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“Why do people read?”‘to learn things from books and love to read cause books are part of the world, without any books everybody would just be watching television, […] doing nothing, […] eating and playing. Without books there would be nothing in the world’ ('Maria' 2012, Grade One student, aged 6).

Reading Practice-
  • Scaffolding approach to develop successful early readers.
  • Beginningexternal image Sponsored_reading_03.jpg
  • Early - Emergent
  • Emergent
  • Transitional
  • Extending
usborne.com veryfirstreading

The development process has to be used to scaffold students early literacy. Understanding a child's literacy capabilities and using scaffolding pedagogy to increase their ability to read successfully. Once the teacher has an understanding of these processes they are able to plan future learning.

The Beginning phase - This form of early literacy is a very physical and visual approach to learning to read and understand literacy. This period of literacy would cover ages 0 - 3 years. Their learning process begins with an adult reading out allowed and modeling text presented to the child.
Hill states that "they explore by touching, looking, tasting, smelling and listening to words read aloud." (2006, pp.7)

The link attached is an extreme case of the ability of early reading. The child has the ability to read a large amount of text. This ability to understand the text would be at a lower level than the ability to read it. The comprehension of what is read would come at a later development stage.

Early - Emergent phase - ages 3 - 5 years of age has the ability to choose their own text and has the verbal process to be able to read allowed. The child has developed the understanding the direction of written text - left to right and can turn pages for themselves. The Early emergent reader has developed a memory to understand rhyme and are able to understand print at an early stage.

Emergent Reading phase - Preschool and kindergarten ages are at the development of understanding words and also has directionality. The understand that text goes left to right and from top to bottom on the page of a book. These children can match words to print and can create and develop simple stories.

Early reading phase - Kindergarten up to grade 1 at school are developing fluency in reading text and will read aloud. Also the child would have the ability to supply a retell of text in its sequence. The still match words spoken to those of print and increasing word bank.

Maria reads aloud - (Ridgeway 2012)

Transitional reading process - grade 1 and 2 at school are in a development process that is refining their early literacy knowledge. They will develop strong strategies to help their reading ability and develop reading silently.

Extending reading process - Grade 3 on are extending themselves into many text styles and can read silently and can develop their style to suit fictional and non-fictional text. The have obtained the ability to research and report text. Their reading strategies have allowed them to identify and understand new words. These children careful and strong readers. The child has a strong comprehension of texts read.

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Early literacy begins with the parental carer to develop the strategies that will establish a strong understanding of text visually and audibly. This process defines how scaffolding pedagogy can assist the continuation of this development. Many pathways can allow a child to develop great literacy understanding. These pathways can not be the same for all children due to their differing abilities and funds of knowledge that they have obtained. The virtual school bag they carry will hold them instead to how they obtaininformation from varied pedagogy styles. Even though the parental carer hands the child's literacy to a teacher to refine, there is still a strong link to the home as to how the refining process will develop.

I Like Books.

craeted in VOKI.com
Students are able to read to VOKI and are able to listen back to help development their reading abilities.

Reading using Focus groups.The focus groups that are used for reading compenancies are shared reading, guided reading and independent reading.Each of these allows the student to be scaffolded into a stong and capable reader by the teacher.

  • Shared Reading: This process of reading allows the student to embrace and learn how to read. The texts used allows the chld to engage larer texts and the introduction to literacy structures. They are also able to be itroduced to texts that would be otherwise to difficult.
  • Guided Reading: This approach allows the students to read at the abiity level and learn stratergies to encourage their reading abilities. The teacher can scaffold the studet in their personal reading development.
  • Independent Reading: Students are allowed to read to themselves texts at their reading ability. This process alows the chald to idependently use stratergies they may have learned through guided reading.

If all these approachesare scaffolded correctly the child will develop critical comprehension of the texts that are read. This particular understanding will also develop their writig and language skills.

Video shows early reading development and its importance to early education in the formal school enviroment,

Lap Reading for Young at-Risk Children: Introducing
Families to Books. (Gregory and Morrison 1998).

Reading Asssessment resourcing.

Fountas & Pinnell Reading and assessment process that was observed during teaching placement.

Assessing reading

(Hill 2006.)