EMERGENT READER

&EMERGENT

WRITER

Characteristics Of An Emergent Reader

∞ pertains to be the first stage in a child’s growth toward literacy

∞ relates to the beginning experiences or the child’s first experiences with print in the home and continues through early years of formal schooling

Characteristics Of An Emergent Reader

∞ according to Harris and Hodges (1981) refer to this period of acquiring the specific skills and abilities that allow reading to take place as preparedness or reading readiness

∞ significantly determined by a complex pattern of intellectual, motivational, maturational and experiential factors

Stages of the Reading Process

Marie Clay (1991) and Fountas and Pinnell (2001) have noted five main

stages of literacy development.

Stage 1: Emergent Readers

• Ranges from 2 to 7 years old

• Begin to familiarize with the concepts of print to• directionality,• One-to-one correspondence between spoken and

written• Value of picture clues to the meaning of story

•Develop an understanding that printed word carries main meaning of a story

• Begin to make text-to-world connections

Stage 2: Early Readers

• between ages of 5 to 7• rely more heavily on the printed text than on the pictures on a book• begin to develop word recognition strategies• begins to develop a data bank of sight words that allows them to read with increased speed as they are read more often• a teacher may have a class containing both emergent and early readers

Stage 3: Transitional Readers

• range from 5 to 7 years

• able to read in meaningful phrases with comfortable pace and appropriate voice intonation

• able to enumerate the four cueing systems into their reading with little disruption to meaning and flow

• able to read more lengthy texts with a little reliance on pictures for text meaning

Stage 4: Self-Extending Readers

• range in age 6 to 9 years of age

• readers progress into reading independence in the fourth developmental stage

• often read variety of textual genres and use reading as a tool for gaining new knowledge

• able to read more complex texts and begin to read for a variety of purposes

Stage 5: Advanced Readers

• these readers who have attained a level of mastery with reading; over the age of 9

• become proficient in reading and in comprehending various text sources

• they enjoy reading and use reading as means of gaining knowledge

• they can also read fluently and can interpret texts

• they connect what they have read to themselves to other texts and to the world around them

• they have internalized a series of reading strategies that are used interchangeably as they different texts

• Beginning reader

• Basic concept of print

• Picture-analysis

• Sound-letter recognition

• Word recognition strategies

• Sight words• Print reading• Gradual speed

in reading

• Mastery in reading

• Proficient comprehension

• Reading for information

• Reading for pleasure

• Inferential reading

• Interpretive reading

• Internalized reading strategies

Emergent Reader

Early Reader

Transitional Reader

Self-Extending Reader

Advanced Reader

• Towards fluent reading

• Reading of length texts

• Little reliance in factors

• Independent reading

• Reading various texts

• Reading for information

Perceptual Factors

Oral Language Factors

Cognitive Factors

Affective Factors

Home Environment Factors

• Developed sensory skills and visual and auditory discrimination

• Left to right eye progression

• Stimulated awareness and manipulation of objects/toys

• Emulates reading behaviour

• Has a great deal of oral language

• Has well-developed aural/oral language skills

• Uses descriptive language

• Conscious understanding about language

• Has emerging ability to think

• Uses trial and error to discover new things

• Expanding memory

• Imaginative or creative

• Shows strong involvement in being read to

• Has great deal of time and interest in reading

• Can retell stories actively

• Has access to print materials

• Has parents who are habitual readers themselves

• Has social interaction with parents and peers

• Has pleasant environment for reading

Reading And Writing Independence

Cooper and Kiger (2001) identified five stages of early literacy learning which involve oral language, reading, and writing skills of children. These stages involve the following:

•Early emergent literacy stage•Emergent literacy stage•Beginning reading and writing stage•Almost Fluent reading and writing stage•Fluent reading and writing stage

Stages of Literacy

Oral language

Reading Writing

Early Emergent Literacy

• Read aloud• Story Telling• Make-up

Stories• Verbal

Requests• Oral

directions• Inquiries• Word-play

• Beginning concept of print

• Labelling• Naming• Picture

reading• Literature

enjoyment

• Scribbling• Drawing• Markings on

paper• Letter-like

shapes• Writing

attempts

Stages of Literacy

Oral language

Reading Writing

Emergent Literacy

• Growing oral language facility

• Oral language of story read

• Pleasure in oral language

• Acquired concept of print

• Recognition of environmental print

• Letter-sound recognition

• Word recognition

• Meaning construction

• Spelling and writing conventions

• Familiarity with writing process

• Meaning construction

Stages of Literacy

Oral language

Reading Writing

Beginning Reading and Writing

• Self-corrected speech

• Increased oral language vocabulary

• Pleasure in words

• Additional recognition skills strategies

• Meaning construction

• Varied writing behaviour

• Growing use of mechanism and convention

• Employed writing process

Stages of Literacy

Oral language

Reading Writing

Almost Fluent Reading and Writing

• Moving towards language fluency

• Increased pleasure in language use

• Regular use of word recognition skills and strategies

• Growing meaning construction

• Varied reading purposes

• Varied writing purposes

• Pleasure in writing

Stages of Literacy

Oral language

Reading Writing

Fluent Reading And Writing

• Increased vocabulary

• Appreciation to importance of speech

• Capable decoder with comprehension skills

• Critical reading

• Varied reading strategies

• Perceived self as competent reader

• Purposeful writing

• Pleasure writing

• Persuasive writing

• Self-editing• Peer-editing• Perceived

self as a competent writer

• Parents

• Siblings

• Teachers

• Other literate adults

GradualIndependen

ce

• Parents

• Teachers

• Other literate adults

IncreasingIndependen

ce

• Parents

• Teachers

• Peers

Towards Independe

ntWriting

• Teachers and learner

Totally Independent Reading

• learner

LittleIndependence

Reading Independence Of A Learner

• Parents

• Siblings

• Teachers

• Other literate adults

GradualIndependen

ce

• Parents

• Teachers

• Other literate adults

IncreasingIndependen

ce

• Parents

• Teacher

• Peers

Towards Independen

tWriting

• Teacher and self

Totally Independent Reading

• learner

LittleIndependence

Writing Independence Of A Learner

Characteristics of an Emergent writer

Reporter: Junaidah B. Umpara

Learner’s emergent writing is characterized by playful markings to communicate something, which signals their knowledge of the uses of written language before learning the form. -Gundlach(1985)

Writing • Self-initiated and self-directed or voluntary, by observing

more skilled others and by participating in literacy events, by exploring and learned writing through interaction with literate others. (Bissex, 1980) and (Read, 1975)

• The child’s experimentation with writing allows him to construct and refine the kind of knowledge about written language that makes reading possible.

Writing is always related to reading and reading is always connected to writing. As the child writes, he integrates knowledge of reading with knowledge of writing.

Stages of Writing development

Drawing

Scrib

bling

making l

etter-like

form

s

reproducin

g learn

ed units

invented sp

elling

conve

ntional sp

elling

0

1

2

3

4

5

6

7

Factors determining the development of an Emergent writer

Physical

• Drawing

• Scribbling from left to right

• Making letter-like forms

• Making shapes that resemble letters

• Producing letters in long or short strings

• Producing letters randomly

• Marking on papers, walls

• Moving pencil as an adult does

• Holding crayons, pens

• Tracing

• Copying

• Invented spelling

Language

• Writing-like sounds

• Letter sequences

• Writing his own name

• Invented spelling

• Copying letters and numbers

• Copying logos and signs

• Labeling objects drawn

• Labeling or naming characters drawn

• Not properly sequenced spelling

Cognitive• Practicing aspects of writing

• Constructing his own writing

• Integrating knowledge of shapes and lines to produce a letter or a number

• Using knowledge of shapes and lines to draw objects characters

• Using of knowledge of lines and strings to produce a word

• Recognizing logos or labels

Affective• Enjoys writing for himself

• Impresses parents through his writing-like activities

• Emulates adult writing

• Finds pleasure in receiving greeting cards from adults

• Is encouraged to involve in adult-writing

• Is appreciated for accomplishing a writing-like task

• Is writing to communicate his feelings and ideas

Home Environment• Has considerable exposure to writing events of

adults

• Involvement in adult-writing

• Social functions of writing are evident in the home

• Appreciation for early attempts of writing

• Supported interest in writing by providing writing and drawing materials

Fin!

Reference Marquez, Servillano. Developmental Reading 2. Lorimar Publishing. Manila .Philippines.