FACTORS AFFECTING READING

READINESSPrepared by:Janarineseh AripinNooridayu Roslan

Noorkamaliah OthmanNor Hidayah Abdul Aziz

Nor Zafirah Abdullah

FACTORS AFFECTING READING

READINESS

Physical

Emotional

Intellectual Linguistic

Experience

PHYSICAL READINESS

• A child who is in poor general health, whose needs for proper nutrition and rest have not been met, may have difficulty learning to read.

• Children who have hearing or visual impairments, or those with delayed speech or other physical problem, may require special attention before tackling the process of reading.

EMOTIONAL READINESS

• How children feel about themselves, school, and others can have an effect on their ability to read.

• The emotional and social adjustment of the young child figures significantly in determining his readiness to read.

• The level of this adjustment varies greatly with individual children, depending on attitudes and relationships in the family unit and experiences with other children during the school period.

• All children have the same basic psychological needs; to be loved, to belong to a group, to achieve success, to gain approval, to express feelings of frustration.

INTELLECTUAL READINESS

• Mental readiness refers to general mental maturity.

• It has been accepted in many school systems that a child should have a mental age of six years and six months before formal reading is begun.

• Research shows that while standardized mental maturity tests can give us the mental age of the child, these results do not give us the whole picture of reading readiness.

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• Reading is a cognitive or intellectual process, and such components as comprehension, problem solving, and reasoning require intellectual capacities.

• Together, these abilities consist of the child’s cognitive readiness.

LINGUISTIC READINESS

• This linguistic readiness is important, as it serves as the basis of the child’s understanding of the printed word. 

• Some children may have less advanced language fluency, since they may not have had the opportunities for speaking and listening that other children have had. 

• Before these children become involved in the reading process, they may need more opportunities to develop speaking and listening skills.

EXPERIENCE READINESS

• In order to give meaning to what they are reading, children need experiences relating to those concepts. 

• Experience is the foundation of reading comprehension; therefore, it is important for the teacher to provide children with many experiences, either real or vicarious, as literacy emerges. 

• Many children come to an early childhood program with a rich background of experiences that have enhanced their environmental / experiential readiness—parents have read to them a great deal, taken them on trips to the zoo and to visit relatives, and so on. 

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• Parents have interacted with and related to their children as they walked around the house, explaining what they are doing and why. 

• Children from homes like these already have many clear concepts based on their experiences.

• Experiences designed to extend their concepts through trips to the community, books, films, pictures, cooking, play and special art, music, science, or social studies projects will be necessary. 

REFERENCE

• http://www.delmarlearning.com/companions/content/0766825213/critical/literacy_ch06.asp

• http://www.nfb.org/images/nfb/Publications/fr/fr15/Issue3/f150307.html