Developmental Reading 2 - NOTRE DAME-SIENA COLLEGE OF POLOMOLOK Polomolok South Cotabato SERVICE EDUCATION DEPARTMENT COMPLETION IN DEVELOPMENTAL

Developmental Reading 2 - NOTRE DAME-SIENA COLLEGE OF...

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NOTRE DAME-SIENA COLLEGE OF POLOMOLOK Polomolok, South Cotabato SERVICE EDUCATION DEPARTMENT COMPLETION IN DEVELOPMENTAL READING II Submitted In Partial Fulfillment for the Requirements in ED 13 Developmental Reading II By Mideda, Yvonne S. Mondero, Julie Ann V. Rodel, Felie Irene Grace C. May 20, 2013
COURSE OUTLINE DEVELOPMENTAL READING II I. Theories: Reading and Writing in Early Years A. Theories of Learning and Early Literacy Learning Theories B. Early Literacy Behavior C. Emergent Reading and Emergent Writer D. Promoting Early Literacy II. Approaches to Teaching Reading: A Philippine Perspective A. The Four-Pronged Approach B. Developing a Genuine Love for Reading (GLR) C. Developing Critical and Creative Thinking Skills (CT) D. Post-Reading Activities E. Grammar and Oral Language Development (GOLD) F. Transfer Stage III. Developing Reading II Practicum and Apprenticeship
Chapter 1 Summary The Theories and Learning and Early Literacy Emergent literacy refers to competencies and literacy skills of early childhoods. These emergent have a lot of person who become proponent in developing these literacy. Just like Maria Clay that is the first who used emergent literacy and says literacy develop at begins early in life and is ongoing. Followed by Teale (1987), and Sulzby that give emphasize to the emergent literacy. There were also the different theories who give idea in emergent literacy just like Jean-Jacques Rousseous that give emphasize on the learning through curiosity. Maria Montessori on her auto-education. John Dewey on his child centered, Jean Piaget on his children at certain stages are capable of only certain type of intellectual endeavors. Friedrich Wilhelm August Froebel on his emphasis on the fullest benefits planning to learn. Johann Heinrich Pestallozi on his natural learning with informal instruction, natural potential of child develop through senses and Lev Semyonorich Vygotsky on his mental function are acquired through social relationship. Constructivist model skills are taught at the point when they are likely to be useful to kids as part of an authentic literacy task. There are also person behind these constructivist model just like Christie (1990), Vygotsky (1978), who stressed that knowledge is really constructed by interacting with others in the variety of experience,
Dewey that undergirds constructivist education and Au ( 1993). In these lesson talks also about the views on reading and those person behind it just like Silbistein (1987), Goodman (1967 & Smith, 1973) and Morrow (1989). There are also theories on reading acquisition that Durkin addressed this issue when she discuss the various theories of language acquisition in her book Language Issues, Reading for Teachers and Cummins says that regardless of the model adopted, reading theorists agree that extensive reading is essential of the model adopted, reading theories agree that extensive reading is essential for the development of reading comprehension. And the early writing acquisition that Gundeach et al., (1985) described as they noted that children’s early literacy experience are embedded in the familiar situations and real life experiences of family and community membership and many more.
Yvonne S. Medida

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