Science and Development of Reading

1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 1: INTRODUCTION TO READING AND LITERACY DEVELOPMENT

The Importance of Reading 4. Improves memory

"Reading" is the process of looking at a series of written • As your brain learns to remember all this, your
symbols and getting meaning from them. When we read, memory becomes better. What’s more, with every
we use our eyes to receive written symbols (letters, new memory you create, you create new
punctuation marks and spaces) and we use our brain to pathways and this strengthens the existing ones.
convert them into words, sentences and paragraphs that
communicate something to us. 5. Improves results at school
Reading is studying written symbols and letters and
recognizing their meanings. It is among the four • They are more creative, open to new ideas, and
fundamental language abilities: speaking, listening, and develop empathy for others.
writing. After listening and speaking, reading is often the • Moral codes such as goods things will be
third language skill you pick up in your mother tongue. appreciated and evils punished take root in their
Reading is the active and cognitive process of making minds too, as a result of which they learn to stay
meaning from print. The goal of reading is to comprehend away from trouble.
and apply what is read to real-world experiences. The
6. Improves analytical skills
acquisition of reading skills and strategies is developmental
and influenced by students' individual experiences and their
motivation. • Figuring out how the story was going to end before
finishing the book means you utilized your analytical
1. Reading improves vocabulary skills.
• Reading allows your thinking skills to become more
• Even as adults, when we read, we come across developed in the sense that you consider all
many new words we never really heard of. And we aspects.
learn from this. As you read, you come across new
7. Builds confidence
words, phrases and writing styles

2. Better comprehension • Reading books sharpens many skills and all together
they’ll build confidence.
• Kids who are encouraged to read at an early age
8. Helps you socialize
have better comprehension of things around them.
• They develop smart thinking abilities and are more
receptive to creativity and ideas that other kids • We can always share whatever we have read with
their age lack. our family, friends and colleagues. All this increases
• As a result, they grow up to be a good deal more our ability to socialize.
intelligent and aware of their surroundings than kids • Humans are social beings and in the world of
who don’t read. smartphones, we are losing our ability to socialize.
• However, reading had led to the formation of book
3. Develops critical thinking skills clubs and other forums where we get a chance to
share and interact with others.
• Reading requires an individual to think and process
information in a way that watching television can’t.
The more you read, the deeper your understanding
becomes about what you’re reading and its
application.

1
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 1: INTRODUCTION TO READING AND LITERACY DEVELOPMENT

9. Broadens horizons 14. Readers are leaders

• When we open a book while sitting in the comfort • Although not definitively proved, but almost all
of our rooms, like time travelling, we transport our great leaders were readers.
imaginations to a world purely based on the • One reason they are respected and known for their
imaginations of the author. wisdom is because they develop a healthy reading
• We learn about everything they wants u to know, habit.
see the world through their eyes and their • For centuries, reading has been the source of
perspective, learn about new people, discover inspiration, growth and new ideas. It is a valuable
their traditions, cultures and all that makes them investment in one’s own personality with
unique and unforgettable. uncountable and long-lasting benefits.

10. Improves writing skills 15. Learn at your own pace

• Reading a well-written book affects your ability to • Everything is done at your own pace and most
become a better writer. Just like artists influence importantly, your mind is free to interpret things the
others, so do writers. way you feel.
• Many successful authors gained their expertise by
reading the works of others. Stages of Literacy Development
11. Improves focus and concentration Stage 0
• When you read a book, all of your attention is
(pre-reading)
focused on the story—the rest of the world just falls
away, and you can immerse yourself in every fine • Typically between the ages of 6 months to 6 years
detail you’re absorbing. old, the child pretends to read, gradually develops
• Try reading for 15-20 minutes before work (i.e. on the skills to retells stories when looking at pages of
your morning commute, if you take public transit), books previously read to him/her.
and you’ll be surprised at how much more focused • The child gains the ability to name letters of the
you are once you get to the office or school. alphabet, prints own name and plays with books,
pencils and paper.
12. Makes you more empathetic • By six years old, the child can understand thousands
of words but can read few (if any). In this stage,
• By reading a book, you become part of the story adults are encouraged to scaffold child’s language
and feel the pain and other emotions of the attempts through parallel talk, expanding on
characters. verbalizations and recasting child’s verbalizations.
• This in turn allows your mind to become more aware • There’s a visualization, auditory and speaking that
of how different things affect other people. involve to develops child verbalizations in early age.
• Eventually, this improves your ability to emphasize • Adults are encouraging children to use of two to
with other people. three word combinations within social contexts,
and adults should implement dialogic reading or
13. It develops emotions effective shared reading for young children ages 2
to 5 years.
• So it won’t be wrong to say that reading actually • Any instruction (phonics, vocabulary) should be
flexes emotions. It builds a connection between the linked to the book reading, and such books should
reader and the writer you have never met or known include rhyme, alliteration, and repetitive phrases.
before. Even if you disagree with what they are In one’s environment, adults should verbally label
delivering, you get to know them, and you connect objects with which children are involved and
to them on an emotional level. encourage children to ask questions and elaborate
on observations (Westberg, et al., 2006).

2
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 1: INTRODUCTION TO READING AND LITERACY DEVELOPMENT

• By this stage, adults should be providing instruction
Stage 1
that includes repeated and monitored oral
(initial reading, writing, and decoding) reading. Teachers and parents must model fluent
reading for students by reading aloud to them daily
• Typically between the ages of 6 and 7 years old, the and ask students to read text aloud.
child is learning the relation between letters and • It is important to start with texts that are relatively
sounds and between print and spoken words. short and contain words the students can
• The child is able to read simple texts containing high successfully decode.
frequency words and phonically regular words, and • This practice should include a variety of texts such
uses skills and insight to “sound out” new words. as stories, nonfiction and poetry, and it should use a
• In relation to writing, the child is moving from variety of ways to practice oral reading, such as
scribbling to controlled scribbling to nonphonetic student-adult reading, choral (or unison) reading,
letter strings. tape-assisted reading, partner (or buddy) reading
• Adults are encouraging the child to write about and reader’s theatre.
known words and use invented spellings to • In this stage, vocabulary needs to be taught both
encourage beginning writing, which can be indirectly and directly. Adults need to engage in
extended through assisted performance. conversations with children to help them learn new
• In this stage, the main aims are to further develop words and their meanings.
children’s phonological awareness, letter-sound • And during reading, it is important to pause to
knowledge, and ability to manipulate phonemes define unfamiliar words and discussing the book
and syllables (segmentation and blending). These upon completion of reading (Westberg, et al.,
skills should be taught in the context of print, and 2006). At the end of this period, the learner is
children should have ample opportunities to transitioning out of the learning-to-read phase and
manipulate, trace, and hear the sounds of letters. into the reading-tolearn phase.
• To encourage independent reading, adults should
select books that have few words on each page, Stage 3
with a large type size, and with illustrations on each
page.
(reading to learn the new)
• During shared reading, adults should increase the
number of print-focused questions that they ask • Typically developed between the ages of 9 and 13
children. Literacy instruction should incorporate years old, reading is used to learn new ideas, to
listening to stories and informational texts read gain new knowledge, to experience new feelings,
aloud; learning the alphabet; reading texts (out to learn new attitudes, generally from one or two
loud and silently); and writing letters, words, points of view.
messages and stories. • There is a significant emphasis placed on reading to
• Teachers and parents must ensure that children learn, and writing for diverse purposes. There is time
have ample opportunity to apply practices and spent balancing the consolidating of constrained
strategies. (Westberg, et al., 2006). skills (spelling, grammar, fluency) whilst providing
ample opportunities to explore topics through
reading, writing, speaking, listening & viewing.
Stage 2
• By this time, the learner has transitioned to a stage
(confirmation and fluency) where he or she is expected to learn from their
reading.
• Typically between the ages of 7 and 8 years old, the • Adults should teach specific comprehension
child can read simple, familiar stories and selections strategies, such as comprehension monitoring,
with increasing fluency. using graphic and semantic organizers, answering
• This is done by consolidating the basic decoding questions, generating questions, recognising textual
elements, sight vocabulary and meaning context in structures, summarising, and identifying main ideas
the reading of common topics. The learner’s skills and important details.
are extended through guided read-alouds of more • Comprehension strategies can be taught through
complex texts. direct explanation, modeling, guided practice and
application.

3
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 1: INTRODUCTION TO READING AND LITERACY DEVELOPMENT

• Students benefit from cooperative learning and become increasingly diverse in the postschool
students should be encouraged to coordinate and landscape.
adjust several strategies to assist comprehension. • In professional and specialised settings, individuals
• At this stage, students should be encouraged to use are required to synthesis information from a diverse
a variety of tools to learn new words, such as range of sources in order to form conclusions,
dictionaries, thesauruses, reference guides, word shapes audiences views, and navigate multiple
parts (prefixes, base words, etc) and contextual points of views (or perspectives).
clues (Westberg, et al., 2006).
OTHER STAGES:
Stage 4
Emergent Stage: Children begin to recognize and distinguish
(synthesizing information and applying multiple perspective) between letters, often associating them with sounds. They
may use pictures and memorization to understand text.
• Typically between 14 and 17 years old, learners are
reading widely from a broad range of complex Early Reading Stage: Children start to decode simple words
materials, both expository and narrative, and are and understand basic phonetic principles. They can read
asked to apply a variety of viewpoints. simple, repetitive texts and begin to build a sight word
• Learners are required to access, retain, critique and vocabulary.
apply knowledge and concepts. Learners are
consolidating general reading, writing and learning Transitional Stage: Readers develop more fluency and can
strategies whilst being required to develop more read more complex texts with greater comprehension. They
sophisticated disciplinary knowledge and start using strategies like context clues and word analysis.
perspectives. Fluent Reading Stage: At this stage, readers can read
• These adolescent learners deserve content area independently and understand a wide range of texts. Their
teachers who provide instruction in the multiple reading is automatic, and they can focus more on
literacy strategies needed to meet the demands of comprehension and interpretation.
the specific discipline. In these areas, adolescents
deserve access to and instruction with multimodal
as well as traditional print sources.
• Effective instruction includes ample opportunities to
discuss disciplinary content and explore how these
disciplines apply to the world outside the school
walls.
• Adults should encourage learners to refine interest,
pursue areas of expertise, and develops the
literacies reflective of the years ahead in post-
school contexts (International Reading Association,
2012).

Stage 5
(critical literacy in work and society)

• Reading is used for one’s own needs and purposes

(professional and personal). Reading serves to
integrate one’s knowledge with that of others to
synthesise information and to create new
knowledge.
• Reading and writing is purposeful, strategic, often
specialised and anchored.
• "Literacy" stratifies greatly in adulthood, since our
reading and writing habits are shaped by
educational, cultural and employment factors that

4
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 1: INTRODUCTION TO READING AND LITERACY DEVELOPMENT

What is Phonological Awareness? syllables, each of which typically contains one vowel
sound, although there can be exceptions.
Phonological awareness is the foundational skill for reading. • Syllables help determine the pronunciation and rhythm
As the name implies, phonological awareness is related to of words. For example, the word "water" has two
sounds. It is the ability to identify and distinguish between syllables ("wa-ter"), while the word "apple" has two
sounds in a word. It also helps in explaining how sound works syllables as well ("ap-ple").
in different ways in a word. • Understanding syllables is important in pronunciation,
spelling, and the study of phonetics.
Skills included in Phonological Awareness
What are Onset and Rimes?
• Rhyming
• Alliteration
ONSET
• Syllables
• Onset and Rimes
• In reading, the term "onset" refers to the initial consonant
or consonant cluster that occurs at the beginning of a
What is Rhyming? syllable or a word. It is a crucial element in phonological
awareness, which is the ability to recognize and
• Rhyming is a linguistic and poetic device in the English manipulate the individual sounds (phonemes) in spoken
language where two or more words or syllables have language. Identifying the onset of a word helps readers
similar sounds at the end of their respective words. decode and pronounce words more accurately and is
• These similar sounds are typically found in the last an essential skill for early literacy development,
stressed syllables of the words and create a pleasing especially when learning to read and spell.
and rhythmic effect when spoken or written together. • For example, in the word "cat," the onset is the
• Rhyming is commonly used in poetry, song lyrics, and consonant sound /k/, which is the initial sound that leads
even in everyday language to create patterns, into the vowel sound /a/.
emphasize words, and enhance the overall auditory
appeal of the text. What are Onset and Rimes?
• The most common types of rhymes in English include
perfect rhymes (where the final sounds are identical,
such as "cat" and "hat") and slant or near rhymes (where RIMES
the final sounds are similar but not identical, like "worn"
and "warn"). • In reading, the term "rimes" (sometimes spelled as
"rhymes") refers to the part of a word that includes the
What is Alliteration? vowel sound and any consonant sounds that come
after it within a syllable. Rimes are also known as "word
• Alliteration is a literary device in the English language families" or "phonograms."
where a series of words in a sentence or phrase begin • Rimes share the same or similar vowel and consonant
with the same consonant sound. It is used for stylistic and sounds and are often used in early literacy instruction to
rhythmic purposes in writing and speech. help children recognize common patterns in words. For
• Alliteration adds a musical quality to the language and example, in the word family "at," words like "cat," "hat,"
can make phrases or sentences more memorable. and "bat" share the same rime because they all end
• For example, in the phrase "Peter Piper picked a peck with the same "-at" sound.
of pickled peppers," the repeated "p" sound at the • Recognizing and working with rimes can be helpful for
beginning of each word is an example of alliteration. young readers as they learn to decode and spell words,
as it allows them to identify common patterns and make
What are Syllables? connections between words with similar sounds and
spellings.
• Syllables are the individual units of sound within a word.
In spoken language, words are often divided into

5
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 2: FOUNDATION OF PHONEMIC AWARENESS

UNDERSTANDING PHONEMES Phonemic awareness vs phonics
• A phoneme is the smallest unit of sound in a language.
Phonemic Awareness (PA)
For example, the word ‘dog’ is made up of three
phonemes – ‘d’, ‘o’, and ‘g’. These are not the written
letters but the spoken sounds. So, for example, the word • is the ability to hear and manipulate the sounds in
‘chain’, although made up of five letters, only contains spoken words and the understanding that spoken words
three phonemes – ‘ch’, ‘ai’ and ‘n’. and syllables are made up of sequences of speech
sounds (Yopp, 1992; see References).
• essential to learning to read in an alphabetic writing
KINDS OF PHONEMES system, because letters represent sounds or phonemes.
Without phonemic awareness, phonics makes little
• Phonemes represented by a SINGLE LETTER sense.
s, a, t, p i, n, m, d g, o, c, e, u, r h, b, f, l, j, v, w, x, y, z • fundamental to mapping speech to print. If a child
cannot hear that "man" and "moon" begin with the
Consonant digraphs - A consonant digraph is a same sound or cannot blend the sounds
combination of two consonants that represent one sound. /rrrrrruuuuuunnnnn/ into the word "run", he or she may
For example, the “wr” digraph represents the sound /r/ in have great difficulty connecting sounds with their
words like write, wriggle, and wrong. written symbols or blending sounds to make a word.
• essential to learning to read in an alphabetic writing
Then the phonemes containing two consonants (know as system.
consonant digraphs): • a strong predictor of children who experience early
• qu, ch, sh, th, th, ng, ai, ee, oa, oo, ar, or, ur, ow, oi, er reading success.

And finally the trigraphs (phonemes represented by three An important distinction:

letters):
• Phonemic awareness is NOT phonics.
• Igh, ear, air, ure • Phonemic awareness is AUDITORY and does not
involve words in print.
SINGLE DIGRAPHS TRIGRAPHS

qu, ch, sh, th, Igh, ear, air,

Definitions of key Phonemic Awareness (PA) terminology:
s, a, t, p th, ng ure
Phoneme: A phoneme is a speech sound. It is the smallest
i, n, m, d unit of language and has no inherent meaning.
ai, ee, oa,
g, o, c oo, ar, or, ur, Phonemic Awareness: The ability to hear and manipulate
ow, oi, er the sounds in spoken words, and the understanding that
e, u, r spoken words and syllables are made up of sequences of
speech sounds (Yopp, 1992; see References). Phonemic
h, b, f, l awareness involves hearing language at the phoneme
level.
j, v, w, x
Phonics: use of the code (sound-symbol relationships to
y, z recognize words.

Phonological Awareness: The ability to hear and manipulate

the sound structure of language. This is an encompassing
term that involves working with the sounds of language at
the word, syllable, and phoneme level.

Continuous Sound: A sound that can be prolonged

(stretched out) without distortion (e.g., r, s, a, m).

6
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 2: FOUNDATION OF PHONEMIC AWARENESS

Onset-Rime: The onset is the part of the word before the 7. Word games
vowel; not all words have onsets. The rime is the part of the
word including the vowel and what follows it. Have fun inventing word games based around listening,
Segmentation: The separation of words into phonemes. identifying, and manipulating the sounds in words. Begin a
word game with your child by asking questions like, “What
PHONEMIC AWARENESS ACTIVITIES sound starts the word __________”, “What sound ends the
word __________”, “What words start with the sound
1. Sing songs and nursery rhymes __________”, or “What word rhymes with __________”. ▪

8. Write together
Rhymes help children understand that sounds in our
language have meaning and follow certain patterns. Have
Sit down with your child to write a greeting card or a
fun reading and reciting songs and nursery rhymes together
shopping list together while slowly sounding out the word
and exaggerate the rhyming words to highlight the different
sounds you write. This will help your child understand that
sounds in each word.
words are made up of different sounds that come together
2. Encourage listening to create meaning.

9. Play board games

Encourage your child to listen closely and pronounce the
sounds in words. Help them listen for individual sounds in
Family board games like Junior Scrabble or Boggle are fun
words, pull them apart, and put them together.
ways to play with words and sounds. Place an emphasis on
3. Speak slowly and use repetition the sounds in words and encourage your child to do the
same.
If your child is struggling to hear sounds within a word, say
10. Read aloud regularly
the word slowly and repeat the word if necessary. This will
make it easier for them to hear the individual sounds. The
Read slowly while pointing to each sound, and encourage
goal is to help them develop an “ear for sounds”.
your child to repeat them too.
4. Create word cards
11. Fun phonemic awareness activities online!
Write some words that have three sounds on separate
Reading Eggs features hundreds of fun and interactive
pieces of card, e.g. cow, bat, dog, lip, sun, pot. Let your
online lessons that build essential phonics and phonemic
child choose a card, read the word together, and then hold
awareness skills. Based on solid scientific research, the
up three fingers. Ask them to tell you the first sound they hear
program has been shown to increase children's reading skills
in the word, then the second, then the third.
in just 15 minutes a day.
5. Create a print rich environment

Printed words allow children to see and apply connections

between sounds and letters. Make an effort to draw your
child's attention to sounds by saying and pointing to letters
at the same time.

6. Play “I Spy the Sound”

“I Spy the Sound” is a fun way to build phonemic awareness.

In this variation of “I Spy”, spy words that begin with a certain
sound, rather than a letter.

7
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 3: COGNITIVE PROCESSES IN READING

WORD RECOGNITION DECODING - SIGNIFICANCE
Word recognition refers to the presumed mental storage,
Decoding is essential to reading. It allows kids to figure out
retrieval, and use of a person's sight words.
most words they’ve heard but have never seen in print, as
well as sound out words they’re not familiar with. The ability
Without word recognition, every word would have to be
to decode is the foundation upon which all other reading
decoded through phonics every time it was read.
instruction—fluency, vocabulary, reading comprehension,
etc… are built.
Word recognition is part of a self-promoting cycle: the
bigger the sight word vocabulary, the more words one is
likely to read; the more words one reads, the bigger their READING COMPREHENSION - DEFINITION
sight word vocabulary.
Reading comprehension is the ability to process written
Word recognition is often the only way to learn and read text, understand its meaning, and to integrate with what
irregular words. It is highly correlated to reading the reader already knows.
comprehension, and is essential to independent reading.
Reading comprehension relies on two abilities that are
connected to each other: word reading and language
WORD RECOGNITION - TIPS comprehension.

Repetition is the key to word recognition--repetition of READING COMPREHENSION SIGNIFICANCE

words appropriate for a student's phase of word learning
and level of skill, repetition of words in context, repetition
Comprehension specifically is a "creative, multifaceted
without tedium. This basic word list and this longer word list
process" dependent upon four language skills: phonology,
one provide good starting points for building a site word
syntax, semantics, and pragmatics.[6
vocabulary.

Using flash cards, games, etc., drill five to twenty words the REQUIREMENTS for reading comprehension
student does not recognize instantly and accurately. Have
the student read and write text that contains many words Some of the fundamental skills required in efficient reading
the student knows surrounding and supporting a few of the
comprehension are the ability to:
words he does not know. Repeat until recognition is instant,
accurate, and stable over several days. ✓ know the meaning of words,
✓ understand the meaning of a word from a
Keep in mind the purpose of word recognition instruction: discourse context,
Reading. In word recognition instruction, as always, allow ✓ follow the organization of a passage and to
for plenty of independent reading. The central feature of
identify antecedents and references in it,
any effective reading program is a student's reading at her
✓ draw inferences from a passage about its
independence level.
contents,
✓ identify the main thought of a passage,
DECODING ✓ ask questions about the text,
✓ answer questions asked in a passage
Decoding is a key skill for learning to read that involves ✓ visualize the text,
taking apart the sounds in words (segmenting) and ✓ recall prior knowledge connected to text,
blending sounds together. It requires both knowledge of ✓ recognize confusion or attention problems,
letter-sound relationships, as well as an ability to apply that
✓ recognize the literary devices or propositional
knowledge to successfully identify written words and make
structures used in a passage and determine its
meaning.
tone,
✓ understand the situational mood (agents, objects,
temporal and spatial reference points, casual and
intentional inflections,
✓ etc.) conveyed for assertions, questioning,
commanding, refraining, etc., and

8
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 3: COGNITIVE PROCESSES IN READING

✓ determine the writer's purpose, intent, and point of
view, and draw inferences about the writer
(discourse-semantics).
✓ Comprehension Skills that can be applied as well
as taught to all reading situations include:[10]

READING COMPREHENSION STRATEGIES

1. Summarizing
2. Sequencing
3. Inferencing
4. Comparing and contrasting
5. Drawing conclusions
6. Self-questioning
7. Problem-solving
8. Relating background knowledge
9. Distinguishing between fact and opinion
10. Finding the main idea, important facts, and
supporting details
11. There are many reading strategies to improve
reading comprehension and inferences, including
improving one's vocabulary,
12. critical text analysis (intertextuality, actual events
vs. narration of events, etc.), and practicing deep
reading.[11] The ability to
13. comprehend text is influenced by the readers' skills
and their ability to process information. If word
recognition is difficult,
14. students use too much of their processing capacity
to read individual words which interferes with their
ability to
15. comprehend what is read.

WORKING MEMORY IN READING

Working memory—the ability to store information while
simultaneously carrying out processing operations—is a well-
established predictor of individual variation in reading
comprehension performance in both adults (Daneman &
Merikle, 1996) and children (Cain, Oakhill, & Bryant, 2004a).

9
Estape, Zedric R.
 Science and Development of Reading
1st Semester | 1SEDS-B | Prelims | PPT and Lecture Based

LESSON 4: EARLY LITERACY EXPERIENCES

EARLY LITERACY
Early literacy is what children know about reading and
writing before they actually learn to read and write. It is not
teaching reading, drilling or using flashcards. Instead, it is
laying the foundation, so that your child has the necessary
skills when they are developmentally ready to read.

EARLY LITERACY EXPERIENCES

✓ Emergent Literacy Skills

✓ The Role of Storytelling and Vocabulary
Development
✓ Supporting Reading Readiness

EMERGENT LITERACY EXPERIENCES

Emergent literacy has been defined as "those behaviors

shown by very young children as they begin to respond to
and approximate reading and writing acts." However,
literacy goes beyond reading and writing. It encompasses
"the interrelatedness of language: speaking, listening,
reading, writing, and viewing."

THE ROLE OF STORYTELLING & VOCABULARY DEVELOPMENT

When students are learning via stories, they develop their

oral language and literacy skills. Furthermore, storytelling is
considered a feasible technique for enhancing imagination
and thinking skills and creative skills.

SUPPORTING READING READINESS

Reading readiness has been defined as the point at which

a person is ready to learn to read and the time during which
a person transitions from being a non-reader into a reader.
Other terms for reading readiness include early literacy and
emergent reading.

Defining readiness in reading describes the capacity to

comprehend and use the necessary skills for reading
successfully. Early literacy skills include identifying and
understanding letters, words, and sounds. Besides, reading
skills must consist of understanding the meaning of words
and sentences and the ability to make assumptions and
decisions.

10
Estape, Zedric R.