act upon the environment

• strategies: Providing meaningful and interactive activities, providing activities that allow a child to
internalize, exposing a child to new situations to actively interact with others

• activities: Story reading story retelling, directness listening- thinking activities,

Assessment

Choose one theorist and discuss the implications of this theory on child development to early literacy teaching
and to the learning process. Use the table below.

Example:

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COURSE MODULE MODULE WEEK NO.1

Theorist/Theory Implications to Early Literacy Implications to the Learning

Teaching Process
Maria Montessori (1965) The Montessori method focuses According to the Montessori
Children need early, orderly, on training senses as a approach, writing should
systematic training in mastering prerequisite for the acquisition precede reading. As children
one skill after another; auto- of reading skills. But before kids learn to write “phonetically”,
education get started to work with they start with sounds that form
Reflection sensorial materials, they get a basis for reading. Later on, a
According to Montessori, involved in activities that child is able to relate phonetic
the literacy process should be develop their motor skills such sounds to specific letters. In the
based on the following skills: as washing dishes, polishing or Montessori classroom, kids learn
Why is it important for students
Physical skills. Small kids get become strategic readers and writers?
brushing clothes. The fact is that to form words by picking up
started with learning sounds and fine motor activities improve colorful paper letters from the
letters
Ownthrough
strategyeye-hand
in readingwork, small
or writing muscle movements,
is important because it iswhich
one wayMontessori alphabet and
you can understand whatputting
you read or
concentration on practical enable us to reproduce letters them on the table.
write. It is also one way to familiarize what you read and can be used on upcoming tests; the strategy you useThey are
activities
makes as well
it easier as when
for you they
to remember. and numbers
Reading using our
is a process hands
of constructing encouraged
meaning by to write whatever
interacting with text; as
touch and recognize materials of and fingers. When children work they want, even if they misuse
individuals read, they use their prior knowledge along with clues from the text to construct meaning. Research
various shape and size with sensorial materials, they letters. As they progress, they
indicates that effective or expert readers are strategic
develop senses(Baker & Brown, 1984a,
for perceiving 1984b).
will write moreThis means that
correctly eventhey have
purposes for their reading and adjust their readingof
the sounds tovarious
each purpose
things and for without
each reading
noticingtask.
it.Strategic
The mainreaders
use a variety of strategies and skills as they construct meaning (Paris, Wasik, aim&atTurner,
an early1991).
stage of literacy
learning is to make kids able to
Strategic reading and writing can also be used by people who struggles to read
express theirand write. In
thoughts order for
in the
students to love reading, they need to be good at it. Do professional athletes achieve their skill level
written form, not master spellingwithout
practice? Do famous chefs become successful without honing their culinary or skills
grammar rules Of course not. In
for years?
that same way, readers (especially struggling readers) need to be taught how to tackle difficult texts. Students’
love for reading often emerges after they connect with a text that is relevant to their lives and that they can read
independently and confidently

Resources and Additional Resources

Anonat, R. (2015). Developmental Reading 2. Books Atbp. Publishing Corp.

Additional Resources:

shorturl.at/mqyL0

shorturl.at/koqtP

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COURSE MODULE MODULE WEEK NO.1

NBCC Teacher Education Program