PRS8 Reading Readiness

8/7/2019 PRS8 Reading Readiness

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Getting him/her

ready for school..


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Readiness :

Readiness of many kind happen in many

stages in our life. It simply means a

state where we undertake a new task

with ease and profitably. It has many

dimensions and it is a never ending

process (Morrison, 1995).


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. Affective Readiness

refers to students attitudes, needs, feelings andinterests to accept the things being taught.

composes of students attitudes as well asvalues when doing learning task

positive affective readiness determinesstudents academic achievement andperformance

Qualities needed to cultivate affective readiness:

confidence

independence

curiosity

persistence

self-control


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. Social Readiness

refers to the growing ability to relate to others

and to become productive members of society.

The development of social readiness is

interrelated and influenced by the kinds of

experiences and social relationships that

children have with their families and others and

also by theirlevel of cognitive development.


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. Cognitive Readiness

refers to the mental readiness to learn something.

language develops fast between infancy and the

ages of 3 or 4. By the year 8-9, a childs languagesystem more or less completely formed.

The rate of thinking and problem solving alsoincreased but not as rapid as language acquisition.

Understanding the cognitive development of theyoung child can help avoid pressuring him to learnsomething before he is ready ormissing the goldenmoment when he is ready.


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Readiness for learninng :

Readiness for learningrefers to the

stagewhenthe childcan learn

easily andwithout emotional strain

andcan learnprofitably

(Downing& Thackray, 1975).


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Readiness for school:

refers to the condition of children as they enter

school i.e a state of physical, intellectual and

social development that enable a child to

assimilate the school's curriculum and fulfill

school fixed standard requirements.

It is always equated with reading readiness.


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Readiness to participate :

Readiness toparticipateinreading /learningexperiencedepends on:

The information and skills basic to the

new learning

Level of intelligence and his possession ofappropriatespecial abilities and aptitudes

Thedesiretolearnthenew material


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ReadingReadiness skills in kindergarten:

Cognitive:

-- visual discrimination

-- phonological awareness

-- alphabetic principle

-- vocabulary: listening, speaking, reading,

writing

Psychological-environmental:

-- emotional maturity-- social development

-- behavior

-- interest in reading

-- environment

reading readiness


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Hildreth, 1968: interrelated factors

Harrison & Inglis: physiological, intellectual& personal readiness

Rubin, 1991: educational & non-educational

factors

Factors affecting RR

Factors Affecting Reading Readiness


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Downing & Thackray (1975) - 6 factors:

Physiological

Environmental

Emotional

Motivation

Personality

Intellectual

educational & non-educationalfactors

Factors affecting RR


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McGinnis & Smith (1982) - 4factors:

physical

cognitive

environment

Emotional


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Psychological Factors :

Learning toread is a cognitive process Cognitive factors:

i. Intelligence

ii. Mental content (experientialbackground) : comes from

environment

Intellectual abilities are influenced by many factors

operate on an individual (McGinnis & Smith, 1982):

personality factors, motivation, interest in a subject, etc

Piaget: intelligence has its origin through process of

adaptation to the environment

The quantity ofthe environment and the nature of

childrens experiences play a majorrole in the

development of intelligence

Psychological factors


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Emotionaldifficulties may affect learning: some

are developmentally appropriate but need to be

aware by teachers

McGinnis & Sm ith (1982): successful learningrelates to confidence, ability to concentrate and to

face difficult task, to cope with stressful situations,

patience, tension and anxiety

emotional-soc-beh


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Failureto readresults in:

-- frustration

-- lack ofinterest

-- inattention

-- discouragement

-- poor self-concept-- maladjustment

lack of success and feelings of inadequacy

may contribute to emotional, social &

behavioralmaladjustments

emotional-soc-beh


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Environmental Factors :

Home, school, community - contribute to

childs attitudes,

points ofview, language, learning skills

environmental


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Home environment - Parents influence:

-- how much experience children have with

books & other reading materials

-- familiarity with letters & sounds

-- the vocabulary they develop

-- reading & writing habits

-- opportunities and experiences they have in

and out ofschoolonce they begin school

environmental


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Children from poorfamilies:

-- more dependent on school experiences for

their academic literacy development

(Snow et al., 1991)

-- come to school with fewerliteracy

experiences (Clark, 1993; Teale, 1986)

-- optimal care & education for children:

formidable challenges

environmental


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School environment : teachers attitude and

expectation, instructional materias, classroom

physical setting

Teachers: critical source of stimulation to

childrens cognitive, language & social-emotional development (Landry, 2002)

Carter (1970): teacher expectations affect

students level of confidence

environmental


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MATURATIONISTTHEORY

Maturationists believe thatdevelopment is a biological

process that occursautomatically in predictable,

sequential stages over time.

This perspective assume thatyoung children will acquire

knowledge naturally andautomatically as they grow

physically and become older,provided that they are healthy.

Arnold Gessell

(1880-1961)


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ENVIRONMENTALIST

THEORY

Environmentalists believe the child's environmentshapes learning and behavior. Thus, human behavior,development and learning are thought of as reactions tothe environment.

Watson

(1878-1958)

Skinner

(1904-1990)

Bandura

(1925- )


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Optimal language development depends on

interactions with the best possible language models

(Morrison, 1995) content of language differ

according to environmental factors

Childrens environment shapes learning and

behaviour

Human behaviour, development, and learning are

reactions to the environment

Theories: environmentalis


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CONSTRUCTIVISTTHEORY

Constructivists believe that learning anddevelopment occur when young children interactwith the environment and people around them

Piaget

(1896-1980)

Montessori

(1870-1952)

Vygotsky

(1896-1934)

PRS8 Reading Readiness

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