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Foundations of Reading FOUNDATIONS OF READING B.ED (1.5 YEAR) Course Code: (8634) Units: 1–9 Faculty of Education Department of Early Childhood Education and Elementary Teacher Education ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD (Copyright © 2019 AIOU Islamabad) All rights reserved. No part of this publication may be reproduced, stored in retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying recording, scanning or otherwise, except as permitted under AIOU copyright ACT. 1st Edition ......................................... 2019 Quantity ........................................... 1000 Composed by ................................... Mateen Ishfaq Printer .............................................. Allama Iqbal Open University, Islamabad. Publisher .......................................... Allama Iqbal Open University, Islamabad. ii COURSE TEAM Chairman Course Team: Dr. Fazal Ur Rahman Associate Professor Allama Iqbal Open University, Islamabad Course Development Coordinator: Ms. Mubeshera Tufail Memebers: 1. Dr. Muhammad Athar Hussain Assistant Professor Allama Iqbal Open University, Islamabad 2. Dr. Rehmatullah Bhatti Assistant Professor Allama Iqbal Open University, Islamabad 3. Dr. Muhammad Samiullah Assistant Professor Allama Iqbal Open University, Islamabad 4. Dr. Syed Nasir Hussain Lecturer Allama Iqbal Open University, Islamabad 5. Dr. Saira Maqbool Assistant Professor Allama Iqbal Open University, Islamabad 6. Mr. Salman Khalil Lecturer Allama Iqbal Open University, Islamabad 7. Ms. Irsa Zahoor Allama Iqbal Open University, Islamabad 8. Ms. Memoona Bibi International Islamic University, Islamabad 9. Ms. Fauzia Saeed 10. Ms. Mubeshera Tufail Lecturer Allama Iqbal Open University, Islamabad Reviewers: 1. Dr. Fazal Ur Rahman 2. Dr. Muhammad Athar Hussain 3. Ms. Mubeshera Tufail Layout & Design: Malik Mateen Ishfaq iii ACKNOWLEDGEMENTS The purpose of language learning in early years is to develop language skills across four modalities: listening, speaking, reading and writing with a particular emphasis on latter two skills. Reading is the basic component of language and literacy development. It refers to the ability to understand written text. Reading skill is critical for academic success because it strengthens language development and increases vocabulary. It also ensures future success in school and life. In this book, efforts have been made to provide updated knowledge and relevant skills to prospective teachers about process of reading. This course is developed with the help of worthwhile contribution of authors and supporting staff. The Department of Early Childhood Education and Elementary Teacher Education acknowledges the efforts of course team for writing and reviewing the units to improve the contents. The course development coordinator has very skillfully coordinated the whole process of course development by keeping the course team engaged and adhered to timeline. The composing and formatting of the scripts was very laborious work requiring extend hours of sitting. It was very efficiently completed the task in short time. Thanks to our Vice-Chancellor Prof. Dr. Zia Ul-Qayyum for his vision, support, guidance and motivating work environment for all of us to focus on academic excellence at university. Prof. Dr. Nasir Mahmood Dean Faculty of Education iv INTRODUCTION Reading enables a student to derive meaning from print. It is a vital skill which facilitates the progress and success of a child throughout school years and life. A prospective/working teacher who is teaching reading skills to elementary school students, need a background knowledge and skills in following main areas: Essentials of reading skill and its relationship with other language skills Major milestones in learning to read process Strategies and skills needed to become effective readers Transfer effects of l1 or l2 reading Implications of reading in different languages National and international reading challenges Instruction and assessment of reading Sources of motivation for reading Owing to the importance, this course is included for prospective B.Ed. graduates. The very first unit of the course introduces concept, significance and purpose of reading, and its relationship with oral language development process. Unit 2 explains child development process and major milestones in 'learning to read' process. Reading strategies and skills required to become effective readers are also part of unit 2. Unit 3 elaborate socio-cultural reading perspective and approaches to teaching reading. Unit 4 highlights development of literacy skills and individual differences of students affecting it. Universals for reading development, difference in Orthography, Phonology and Morphology, and transfer effects of L1 and L2 reading are described in unit 5. Unit 6 deals with factors affecting reading development including teacher-student relationship. Standards of early reading program, components of effective reading instruction and challenges in teaching reading are discussed in unit 7. Unit 8 deals with sources of intrinsic and extrinsic sources of motivation to read, and motivation in L1 and L2 reading classroom. Standards of reading, and national and international reading challenges are discussed in unit 9. Ms. Mubeshera Tufail Course Development Coordinator v CONTENTS Unit–1: Reading Concepts............................................................................. 1 Introduction ........................................................................................ 3 Learning Outcomes ........................................................................... 4 1.1 Concept of Reading................................................................... 5 1.2 Definition of Reading .............................................................. 5 1.3 Significance of Reading ............................................................ 6 1.4 Purposes of Reading ................................................................. 8 1.5 Child Development and Oral Language Development ............ 11 1.6 Role of Oral Language in Reading .......................................... 15 1.7 Vygotsky’s Theory and Second Language (L2) Learning ........ 20 1.8 Role of Classroom Teacher in Oral Language Development .. 23 Conclusion ......................................................................................... 26 Exercise .............................................................................................. 26 Activities ............................................................................................ 27 References…. ...................................................................................................... 28 Unit–2: Learning to Read Process ................................................................ 29 Introduction ....................................................................................... 31 Learning Outcomes ............................................................................ 31 2.1 Child Development Process and Reading Abilities .................. 32 2.2 Learning Process with Early Grade Learners ........................... 37 2.3 Major Milestones in Learning to Read Process ........................ 40 2.4 Reading Strategies and Skills Needed to Become Effective Readers ...................................................................................... 43 Conclusion ......................................................................................... 48 Exercise .............................................................................................. 48 Activities ........................................................................................... 48 References … ..................................................................................... 49 Unit–3: Perspectives of Reading ................................................................... 51 Introduction ........................................................................................ 53 Learning Outcomes ............................................................................ 53 3.1 Introduction to Reading Skill .................................................... 54 3.2 Socio-Cultural Reading Perspective ......................................... 58 3.3 Approaches to Teaching Reading ............................................. 60 3.4 Combining Approaches to Facilitate Student Learning ............ 64 3.5 Application of Critical Reading Approaches to Varying Pakistan Public School Context ................................................ 66 vi Conclusion ......................................................................................... 68 Exercise .............................................................................................. 68 Activities ........................................................................................... 69 References .......................................................................................... 70 Unit–4: Development of Literacy Skills ....................................................... 71 Introduction ........................................................................................ 73 Learning Outcomes ........................................................................... 73 4.1 Literacy Development ............................................................... 74 4.2 Early (pre-) Literacy (babies and Toddlers) ............................. 76 4.3 Early Emergent Literacy (preschool) .......................................
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