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Authors Knowledge, Rationales and Principles-Steady Flow Through or Stuck in The Publishing Pipeline? The Case of Early Reading With Young Learners

This document provides information about priming and brainstorming activities related to early reading with young learners. It asks participants to consider what comes to mind when they hear the terms "reading", "authors' knowledge, rationales and principles", and the importance of these for early reading. It then reviews key points from the session, including defining reading, discussing principles of early reading, and identifying the value of authors' knowledge. Participants are asked to apply this knowledge by reading a story and answering questions in groups.

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Mark Andrew Luma
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164 views16 pages

Authors Knowledge, Rationales and Principles-Steady Flow Through or Stuck in The Publishing Pipeline? The Case of Early Reading With Young Learners

This document provides information about priming and brainstorming activities related to early reading with young learners. It asks participants to consider what comes to mind when they hear the terms "reading", "authors' knowledge, rationales and principles", and the importance of these for early reading. It then reviews key points from the session, including defining reading, discussing principles of early reading, and identifying the value of authors' knowledge. Participants are asked to apply this knowledge by reading a story and answering questions in groups.

Uploaded by

Mark Andrew Luma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PRIMING ACTIVITY:

Anticipation Guide
Performance Task:
Perform the task as per indicated in the task card you pick.
You are given 5 minutes to prepare. Group presentation
follow after the allotted time.
ACTIVITY:
BRAINSTORMING-THINK-A-LOT
Direction: Think over to answer these questions:
1. What pops out in your mind when you hear the word READING?
2. What comes in your mind when you hear authors knowledge,
rationales and principles?
3. What is the importance of the authors knowledge, rationales and
principles about the case of early reading with young learners?
4. How coursebooks might give support?
ANALYSIS:
LETS GO BACK TO THE FOLLOWING QUESTIONS:
 What pops out in your mind when you hear the word
reading?
 What comes in your mind when you hear authors
knowledge, rationales and principles?
 What is the importance of authors knowledge, rationales
and principles about the case of early reading with young
learners?
 How coursebooks might give support?
SESSION LEARNING OBJECTIVES
Knowledge:
 Define reading.
 Clearly discussed principles about the case of early reading with
young learners.
 Identify the value of authors knowledge, rationales and principles.
Skill:
 Clearly read and explain a story as an evaluation in this session.
Attitude/ Values:
 Showcase open-mindedness in accepting different authors ideas.
AUTHORS KNOWLEDGE, RATIONALES AND
PRINCIPLES-STEADY FLOW THROUGH OR
STUCK IN THE PUBLISHING PIPELINE?
THE CASE OF EARLY READING WITH
YOUNG LEARNERS
Jenny Rose M. Alforte
Jonel A. Macinas
COVERAGE:

 What is reading?
 How coursebooks might give support?
 Principles about the case of early reading with young
learners.
READING

 Means for language acquisition, acquiring knowledge,


communication, sharing information and ideas.
 Complex cognitive process of decoding symbols to derive
meaning.
 Form of language processing.
 Reading process requires continuous practice,
development and refinement.
How coursebooks might give support?
1. Principled choice and sequencing of
reading focal material
2. Principled choice of early reading
activities pattern finding
1. Principled choice and sequencing of
reading focal material
 ORTHOGRAPHIC TRANSPARENCY (Goswami and
East,2000)
One possible principle would be to choose words
exhibiting frequent and regular/reliable letter-sound
correspondences.
 FREQUENCY AND USEFULNESS
REGARDLESS OF TRANSPARENCY
Would be focused on at an early stage for sight
recognition by the over all shape of each word as a whole
because the letter-sound route to decoding is not going to
lead to secure success.
 A THIRD PRINCIPLE MIGHT BE TO DO BOTH
BUT TO SUPPORT AND OVERTLY INTRODUCE
CHILDREN TO DIFFERENT STRATEGIES FOR
COPING WITH THE TWO CATEGORIES OF
WORD.
2. Principled choice of early reading
activities pattern finding
Principled choices may be built into material is in the use
of activities specially designed to give children the
maximum opportunities to come to grips with the systems
they need to deal with in order to arrive as soon as possible
at a stage when they could become autonomous users of
the printed or written word (Share,1995).
APPLICATION ( 15 minutes)

GROUP PERFORMANCE ACTIVITY


Performance Task: There is a story inside your respective
envelop. Read the story and afterwards answer the
following questions based on the story provided. Write your
answers in the answer sheets provided.
ASSIGNMENTS

Fill-out the concept map according to what you understand


on the discussion about the authors knowledge, rationales
and principles-steady flow through or stuck in the publishing
pipeline? The case of early reading with young learners.
REFERENCES
 Cynthia Akazawa.(2016).A case study for teaching pre-
literacy skills to EFL learners.from
http://www.interactjp.com>
 The importance of reading to young children.(October
19,2017).from https://bilingualkidspot.com/benefits-
importance-reading-young-children
 Four methods of teaching reading.(December 2018).from
https://reakidsread.club>four methods of teaching
reading
THANK YOU SO
MUCH:)
☺

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