Early+Years+Readers

= =

= = =What is Reading?=

=
“Reading is the process of constructing meaning from print and from other symbols… it involves not just the print and the illustrations, but also readers bringing to the process their knowledge of the world and their past experiences” (Hill 2012, p. 161-62).====== = = =The Reading Process=
 * 1) ======Using cues to identify unknown words======
 * 2) ======Recognizing high frequency words======
 * 3) ======Vocabulary or knowledge of word meaning======
 * 4) ======Fluency======
 * 5) ======Comprehension======

=Sources of Information (cues) for Identifying Unknown Words=
 * 1) ======Graphophonic cues (visual)======
 * 2) ======Semantic cues (meaning)======
 * 3) ======Syntactic cues (grammar, structure, syntax)======

=Problem Solving Strategies Used When Reading= (Hill 2012, p. 166)
 * ======sampling======
 * ======predicting======
 * ======confirming======
 * ======self-correcting======

=Fluency=

Defined in terms of:

 * ======speed of reading======
 * ======punctuation use======
 * ======groupings of words in meaningful phrases======
 * ======reading with expression and appropriate tone======

=Reading Comprehension=

Questions for assessing reading comprehension

 * ======Literal questions: on the line======
 * ======Interpretive questions: between the line======
 * ======Inferential questions: beyond the line======

===Table 1: The table below demonstrates the information collected from six children regarding their reading interests, reading fluency, reading comprehension and also their phases of literacy development.===

-The child thinks people read so as they can learn. || -The child was able to answer several comprehension questions about the text read, which showed a great understanding of the book. || -The child read mainly in 3 or 4 word phrases, with some awareness of punctuation. -When the child came across an unknown word, they would sound it out or reread the sentence to try to work it out. || -Working towards Level 2. -The child can read independently, self-correct and could retell most of the story in the correct sequence of events. || -Between the Early and Transitional phases of reading. -The child read quite fluently. || -The child is lacking some confidence when reading. -Reads every night with a parent. || - The child was able to answer several comprehension questions about the text read, which showed a great understanding of the book, and also its purpose. || -There was a mix of word by word reading and phrased reading. - When the child came across an unknown word, they would sound it out. -There was little expression used and small awareness of punctuation. || -Working towards Level 2. -Uses self-correction, was able to read accurately and independently, as well as answering the comprehension questions. || -Early stage of reading. -Sometimes reads word by word. || -The child likes to be read to by his parents. -Believes people need to read so as they can learn. || -The child showed an understanding of the text and was able to answer several comprehension questions. -The child was unable to think creatively beyond the text. || -The child was able to read at a smooth and appropriate rate. -There was a mixture of word by word and phrased reading. -The child would sound out an unknown word. -Showed little attention to punctuation and no expressive interpretation. || -Working towards Level 2. -Could retell the story in the correct sequence of events. -Could work out the meanings of unfamiliar words from the pictures. -However, did not use punctuation or expression when reading. || -Early stage of reading, moving towards Transitional stage. -Used self-correction when reading and reads in meaningful phrases. || -The child enjoys her parents reading to her. -Able to read silently ‘in her head’. || -The child was able to answer several basic comprehension questions, but needed a lot more prompting and help with the interpretive and inferential questions. || -The child reads mostly word by word, with some 2 or 3 word phrases. -Shows knowledge of punctuation and appropriate expression. || -Currently at Level 1.25, progressing towards Level 2. -The child can read mostly in phrases and recognizes punctuation. || n/a || -The child enjoys reading and has a positive attitude towards reading. || -The child was able to answer several comprehension questions about the text read, which showed a great understanding of the book. || -The child read in larger more meaningful phrases. -The child showed some awareness of punctuation. -Showed some expressive interpretation, but it was inconsistent. -Was able to reread unfamiliar words to work them out. || -Working towards Level 2. -Can read independently and is able to retell the main ideas of the story. || -The child is moving into the Transitional Phase. -The child reads mostly is phrases and uses some expression when reading. || -However the child was unable to think beyond the text and understand the meaning or purpose of the story. || -The child was able to read smoothly and at an appropriate rate. -Showed little to no expression whilst reading, and no attention to punctuation. || -Working towards Level 2. -The child demonstrated accurate and independent reading. -Was able to self-correct and reread sentences if they did not make sense. || n/a ||
 * Child || Reading Interview || Reading Comprehension || Reading Fluency || VELS Reading Level || Phase of Literacy Development ||
 * 1 || -The child does not enjoy reading and does not believe they are good at reading.
 * 2 || -The child enjoys reading both at home and school.
 * 3 || -The child likes to read, mainly at home but not at school.
 * 4 || -The child is a good reader and reads almost nightly.
 * 5 || -The child is quite confident when reading.
 * 6 || -The child loves to read and showed a good understanding of why people read. || - The child was able to answer several comprehension questions about the text read, which showed a great understanding of the book.

====It is evident from Table 1 that all of the six children are working towards Level 2 in reading, the children can mostly read independently, read mostly in phrases and self-correct. Most of the children did not show any attention to punctuation or any expression whilst reading, but there was one or two who did acknowledge some punctuation such as full stops, and read with little expression. Most of the children enjoy reading, except one who doesn’t believe they are good at reading, which may explain why they do not enjoy reading.====

=Recording Reading Behaviour=

Making a record of children’s reading behaviours helps teachers to find and select books at an appropriate learning level for children. A record of reading behaviour is taken by:

 * ======Selecting a book at the child’s learning level that the child has not yet read======
 * ======Asking the child to read the book======
 * ======Marking the child’s correct and incorrect responses on a transcript of the same text======