RDG2 Lesson 1 PPT - 6

Beginning
Reading Stage

Beginning reading instruction

focuses on word recognition and
comprehension.
 The attainment of these goals
depends, to;

1. A large extent, on the

child’s use of alphabeth.

2. His knowledge of the

sounds of the letters
(grapheme-phoneme
relationship)
3. Ability to recognize words and put
them together in correct sequence;

Spoken and written forms (syntax)

Use of these words in relation to

what they mean in context
(semantics)
• The skill in word recognition and
identification is dual in nature as
there are two separate and distinct
learning tasks involved in
developing fluency in this area.

• These are instant recognition and

mediated recognition (Dawson
1973).
 Instant Recognition

Refers to the child’s ability

to recognize immediately
and pronounce the words
at sight.
Mediated Recognition

Refers to the child’s ability

to recognize an unfamiliar
word using phonetic
analysis.
 The main goals of the initial formal
reading instruction are word
recognition and comprehension.
 The pupil at this stage, like those in the
reading stage, are likewise trained in
three other communication areas;

Listening Speaking Writing

Since proficiency in the four areas of
communication – listening, speaking and
writing is the foundation of learning
proficiency in all the other disciplines, it is
imperative that even at the initial stage of
formal reading instruction, the child is also
taught how to listen, speak and write
properly.
The following are the skills in the
four communication areas that
are supposed to be taught to
and mastered by the child before
he moves on to the next step or
stage of reading development.
 Listening Skills
The listening skills are classified
under four headings, namely,
 auditory discrimination
 listening comprehension
 work-study skills the instruction
which are given orally or which
the children listen to, and
 literary appreciation skills.
 Auditory
Discrimination
The auditory discrimination skills that the
child should learn and master during the
beginning reading stage are:
 noting and distinguishing specific
sounds in the environment,
 distinguishing similar from dissimilar
sounds, and
 distinguishing letter sounds heard in
short utterance and their position like,
if they are in the initial or final
positions.
The children should also be
taught to identify consonant
cluster, vowel sounds, and
diphthongs. Towards the……..
Culture
Community

LANGUAGE

EXPECTATIONS
RECEPTIVE

Sound Print

School
LISTEN READ
Home

INTENTIONS
EXPRESSIVE

SPEAK WRITE

“Contexts of Situation”
Culture
This diagram expresses
Halliday’s (1978) point that
language functions “in
contexts of situations” and any
account of language which
fails to build in the situation as
an essential ingredient is likely
to be artificial and
unrewarding” ( Ammon, IRA,
1983)
Middle or the end of this stage, the
pupils should be able to distinguish
between stressed and unstressed
syllables and recognize pauses and
stops that signal meaning in
utterances.
 Listening
Comprehension
The particular listening
comprehension skills taught to
children at this stage of their
formal reading instruction are
the ability to note details in
selections listened to so that
they can answer who, what,
where, and when questions,
and the ability to follow
directions.
Towards the later part of this
stage of development, the
following comprehension skills
are introduced:
• distinguishing between what is real and
what is fancy,

• distinguishing between a part and a

whole, like telling which incident or
situation is part of another, and

• identifying causes and effects so that

they are trained to answer why
questions.
Word-Study Skills
 While listening to instructions given
orally, the children should be able to
classify objects or picture according to
initial of final sounds of their names.

They do this by grouping

objects or pictures of objects
according to the initial of final
sounds in their names, or the
vowel sounds present, as the
case may be.
Literary Appreciation
Skills
The following literary appreciation skills
are taught to the children at the initial
stage of formal reading instruction:

• brief and simple retelling of stories

listened to,
• reciting of short poems,
• empathizing with characters in
the stories heard, and completing
unfinished lines of rhymes, poems,
and stories heard.