WHAT DEVELOPMENTAL READING MEANS Developmental Reading refers to a comprehensive reading program which consists of several periods or stages.

These periods usually coincide with the individuals developmental stages of growth. It is believed that one progresses gradually in acquiring and developing certain skills. According to Havighurst (1981) a developmental task is a specific responsibility that the individual faces at certain stages of life in order to be well-adjusted. It grows out of the interaction of physical maturation, social demands, and the values and aspirations of the individual. It implies that one performs skills on materials of increasing difficulty from low to middle and advanced levels. 3 STAGES OF DEVELOPMENTAL READING 1. Reading readiness (nursery, kindergarten) the period when the child gets ready to read. - With the guidance of his teachers, the child acquires a functional listening and speaking vocabulary. He engages in varied activities using real or concrete objects like toys, picture books and alphabet blocks. He acquires skills in auditory and visual discrimination, motor-ocular coordination, and critical thinking. Gradually, the child acquires a basic sight vocabulary through the use of picture, action, configuration, and context clues. He learns to attack words through the use of phonetic and structural analysis. Through well-structured lessons, the child acquires readiness in language, reading, science, mathematics, the arts and social studies. These interesting experiences prepare him for the next period of his development. 2. Beginning reading (grades 1 and 2) this is the initial process of learning to recognize words, phrases, and sentences as symbols for ideas. For instance, achild develops the concept of bus after he has seen one, ridden in one, or drawn one. He may even own a toy bus. Then he needs to know that the word symbol bus stands for the same idea. - Beginning reading includes: 1. Getting acquainted with an idea or experience 2. Seeing how the combination of symbols that stand for the idea looks 3. Remembering how the combination of symbols may be distinguished from other combinations. - Oral reading is preferred by teachers over silent reading. Oral expression enhances the ability of the child to remember words and aids him in achieving correct pronunciation clear enunciation. Betts (1967) says that the child should have a reading vocabulary of about 200 words before he attempts the first reader. No matter how controlled and repetitive vocabulary may be presented in reading materials, these should be set in interesting and meaningful situations. 3. Period of Rapid Growth or Expanding Power (grades 3 to 4) Most children will have mastered the techniques of reading upon reaching the stage of rapid growth or expanding power. However, interesting materials should be used in developing vocabulary, comprehension, locational and simple organizational skills. Lessons in basic readers are followed by comprehension check-ups in the form of teacher-made exercises. Textbooks in science or social studies also help in finding answers to problems. At this point, free reading

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is also encouraged. The learners use skimming and scanning techniques as they go over the table of contents, glossary, and index of a book. They use the dictionary to locate the meaning of new words. Moreover, they make summaries, book reports and outlines. Period of Refinement or Growth in the Use of Reading Tool (Refinement and Wide Reading: grade 6 to high school & college) reading becomes a tool for purposeful study in other subjects. Lessons will vary with the learners needs and the teachers purpose. Hence, there will be practice on the finer skills like wide reading for pleasure, doing research for solutions to problems in science, social studies, mathematics and practical arts, or reading orally to entertain others. More independent reading not only in the classroom but also in the library will be enhanced if the learner has acquired adequate skills in using general reference books such as encyclopedias, dictionaries, atlases, books and alamanacs. - Skills in vocabulary, comprehension, literary appreciation, the use of references in the library, and creative interpretation are carried on to high school where both intensive and extensive reading are needed in all subject areas. Developmental reading in college refers to the refinement of vocalbulary, comprehension, literary apprehension, and study skills, which are neede in both intensive and extensive reading. Extensive reading is the recreatory type one does as he curls up in his favourite chair and leisurely enjoys his favourite book, magazine or newspaper. Intensive reading is the detailed, careful reading one does in class or in the library. It takes a great deal of effort and concentration since it calls for an application of various skills: vocabulary, comprehension, functional, creative, and study. The vocabulary skills consist not only of the type used in general reading but also of the technical or social and specific vocabulary in science, mathematics, social studies and arts. Intensive reading emphasizes study skills like library and locational skills to enrich comprehension, retention and speed.

General skills in reading include getting the main idea and anticipating point of view. Functional skills consist of scanning for a particular purpose such as looking for a friends address in the telephone directory.

LEVELS OF COMPREHENSION 4 Components 1. Literal comprehension is understanding facts or ideas extracted from the explicit or stated information given in the text. These facts are answers to questions often identified as the whs (e.g., who, what, when, where). 2. Interpretative comprehension is understanding ideas extracted from implicit information in the text. Understanding is inferential because the facts are not stated; instead the reader has to read between the lines. When a wh question cannot be answered by facts directly stated, then the question measures interpretative comprehension. 3. Critical Analysis is applied when comprehension of a reading material involves not only the ideas directly stated and the inferences made on these stated facts but also judgments or conclusions. Examples of such judgments are the analyses of the characters in a selection or

of the authors style. Thus, experiences or ideas the reader already possesses plus his attitudes and standards are involved in comprehension. 4. Application and Creation are often called reading beyond the lines. The reader puts together what he has learned from the selection (integration) and then uses his knowledge in a related situation (application). An imaginative reader may find inspiration in the selection he has read and use it as his germ of thought that grows into a story or a poem of his own (creation). Or, he may even enact it on stage. Thus, a selection can be the springboard for something new.