Reading

Readiness

In order for children to be ready to read these factors must be in place:

-Oral language; ability to understand spoken word & how it relates to the world

-Listening; listen to directions & recall series of items

-Experiential Background; recall experiences & talk about them, relate to stories

-Auditory Discrimination; similarities & differences in sounds

-Visual Discrimination; similarities & differences in images (Visual Literacy; can discriminate between different images)

-Eye-Hand Coordination (Perpetual-Motor Skills);

-Interest; show interest in books

Children of poverty, limited proficiency in English, hearing impairments, preschool language impairments, parents who had difficulty learning to read.

1. Difficulty understanding the alphabetic principle
2. Failure to transfer the comprehension skills of spoken language to reading
3. Absence or loss of motivation to read

Emergent

Readers

Child between birth & the time he/she begins to read independently, no set time for this to happen in the life of an individual child.

• Present more supports than challenges for the reader
• Text should be seperated from the illustrations
• One illustration & corresponding text on one page
• Text appear at either bottowm or top of illustration
• Style of type should be plain as possible
• Good use of white space
• Predict text by looking at picture
• Written in creative language

1. Predictable books; repetitive language, predicatble plots, cumulative patterns, rhyming pattersn
2. Nursery rhymes (Mama Lisa's World)

EX: There was an old lady who swallowed a fly, The very hungry caterpillar, Brown bear, brown bear, what do you see?, Bubbles.