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Definition of Reading * “Reading is a process of constructing meaning Levels of Reading Comprehension - aid language learning. in which the reader is an active participant. - receptive and active process or skill. Meani...

Definition of Reading * “Reading is a process of constructing meaning Levels of Reading Comprehension - aid language learning. in which the reader is an active participant. - receptive and active process or skill. Meaning doesn't flow automatically from the text 1. Literal – reading the lines - must be systematically taught to the reader; rather, the text contains clues that 2. Inferential – reading between the lines - primary goal of reading is to achieve the reader uses to generate meaning” (Karen, 3. Appreciative comprehension, the capacity to 2004, p.26). 4. Critique understand meanings from a text. 5. Essential * Reading involves asking questions to the text, 6. Evaluation – reading beyond the lines * According to Goodman (1967), reading is a and the essence of comprehension lies in selective process. It involves partial use of getting the questions answered (Huffman, 1998). The Reading Process available minimal language cues selected from a. WORD RECOGNITION – the ability to perceptual input on the basis of the reader’s Definition of Reading Comprehension identify and decode individual words in a expectation. As this partial information is text; considered as the building blocks of processed, tentative decisions are made to be 1. It entails the capacity to grasp the content of a reading confirmed, rejected, or refined as reading written work, analyze its information, and b. COMPREHENSION – the ability to progresses. accurately interpret the author's intended understand and make sense of the message (Grabe and Stoller, 2002). information presented in a text Reading is a complex system of deriving c. FLUENCY – the ability to read a text meaning from print that requires all the following: 2. It represents a cognitive process through smoothly, accurately, and with which a reader chooses facts, data, or concepts appropriate speed (1) the skills and knowledge to understand from written materials, determines the author's how phonemes, or speech sounds, are intended meanings, establishes connections Two Views of Reading connected to print; with prior knowledge, and assesses their (2) the ability to decode unfamiliar words; relevance and value in achieving the reader's SIMPLE VIEW OF READING (3) the ability to read fluently; personal goals (Veeravagu et al., 2010). Gough and Tunmer (1986) (4) sufficient background information or schema and vocabulary to foster reading Skills Involved in Reading Comprehension There are two basic processes integral to comprehension; 1. identifying a purpose for reading reading – decoding and language (5) the development of appropriate active 2. previewing comprehension. strategies to derive meaning from print; 3. predicting and, 4. asking questions Decoding is the ability to translate text into oral (6) The development and maintenance of a 5. making predictions language; then the reader uses their knowledge motivation to read (National Reading 6. relating the text to prior knowledge of the language to make sense of the decoded Panel, 2002). 7. summarizing message. 8. connecting one part of the text to another 9. recognizing text structure READING ROPE Develops comprehension – Reading allows Improves writing skills – Exposure to Dr. Hollis Scarborough (2001) you to gain a better grasp and understanding of well-written material, whether in novels, essays, the things around you. It also improves your or articles, can improve your writing style and The different elements of language critical thinking abilities. techniques. Thus, making you a better writer. comprehension and word recognition must be interconnected to achieve skilled literacy. Develops critical thinking skills – Reading Heightens focus and concentration – Reading exposes you to different kinds of writing which demands sustained attention, which can improve Reading is a multifaceted cognitive process can help develop your critical thinking skills focus and concentration over time. that represents reading acquisition. since you are required to think and process information. Makes you more empathetic – Reading allows Five Essential Components of Reading readers to step into the shoes of diverse PHONEMIC AWARENESS – the ability to Sharpens the memory – With all the characters and understand their emotions, recognize and manipulate individual phonemes, information that you remember and learn, your fostering empathy. which are the smallest units of sound in a memory becomes better. As you create new language memories, new pathways are created and Develops emotions – Reading builds a existing ones are strengthened. connection between the reader and the writer. PHONICS – understanding the relationship Although you haven’t met him yet, you get to between phonemes (sounds) and graphemes Improves results at school – Reading is know him and connect to him on an emotional (letters and letter combinations) fundamental to academic success. It makes you level through reading. more creative, open to new ideas, and VOCABULARY – spoken and written words a empathetic to other people. Creates leaders – Many successful leaders reader recognizes and comprehends attribute their success to avid reading. Improves analytical skills – Reading requires COMPREHENSION – the ability to understand you to analyze every detail carefully and Allows you to learn at your own pace – and make meaning from the text consider all the aspects of the text. Reading allows individuals to learn and absorb information at their own pace. Readers can FLUENCY – the ability to read a text smoothly, Builds Confidence – Reading enhances pause, reread, or explore further as needed, accurately, and with appropriate speed; reading numerous skills and together can build your promoting effective learning. with expression and without hesitation confidence. Definition of Literacy Development Why is reading important? Helps with socialization – Reading provides - It refers to the process through which topics for discussion and common interests in individuals acquire and enhance the Improves vocabulary skills – Reading exposes social settings. skills and knowledge necessary for you to a wide array of words and phrases. reading, writing, and effectively engaging Broadens horizons – Reading exposes with written language. It encompasses a individuals to different cultures, perspectives, range of abilities and competencies that and experiences.  enable individuals to become proficient Reading serves to integrate one’s knowledge and literate members of society. The learner’s skills are extended through with that of others to synthesize information and guided read- alouds of more complex texts. to create new knowledge. STAGES OF LITERACY DEVELOPMENT Reading and writing are purposeful, strategic, STAGE 3: READING FOR LEARNING THE often specialized and anchored. Five Stages of Literacy Development NEW (9 to 13 years old) Literacy stratifies greatly in adulthood since Reading is used to learn new ideas, gain new reading and writing habits are shaped by STAGE 0: PRE-READING OR PSEUDO knowledge, experience new feelings, to learn educational, cultural, and employment factors READING (6 months to 6 years old) new attitudes, generally from one or two points that become increasingly diverse in the pretends to read, and gradually develops the of view. post-school landscape. skills to retell stories when looking at pages of There is time spent balancing the consolidating In professional and specialized settings, books previously read of constrained skills (spelling, grammar, fluency) individuals are required to synthesize able to name letters of the alphabet, write own whilst providing ample opportunities to explore information from a diverse range of sources in name, and play with books, pencils, and paper topics through reading, writing, speaking, order to form conclusions, shape audiences’ can understand thousands of words but can listening, and viewing. views, and navigate multiple points of view (or read few (if any) by 6 years old By this time, the learner has transitioned to a perspectives). stage where he or she is expected to learn from STAGE 1: INITIAL READING AND DECODING their reading. THE ROLE OF PHONOLOGICAL AWARENESS (6 to 7 years old) a. Phonological awareness refers to the learns the relation between letters and sounds STAGE 4: MULTIPLE VIEWPOINTS (15 to 17 conscious awareness that language is and between print and spoken words years old) composed of sounds and the ability of able to read simple texts containing reading widely from a broad range of complex students to detect sounds in speech to high-frequency words and phonically regular materials, both expository and narrative, and are learn sound-letter relations. words, and uses skills and insight to “sound out” asked to apply a variety of viewpoints b. an overarching concept that includes new words required to access, retain, critique, and apply listening, rhyme and alliteration, In relation to writing, the child is moving from knowledge and concepts sentence segmentation, and syllable and scribbling to controlled scribbling to non-phonetic consolidating general reading, writing, and onset-rime blending and segmenting. letter strings. learning strategies whilst being required to c. The most complex and most important develop more sophisticated disciplinary phonological skill is phonemic STAGE 2: CONFIRMATION AND FLUENCY (7 knowledge and perspectives awareness, the awareness of the to 8 years old) individual sounds in words, and the can read simple, familiar stories and selections STAGE 5: CONSTRUCTION AND ability to manipulate the sounds. with increasing fluency RECONSTRUCTION (College level and This is done by consolidating the basic beyond) decoding elements, sight vocabulary, and Reading is used for one’s own needs and meaning context in the reading of common purposes (professional and personal). topics. 5 LEVELS OF PHONOLOGICAL AWARENESS Sentence Segmentation sounds (phonemes) in spoken language. a. It is a phonological awareness skill that Identifying the onset of a word helps readers Rhyming involves recognizing and breaking down spoken decode and pronounce words more accurately a. It is a linguistic and poetic device in the language into its constituent sentences. It is the and is an essential skill for early literacy English language where two or more words or ability to perceive where one sentence ends, development, especially when learning to read syllables have similar sounds at the end of their and another begins within spoken discourse. and spell. respective words. These similar sounds are typically found in the last stressed syllables of b. For example, in the sentence “The cat is b. In reading, the term rimes (sometimes spelled the words and create a pleasing and rhythmic sleeping,” “The cat” is the subject, and “is as "rhymes") refers to the part of a word that effect when spoken or written together. Rhyming sleeping” is the predicate. By understanding the includes the vowel sound and any consonant is commonly used in poetry, song lyrics, and basic components of a sentence, kindergartens sounds that come after it within a syllable. Rimes even in everyday language to create patterns, can begin to grasp the concept of sentence are also known as "word families" or emphasize words, and enhance the overall segmentation. "phonograms." Rimes share the same or similar auditory appeal of the text. vowel and consonant sounds and are often used Syllables in early literacy instruction to help children b. The most common types of rhymes in English a. Syllables are the individual units of sound recognize common patterns in words. include perfect rhymes (where the final sounds within a word. In spoken language, words are are identical, such as "cat" and "hat") and slant often divided into syllables, each of which c. For example, in the word "cat," the onset is or near rhymes (where the final sounds are typically contains one vowel sound, although the consonant sound /k/, which is the initial similar but not identical, like "worn" and "warn"). there can be exceptions. Syllables help sound that leads into the vowel sound /a/. determine the pronunciation and rhythm of Alliteration words. d. For example, in the word family "at," words a. It is a literary device in the English language like "cat," "hat," and "bat" share the same rime where a series of words in a sentence or phrase b. For example, the word "water" has two because they all end with the same "-at" sound. begin with the same consonant sound. It is used syllables ("wa-ter"), while the word "apple" has Recognizing and working with rimes can be for stylistic and rhythmic purposes in writing and two syllables as well ("ap-ple"). Understanding helpful for young readers as they learn to speech. Alliteration adds a musical quality to the syllables is important in pronunciation, spelling, decode and spell words, as it allows them to language and can make phrases or sentences and the study of phonetics. identify common patterns and make connections more memorable. between words with similar sounds and Onset and Rimes spellings. b. For example, in the phrase "Peter Piper a. In reading, the term onset refers to the initial picked a peck of pickled peppers," the repeated consonant or consonant cluster that occurs at "p" sound at the beginning of each word is an the beginning of a syllable or a word. It is a example of alliteration. crucial element in phonological awareness, which is the ability to recognize and manipulate the individual FOUNDATIONS OF PHONEMIC AWARENESS 3. Digraph Phonemes Articulatory Phonetics Consonant Digraphs (a combination of two (1) Voiced Sounds UNDERSTANDING PHONEMES consonants that represent one sound) – /ch/, Sounds that make our vocal cords vibrate /sh/, /ng/, /th/ (voiced), /th/ (unvoiced), /zh/, /wh/ when they are produced. Definition of a Phoneme Vowel Digraphs – /ai/, /ay/, /ee/, /ea/, /oa/, /oe/ Voiced vowels: /a/, /e/, /i/, /o/, /u/ a. The term originated from the French Voiced consonants: /b/, /d/, /g/, /j/, /l/, /m/, /n/, word ‘phoneme’, coined in the early 4. R-Controlled Phonemes /ng/, /r/, /sz/, /th/, /v/, /w/, /y/, /z/ 1870s by the French linguist Dufriche- /a(r)/, /ā(r)/, /i(r)/, /i(r)/, /u(r)/ Desgenettes. (2) Voiceless Sounds b. It is the smallest unit of speech 5. ‘oo’ Vowel Phonemes Sounds that are produced from air passing distinguishing one word (word element) /oo/, /ōō/ through the mouth at different points. from another. Voiceless consonants: /ch/, /f/, /k/, /p/, /s/, /sh/, c. For example, the word ‘dog’ is made up 6. Diphthongs /t/, /th/ of three phonemes – ‘d’, ‘o’, and ‘g’. /ow/, /oy/ These are not the written letters but the spoken sounds. On the other hand, the Articulatory Phonetics word ‘chain’, although made up of five It is the branch of phonetics concerned with letters, only contains three phonemes – describing the speech sounds of the world's ‘ch’, ‘ai’, and ‘n’. languages in terms of their articulations, that is, the movements and/or positions of the vocal Kinds of Phonemes organs (articulators). In the English language, there are 44 phonemes in total – which are divided into 19 consonants, 7 The Articulators digraphs, 5 ‘r-controlled’ sounds, 5 long vowels, 5 short vowels, 2 ‘oo’ sounds, and 2 diphthongs. 1. Consonant Phonemes /b/, /d/, /f/, /g/, /h/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/ Consonants x, q, and c do not have unique phonemes 2. Vowel Phonemes Short vowels – /a/, /e/, /i/, /o/, /u/ Long vowels – /ā/, /ē/, /ī/, /ō/, /ū/ (3) Manner of Articulation The interdental sounds are produced by putting A stop involves a complete closure of the the tip of the tongue between the teeth. articulators, preventing the escape of the air. /θ/, /ð/ /p/, /t/, /k/, /b/, /d/, /g/ The alveolar sounds are produced by raising The fricatives are sounds that are produced the tongue to the alveolar ridge in some way. with a close approximation between the /t/, /d/, /n/, /s/, /z/, /l, /r/ articulators, which allows the air to escape with The palatal sounds are produced by raising the some friction. front part of the tongue to the palate. /f/, /v,/ /θ/ (voiceless th), /ð/ (voiced th), /s/, /z/, /ʃ/, /ʒ/, /ʧ/, /ʤ/, /ʝ/ /ʃ/ (sh), /ʒ/ (zh), /h/ The velar sounds are produced by raising the The affricates are the sequence of stop plus back of the tongue to the soft palate or velum. fricative. The articulators get together and then /k/, /g/, /ŋ/ the release stage is done progressively The uvular sounds are produced by raising the Components of Phonemic Awareness producing friction. back of the tongue to the uvula. Rhyming – identifying words that rhyme or /ʧ/ (ch), /ʤ/ (j) /ʀ/, /q/, /ɢ/ producing words that rhyme The nasal sounds happen when there is a velic The glottal sounds are produced by restricting opening and there is a complete obstruction at the airflow through the open glottis or by Isolation – identifying a specific sound in a some point in the mouth so that airflow escapes stopping the air completely at the glottis. word only through the nose. /h/, /Ɂ/ /m/, /n/, /ŋ/ (ng) Segmentation – pulling apart the sounds in a The glide sounds are produced with little PHONEMIC AWARENESS VS. PHONICS word in order obstruction of the airstream. These are also known as semivowels. PHONEMIC AWARENESS Deletion – taking a sound off of a spoken word /y/, /w/, /j/ According to Yopp (1992), it is the The liquid sounds are produced in the oral ability to hear and manipulate the sounds Substitution – changing a sound in a word to cavity with some obstruction of air stream in the in spoken words and the understanding another sound mouth, but there is no friction in the production that spoken words and syllables are of these sounds. made up of sequences of speech Blending – putting together sounds to make a /l/, /r/ sounds. word oral and auditory (4) Place of Articulation Key Terminologies in Phonemic Awareness The bilabial sounds are produced by bringing PHONICS Phoneme – A phoneme is a speech sound. It is both lips together. It focuses on letter-sound relationships, the smallest unit of spoken language and has no /p/, /b/, /m/ specifically matching phonemes (sounds) inherent meaning (National Reading Panel, The labio-dental sounds are produced by to graphemes (letters that represent 2000). touching the bottom lip to the upper teeth. sounds). /f/, /v/ visual and auditory  Phonemic Awareness – The ability to hear and Encourage listening: Encourage the child to “What sound ends the word __________”, “What manipulate the sounds in spoken words, and the listen closely and pronounce the sounds in words start with the sound __________”, or understanding that spoken words and syllables words. Help them listen for individual sounds in “What word rhymes with __________”. are made up of sequences of speech sounds words, pull them apart, and put them together. (Yopp, 1992). Phonemic awareness involves Write together: Sit down with your child to write hearing language at the phoneme level. Speak slowly and use repetition: If the child is a greeting card or a shopping list together while struggling to hear sounds within a word, say the slowly sounding out the word sounds you write. Phonics – The use of the code (sound-symbol word slowly and repeat the word if necessary. This will help your child understand that words relationships) to recognize words. This will make it easier for them to hear the are made up of different sounds that come individual sounds. The goal is to help them together to create meaning. Phonological Awareness – The ability to hear develop an “ear for sounds”. and manipulate the sound structure of language. Play board games: Family board games like This is an encompassing term that involves Create word cards: Write some words that Junior Scrabble or Boggle are fun ways to play working with the sounds of language at the have three sounds on separate pieces of card, with words and sounds. Place an emphasis on word, syllable, and phoneme level. e.g. cow, bat, dog, lip, sun, pot. Let the child the sounds in words and encourage the child to choose a card, read the word together, and then do the same. Continuous Sound – A sound that can be hold up three fingers. Ask them to tell you the prolonged (stretched out) without distortion (e.g., first sound they hear in the word, then the Read aloud regularly: Read slowly while r, s, a, m). second, then the third. pointing to each sound, and encourage the child to repeat them too. Onset-Rime – The onset is the part of the word Create a print-rich environment: Printed words before the vowel; not all words have onsets. The allow children to see and apply connections Fun phonemic awareness activities online: rime is the part of the word including the vowel between sounds and letters. Make an effort to Reading Eggs features hundreds of fun and and what follows it. draw your child's attention to sounds by saying interactive online lessons that build essential and pointing to letters at the same time. phonics and phonemic awareness skills. Based Segmentation – The separation of words into on solid scientific research, the program has phonemes. Play “I Spy the Sound”: “I Spy the Sound” is a been shown to increase children's reading skills fun way to build phonemic awareness. In this in just 15 minutes a day. PHONEMIC AWARENESS ACTIVITIES variation of “I Spy”, spy words that begin with a Sing songs and nursery rhymes: Rhymes help certain sound, rather than a letter. CHAPTER 3: COGNITIVE PROCESSES IN children understand that sounds in the language READING have meaning and follow certain patterns. Have Word games: Have fun inventing word games fun reading and reciting songs and nursery based on listening, identifying, and manipulating Reading as a Cognitive Process - Reading as a rhymes together and exaggerate the rhyming the sounds in words. Begin a word game with cognitive process involves the process of words to highlight the different sounds in each the child by asking questions like, “What sound memory and recall. word. starts the word __________”,  Tips in Developing Word Recognition Repetition of words appropriate for a student’s phase of word learning and level of skill. Drills using flashcards, games, etc. (five to PHASE 1: THE ENCODING PROCESS twenty words the student does not recognize Encoding instantly and accurately). - It is a biological process that begins Create plenty of opportunities for independent when individuals use their senses reading. (sensory information). - It allows for the perceived stimuli to be Decoding converted into important information to - It is the process of translating print into be stored in the brain. speech by rapidly matching a letter or Significance of Word Recognition combination of letters (graphemes) to Word Recognition their sounds (phonemes) and It refers to the ability of an individual to The ability to accurately and automatically recognizing the patterns that make accurately and swiftly identify and comprehend recognize words, even without semantic context, syllables and words. written words in a text based on their visual and is a hallmark of skilled readers (Stanovich, phonological properties. 2000). Significance of Decoding Without word recognition, every word would It is a linchpin skill that enables access to and Decoding is the foundation on which all other have to be decoded through phonics every time processing of written language and influences reading instruction – fluency, vocabulary, it was read. reading comprehension (Perfetti, 2007). comprehension, etc. – are built. It is essential for It is necessary for comprehension – the students learning to read since memorizing letter Components of Word Recognition ultimate goal of reading. patterns and their sounds allows students to eventually focus on higher-level literacy skills, Phonological – the sound representation of like comprehension and writing. words Orthographic – the visual representation of Word Formation words The process that allows us to create new Semantic – the meaning of words words with grammatical resources already available within a language. This must obey the rules of the language, i.e., its grammar. Word Formation Processes THE BUILDING BLOCKS Stem – a morpheme, or a word, to which other morphemes can attach.  COINAGE – New words are coined or invented Reading Comprehension Strategies Affix – a morpheme that attaches only to a from existing material to represent a new Skimming stem. invention or development. Scanning Extensive reading AFFIXATION Reading Comprehension Intensive reading In this word formation process, an affix is It entails the capacity to grasp the content of a Visualizing attached to a stem. written work, analyze its information, and Monitoring and repairing understanding There are different types of affix, according to accurately interpret the author's intended Synthesizing their distribution – prefix (beginning), infix message (Grabe and Stoller, 2002). Determining important ideas (middle), and suffix (end). Reading comprehension relies on two abilities Inferring According to meaning, affixes can be of two that are connected to each other: word reading Using background knowledge types – derivational (new lexical meaning) and and language comprehension. Questioning inflectional (adding a grammatical meaning). Fundamental Skills – Reading Comprehension PHASE 2: THE STORING PROCESS COMPOUNDING – It involves attaching a stem - Know the meaning of words to another stem. - Understand the meaning of a word from Storing a discourse context It is the process by which all important bits of BACKFORMATION – It involves removing from - Follow the organization of a passage and information are placed in the long-term memory a word a part of it that is perceived as an affix. to identify antecedents and references in systems. it Once the information has been encoded and CLIPPING – Words are used in shortened form - Draw inferences from a passage about stored, it must be retrieved in order to be used. by subtracting one or more syllables from a its contents word. - Identify the main thought of a passage Short-term Memory (STM) - Ask questions about the text It is also referred to as the “working memory” ACRONYM – It involves joining together the - Answer questions asked in a passage and occurs in the prefrontal cortex. initial letters of the words and is pronounced as - Visualize the text It refers to a cognitive system that temporarily one word. - Recall prior knowledge connected to text holds and manipulates information necessary for - Recognize confusion or attention various mental tasks, such as problem-solving, BLENDING – It takes segments from words problems reasoning, learning, and comprehension. and joins them together in a new word that - Recognize the literary devices or It stores information within milliseconds and its retains meaning characteristics from the original propositional structures used in a capacity is limited to seven items only. words. passage and determine its tone - Understand the situational mood Long-term Memory (LTM) BORROWING – It is the process of taking - Determine the writer's purpose, intent, It occurs in the hippocampus of the temporal words from other languages. and point of view, and draw inferences lobe. about the writer (discourse- semantics) Bits of information that are stored here can be retrieved.  It has unlimited content and storage capacity. CHAPTER 4: EARLY LITERACY Skill Memory (SM) EXPERIENCES It is processed in the cerebellum which transmits information to the basal ganglia. Early Literacy It stores automatic learned memories such as It refers to the foundational skills and abilities tying a shoelace, riding a bicycle, using a that children develop before they can read and computer, and so on. write independently. Components of early literacy include PHASE 3: THE RETRIEVING PROCESS phonological awareness, vocabulary development, print awareness, phonemic Retrieving awareness, narrative skills, alphabet knowledge, Knowledge Areas of Emergent Literacy It is defined as “the process of obtaining or print motivation, and letter- sound Emergent Literacy Knowledge Areas* extracting information or material” (Oxford correspondence. a. Oral Language: children's ability to Dictionary, 2019). understand and use language through Young children must develop early literacy listening, speaking and acquiring of new Retrieval of information may only be possible if skills in order to be successful with formal vocabulary it is in the long-term memory. The needed reading and writing in school. b. Print Awareness: children's information should be made mappable in order understanding of the functions of printed to be retrieved. Emergent Literacy symbols (letters, words & pictures) and of It refers to how children at a young age interact printed text, and how it relates to 4 Ways to Retrieve Information with books and other printed texts even though meaning they could not actually read and write in the c. Book Knowledge: children's a. Recall means the retrieval of information conventional sense. understanding of what a book is and how without being cued. The period of emergent literacy starts at birth it is to be used or read (relates to having b. Recollection involves reconstruction or and continues through the preschool years exposure to books and print-rich logical structures of information down (Learning about Literacy, 2009). environments) from the memory lane. Important emergent literacy skills include d. Alphabet knowledge: children's ability to c. Recognition makes the information alphabet knowledge, phonological awareness identify and say the names of letters in mappable after it is experienced again. and memory, rapid automatized naming of an alphabet. This skill paves the way for d. Relearning makes the information easy letters and objects, and writing letters (National phonological awareness. to retrieve if it is learned again. Early Literacy Panel, 2009). e. Phonological Awareness: children's ability to identify and manipulate sounds and the understanding that sounds (and letters) are combined to make words. Emergent Literacy Skills Reading Readiness conveying a message - Vocabulary building - A child learns to read when he/she is Makes inferences on both what is read and - Learning how language works and how perfectly ready. seen in the pictures to use language to tell stories, share - It is the purposeful process of preparing Enjoys stories being reread and chimes in ideas and ask questions a child for reading. It is a stage when a regularly - Learning how to hold books child changes from being a non-reader to Likes to turn the pages and knows when to - Learning to identify different types of a reader. Will make attempts to reread the story from books like storybooks, fact books, poetry, - It includes encouraging or motivating a memory and pictures cues cookbooks, etc. child to read and engage him/her to want - Learning to write by drawing and to read. B. Skills that signify that a child is ready to scribbling learn to - Playing with the sounds of language Critical Skills for Reading Readiness read: through songs, rhymes and tongue PRINT AWARENESS – the understanding that Age-appropriate oral language development twisters the print on a page represents words that have and vocabulary - Building knowledge of the world around meaning and are related to spoken language Enjoyment with stories and books them LETTER KNOWLEDGE – enables a child to Ability to discriminate and manipulate individual - Understanding letter-sound connections recognize the letters of the alphabet and to know sounds of language - Developing a love of literacy (reading the names and sounds of each Understanding of the basic print concepts and writing) PHONOLOGICAL AWARENESS – the ability Understanding of the alphabetic principle to hear and identify the various sounds in Ability to differentiate shapes The Importance of Storytelling spoken words Ability to recognize at least some letters of the Increases young children’s vocabulary, as they LISTENING COMPREHENSION – the ability to alphabet encounter broad range of new words through understand the meaning of words heard and to story, which supports the development of their relate to them in some way oral and written language skills MOTIVATION TO READ – the child's Enhances comprehension skills eagerness and willingness to read Enhances reading skills Improves listening skills How to Know if the Child is Ready to Read? Provides opportunities to learn new information A. Indicators that a child is ready to read Enhances a child’s creativity (Watson, Promotes development and ability to focus and 2014): concentrate Pretends to be a reader Helps build social, communication, and Holds a book the right way emotional skills Turns pages at appropriate times Helps the child learn about the world, his own Can discuss what is happening and relate it to culture, as well as the culture of others his/her own experiences Focuses on the print and realizes that it is