Who are catch-on

readers?
Nerissa Y. Bilo, Ph. D.
One 4 ALL
All for 1
Who needs
help?
Who remains at
the emergent
level of
literacy in
spite of
consistent
Not aware of print awareness
Not yet developed an
awareness of the basic functions
of print and textual materials or
CAP “ concepts about print”
Different spoken words look
different in print
Left to right
Print conveys meaning
Words are separated by
spaces
Words are composed of
letters and sounds
1. Maturational or Developmental Delay
2. Phonological Problems
3. Frustration
4. Inadequate Instruction
5. Home and Preschool Experiences
6. Factors Related to Disadvantage
7. Discourse Style
8. Other Difficulties
Maturational or Developmental Delay
 delay in visual, auditory, neurological,
social-emotional, or cognitive
development
Rate of development
Checklist for Oral Language
Assessment
delay is not serious however the delays
can play a more critical role.
Phonological Problems
Lack of phonological awareness is the heart
of young children’s reading difficulties
(Stanovich, 1988, 2000).
Children with effective decoding ability, on
the other hand, have a better attitude
toward reading
Frustration
Attempting to engage a child in formal
literacy at too early an age can instill a
sense of frustration
Students may learn to take risks or to rely on
one strategy for word identification or
comprehension
Inadequate Instruction
 misunderstanding about strategies and
processes
Consider the needs of the students when
choosing teaching strategies and textual
material
Home and Preschool Experiences
Had little exposure to literacy activities prior
to school
Common commercial logo like Jollibee and
McDonalds
Factors Related to Disadvantage
Related to social and economic
disadvantage
Children burdened by lack of finances
Physical and health problems
Students from poor urban and rural areas
have a higher risk of reading failure ( Currie,
2000; Snow, Burns, & Griffin, 1998)
Discourse Style
Interaction between students and teachers
(often called “discourse styles”)
 effective teachers strengthen their
instruction by taking seriously their students’
speech pattern and avoid giving subtle
cues that certain styles of speaking and
interaction are less valid than others.
Other Difficulties
Orthographic problem
Verbal deficits
Lack of adequate exposure
Underdeveloped oral vocabulary
INSTRUCTIONAL GOALS
 direct teaching (NRP, 2000)
Provide students with a schema for learning
Model the strategies
Involve the students in the lesson
Provide practice for the intended learning
HELPING CATCH-ON
READERS WITH BASIC
PRINT CONCEPT
1. SPEECH-TO-PRINT MAPPING
2. PRINT DIRECTION
3. THE MESSAGE CONTAINED IN PRINT
4. STRATEGIES USING PREDICTABLE TEXT
4.1. Choral Reading
4.2. Assisted Reading
4.3. Shared Reading
SPEECH-TO-PRINT MAPPING
Understanding that there is
correspondence between
spoken words and printed
words
Peanutbutterandjellysandwich

Mobilelegendsandreadingtextbooks

kahapontayongayonsilana
Most children acquire the speech/print
match as parents or teachers point to words
while reading
Some catch-on readers need more than
the usual amount of exposure to word
boundaries in written language
How to improve the children’s speech-
to-print concepts?
Tracking –Use a big book with a
large print and wide spaces
between words
Read a sentence or two to the
student while you point to the words
you are reading
Highlighting
Boundary Marking

The/ boys/ wanted/ to/ play/

baseball/ in/the/ lot./
Modelling Print Direction
THE MESSAGE CONTAINED IN PRINT
Why do some students fail to learn
to read?
 “they get faulty demonstrations of
how to read or write”
 use of nonsense text
THE MESSAGE CONTAINED IN PRINT
Understanding that print contains a
message is a third basic concept
necessary for literacy acquisition-
one of that is often unclear even to
first graders.
 He ran.
He ran to the man.
Nan ran.
Nan ran to the man.
Nan ran to the tan man.
Some children may be misled by
the storybook reading practice of
looking at and discussing the story’s
picture
They may conclude that the
pictures represent events in stories
and fail to realize that the print is the
message that is being read
 ask the child to visualize the
scenes and retell the story
Reread the parts of the story
if the student needs help in
recalling details or
sequencing
Ask the student to draw a
picture about it
Show the illustrated picture
 compare the two pictures
Make sure that the story is
short.
STRATEGIES USING PREDICTABLE
TEXT
1. Choral Reading
2. Assisted Reading
3. Shared Reading
CHORAL READING
 a strategy in which the teacher models
how to read
Often chosen for choral reading- song,
nursery rhymes, and poems
The teacher first reads the selection while
tracking each word
Both teacher and students join in the
reading
 Row, row, row your boat
Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream
ASSISTED READING
one-to-one teaching situation similar to the
supportive environment that parents offer
their children when they read
version of a parent’s lap reading
Modeling comprehension strategies and
predicting
Very supportive and rewarding experience
for catch-on readers
SHARED READING
“big book” –Don Holdaway (1979)
very effective with all types of emergent
readers
Visually following the left-right progression of
print
Identifying the special features of words
within a story
SHARED READING
Noting the word boundaries of individual
words as the teacher points to them
Five step process for shared reading:
discovery, exploration, independent
experience expression, new story, and
independent practice
SHARED READING
Holdaway proposed the five steps in shared
reading.
Discovery-point to each word as you read
Exploration-student participates in reading a
book
Independent experience expression-predict
words and phrases
New story- student will read another story
Independent practice- students work alone or in
small groups independently
SHARED READING
Can be modified
Highly repetitive pattern for high
predictability
Read the story to the students
Select one or two words that the student
wants to learn
Reread the story, stopping at the targeted
word (s) so that student can supply it
SHARED READING
Make a T-scope type mask
Write the student’s word on an index card.
Ask the students to find the word that looks
just like the targeted word.
Reread the text.
Place the word card in a word box. Review
the story by discussing or rereading
Repeat the steps using the same story.
HELPING CATCH-ON
READERS IN WORD
RECOGNITION
1. Developing on Early Sight-Word
Vocabulary
2. Developing Decoding
Strategies
3. Writing to Reading Approaches
4. Using Manipulatives
DEVELOPING AN EARLY SIGHT-WORD
VOCABULARY
 a set of words that can be recognized
instantly
High frequency words- go, come, up,
down, what, they, and so forth.
Many of these words are irregular in spelling
and cannot be readily analyzed either
phonetically or structurally
APPROACHES
Organic Reading
Key Vocabulary
Word Banks and Word Walls
ORGANIC READING
Selecting words you want to read
These words were used in writing activities
and other practice exercise
Children moved to “Transitional Reading”
It provides motivation and context for
learning
KEY VOCABULARY
Elicit a key word from a student by asking “
What is the best word you can think of?”
Whisper a word into the teacher’s ear and
then watches while the teacher prints the
word on paper
 The student traces over the word
Carries out an activity with the word
WORD BANK OR WORD WALLS
Help the catch-on reader to develop a
stock of basic sight words
Two parts: known words and for words still
being learned
Review and say
 read in sentences
Practice in game activities
3-5 words per lesson
Counting them to determine the number of
words learned
Printing them on specially shaped paper
(e.g. shape of dinosaur, flower, Mickey
Mouse)
Taping them on the wall
Charting or graphing them to show how
many have been learned
Using them in game situations
DEVELOPING DECODING STRATEGIES
 learning sound-symbol relationships(i.e.
phonics) to recognize words in print is an
important language ability
explicit, systematically organized instruction
in phonics is a key factor in initial stage of
learning to read
Phonemic Awareness
is one component of phonological
awareness and refers to phonemes, minimal
sound units in a language that affect the
meaning of words.
/hat/- /h/ /a/ /t/
There are no clear boundaries between the
three phonemes in actual pronunciation of
the word. Phonemes are blended
seamlessly into another speech.
Variety of Tasks can be used to Teach and to
Assess Phonemic Awareness
1. Phonemic Isolation Tasks
2. Phonemic Identity Tasks
3. Phonemic Categorization Tasks
4. Phonemic Segmentation Tasks
5. Phonemic Deletion Tasks
6. Phonemic Blending Tasks
DEMONSTRATION
TEACHING
 DIVISION

1. Dasmarinas City
2. Antipolo City
3. Lucena City
4. Tanauan City
5. Binan City
6. Batangas City
PHONEMIC ISOLATION TASKS
 student must recognize the individual
phoneme
What is the first sound in the word sell?
What is the first sound in the word hard?
PHONEMIC IDENITY TASKS
 student must recognize the same sound in
two different words
“Tell me the sound that is the same in sell,
star, sun”
“Tell me the sound that is the same in
bread, pad, and sad”
“Tell me the sound that is the same in man,
more, and same”
PHONEMIC CATEGORIZATION TASKS
 student must recognize the word with a
sound that does not fit the dominant
pattern in a group of words
 “Tell me which word does not belong in this
group: card, cap, sell, or come.”
Tell me which word does not belong in this
group: came, tape, taste, or rope.”
PHONEMIC SEGEMENTATION TASKS
 student must break a word apart into its
constituent phonemes
“How many letter sounds are in the word
sad?”
 /sad/ - /s/ /a/ /d/
PHONEMIC DELETION TASKS
 student must say the word that remains
when a single phoneme is removed from
another word
“ What word would you have if the /s/ is
removed from the word cats?”
“ What is slam without the /l/?”
PHONOLOGICAL AWARENESS
 an ability to focus on and manipulate
larger units of spoken language
Rhyme Generation Tasks
Student must list words that rhyme
“Tell me some words that rhyme with pad.”
“ Does call rhyme with ball? What other
words rhyme with ball?
Syllable Deletion Tasks
Student must delete a syllable from a word
to form a new word sound
“ What word do you have if you take the fel
out of fellow?”
“ What word would be left if you take the
mis out of mismatch?”
Onset Identification Tasks
Identify the onset in a word
What is the first sound in cap?
What are the first sounds in straight?
Rime Identification Tasks
Identify the rime in a word
What is the ending sound in cap?
Answer: /ap/
What is the ending sound in straight?
Answer: /aight/
Syllabication Tasks
divide a multisyllabic word into its
syllables
Explain the concept of syllables by
using the word clap or beat
How many beats are in the word baby
shark?
Divide up the word perfect into its
beat?
Phonemic/ Phonological Awareness
of Printed Letters
involve only the sounds of
language; do not use of printed
letters
leaving out the letters during
instruction helps them focus on
sounds
RHYME
 another way to help students develop this
auditory/visual match is to help them
develop the auditory concept
Simple word endings (called “rimes” or
“ponograms”) such as –at, ot, -an, -am, can
be used to develop both the concept of
rhyme and the sound-symbol relationships
WRITING TO READING APPROACHES
Making Words
Teaching sound-symbol correspondence
and spelling
Word Sorting
Use of word cards
Focus on print and sound components of
each word
 HELPING CATCH-ON
READERS USING
LANGUAGE EXPERIENCE
APPROACH
LANGUAGE EXPERIENCE APPROACH
 is a powerful and natural way to introduce
young children to reading
Makes a direct link between the students’
oral and written language
Effective way to help Catch-On Readers
bridge the gap between their oral
language and another author’s written
language
Steps in LEA
The teacher and student decide on a past
experience about which to write
The teacher neatly prints the student’s story
The teacher reads each sentence after it is
printed and points to the words as they
read
The teacher asks the student to read each
sentence after it is printed
Reread the story and provide the title
Steps in LEA
Supported readings continue until the
student is able to read the title and the
entire story
The teacher introduces relevant print and
word recognition concepts or asks questions
about them
Select words from the story as sight words
WORDLESS PICTURE BOOKS
Wordless Picture Books
Read wordless book and write their version
Bridging the gap between a student’s
language and that of another author
Reread their own story
Supply their own illustration
Turning a wordless picture book into an
authored story
Initial Language Experience (ILE)
Short-term activity
 help students get started in reading by
providing them with initial experiences in
translating oral language into written
language
The sentence, rather than word, conveys
the initial unit of meaning
STEPS in Initial Language Experience
1. What word(s) would you like to learn
today?” or “What would you like to write
about today?”
2. “Tell me about the word. Why do you want
to learn to read that word? Let’s write a
sentence using the word.” the teacher may
orally supply a sentence stem. For example, “I
like _________”; “My name is _________”; “My
teacher’s name is _____________.”
STEPS in Initial Language Experience
3. “ Put your finger on the first word” or “Put
your finger under each word as you read”
4. the student learns to recognize and identify
words as units comprising different letters and
sequences of letters.
5. identifying special auditory and visual
characteristics of words
Draw a line to connect the words that match.

My is
Jack name
is Jack
name My
Locate the word that looks just like the one on
the left.

My Jack is name My
name is name my Jack
Finish the sentence.

My name is Matt.
My ___________is Matt.

____________name is Matt.
My name is ____________.
LANGUAGE EXTENSION LESSONS (LELs)
Lipa and Penney (1989) developed the LELs
 guide the students in focusing salient
features of a picture
generate the language about those
features
provide student with a structure for
developing a stock of basic sight words
The specific steps in the activity
follow:
1. Identification of Label
2. Metacognitive Probe
3. Generating Oral Sentences Based on
Discussion
4. Mapping Oral Language
5. Mapping Written Language to Reading
6. Reinforcement
1. Identification of Label
The picture is shown with
the query, What is it?
What would you call it?
banana
1. Identification of Label
Read the words with the teacher,
while the teacher points to each
word
Match oral label to a written label
2. Metacognitive Probe
What else can you tell us about this?
What does it do?
What is it used for?
Where would you find it?
The teacher writes words or phrases that
she selects as being understood by most or
al of the children in the class
3. Generating Oral Sentences Based on
Discussion
Elicits a sentence about the picture from
each child and writes it on the board
Rereads each sentence
Erase all the sentences
Rewrite the target sentence on it
4. Mapping Oral Language
Model reading while pointing to, and
sweeping the hand under each word
Read the sentence in chorus with teacher
Read the sentence alone, while pointing to
each word as the teacher has modeled
5. Mapping Written Language to Reading
Copy the sentence
Reread the sentence from their paper while
pointing to each word

The boy is playing.

6. Reinforcement
Students’ sentences are bound
into storybooks for rereading
Practice reading and writing the
sentences
6. Reinforcement
Rewrite the stories as strips, cut apart the
words, or make word cards and reconstruct
the sentences
Games can e played using word cards and
a game board
TECHNOLOGY-BASED ACTIVITIES
KidPix and KidWorks2
Drawing program can be
used to create pictures
TECHNOLOGY-BASED ACTIVITIES
 HELPING CATCH-ON
READERS BY
INTEGRATING READING
AND WRITING
SELF-WRITTEN BOOKS
are the product of Language Experience
Approach in which writing and reading
provide a natural way for Catch-On
Readers to
 learn about the reading process
develop a sight-word vocabulary
promote a healthy attitude toward literacy
activities
“I” BOOKS
Intended to model reading and writing
Serve as interest inventory- a device
used early instructional sequence to
ascertain students’ background and
interest
Provide motivation for reading
I Like, I Want, I love, I Work, I Am, and I
Play
“I” BOOKS
 I Like
 I Want
 I love
 I Work
 I Am
 I Play
Basic materials
The teacher selects the title that will be
used for the book
Students look at the magazine and locate
the item they like
“I like this. I like books”
Cut the picture and paste it on a sheet of
blank paper
Write “I like books.”
Ask to read the sentence
I like books.
I want blue bills.
CONTENT AND THEMED BOOKS
created as study aids in learning science,
social studies, arithmetic, or health
concepts
sentence stems are supplied to students to
help them (1) learn the basic content, (2)
develop basic sight words, and (3) as a
guide in their writing and reading
For example, in a science unit about animals that
live in the jungle, the student’s book might include
one page for every animal that is studied. One
page of the Animals That Live in the Jungle book
might display a lion and the following sentence
stems provided by the teacher.
A lion is __________.
A lion has _________.
A lion lives __________.
A lion eats __________.
JOURNALS
Teachers usually model how to write journal
entries so that students understand their
purpose and format.
The greater the individual attention given
by teachers or aides, the more valuable the
experience can be in helping Catch-on
Readers develop their knowledge of sound-
symbol relationships and sight words.
JOURNALS
Journal writing helps students learn to (1)
form individual letters, (2) translate
individual sounds to letters, and (3) segment
whole words into their component sounds
The teacher can support these students by
providing sentence stems such as “I like
__________,” “I did __________,” and “I went
__________,”
WRITING IN RESPONSE TO READING
helps student reflect consciously on
interesting parts of stories and provides a
structure for activating the processes
involved in comprehending
Students are asked to think about a story
that has been read and write one or more
sentences in response
The sentence may refer to the main
idea, the part the students liked best,
the favorite character, or a favorite plot
event
Teachers can help students reflect on
what they have written by asking
questions
TECHNOLOGY AND STORY CREATION
Interesting programs allow students to
make their own pictures and write their own
stories
Imagination Express: Destination Ocean
(Edmark)
REWRITING FAMILIAR, PATTERNED STORIES
Students compose a new story within the
structure of a patterned or predictable story
they have heard or read
Students must comprehend the original
story
REWRITING FAMILIAR, PATTERNED STORIES
Possible changes: name of the
character, altered events, utilize
predictable language format
REWRITING FAMILIAR, PATTERNED STORIES
Presentation by Division
Thank you for
listening!