Reported by:

Sheena E. Bernal
3
rd
Year / BEEd-SpEd
MSC 8 MW 3:00-4:30
PM

Specific Literacy Experiences:
The Reading Act
Every day, in the classroom, children
engage in reading like self-reading,
storytelling and phonies, sight word, letter-
sound relations. Therefore, the teacher must
plan specific activities to help children use
their knowledge and their developing abilities
so that they can get and make meaning from
printed literacy materials. These activities
must promote childrens expression of their
creative ideas and critical thoughts.

Story Reading / Story Telling
The use of story reading not only for
the story itself, but as a means of generating
other activities aids transfer. (Campbell,
1998) Story reading provides various
encounters with language from which
children can build their data pool. Children
can memorize familiar stories that can join in
adult reading or shared reading. Gradually,
children can link the events of the story to
picture cues and can mark beginning reading
of story texts. Hopefully, in the final stage,
they can read unfamiliar text independently.

Story reading is an immersion to
literacy. Through a story, children learn
about language new words, new syntactic
words, meanings and ways of organizing
discourse (Dombay, 1988). Similarly, reading
aloud enriches vocabulary and sense of
story. Story reading or reading aloud allows
children to make comments about the
characters, objects, book cover, to join in
with parts of the text like rhymes and
repetitions, to predict events and ending, and
to relate the text to their lives. Story reading
promotes interactive reading, like interaction
with the teacher, as he/she encourages the
children to comment and to question and
interact with the text directly or indirectly.

Wells (1987) identified the importance of
the story telling in providing kids access to
narratives. Story telling is an important
feature of literacy development and is a
central component of the literacy children
encounter subsequently in the more formal
setting (Campbell, 1998). Story telling helps
children to deduce meaning of and from
narrative texts.

Story reading and story telling develops
among children shared reading and retelling.
Children themselves develop as story tellers
as they tell their own stories and respond to
the subsequent telling and retelling. These
become possible when children are exposed
to and provided with Big Books as early in
their beginning reading since through Big
Books (Holdaway, 1979) all children can
follow reading and can learn from it.

Table 10 Transferred Learning


Input Process > Transfer Output

Story Reading or
Story Telling

Reading aloud, attentive and
appreciative listening, social
interaction
Vocabulary knowledge, picture
analysis, prediction,
comprehension, interactive
reading, shared reading, retelling

Vocabulary
Structural analysis, context
clues, determining synonyms
or antonyms
Use in meaningful context (written
or oral), comprehension


Independent
reading


Silent reading, think aloud
Creative version of the story,
imaginative illustrations of
characters, memorized unfamiliar
or favorite story, retelling, reading
fluency, creative writing