IFP3701
Assignment 4
Due 16 July 2025
,IFP3701
Assignment 4
Due 16 July 2025
QUESTION 1: Reading Development and Classroom Strategies (25 Marks)
1.1 Four Stages of Reading Development in the Foundation Phase
Reading development occurs in distinct but interconnected stages. Each stage builds
upon the previous and reflects both cognitive and linguistic growth.
1. Emergent Reading Stage: Learners begin by understanding that print has
meaning. Reading at this stage is symbolic and visual, often through pictures or
familiar signs. The teacher's role is to cultivate oral language and listening skills,
creating early awareness of books and print.
2. Early Reading Stage: Children start recognising letters and associating them
with sounds. They decode simple words and begin to read basic texts. Here,
phonological awareness becomes critical, and the link between sound and print
is strengthened.
3. Developing Reading Stage: Learners read more fluently and begin to
comprehend what they read. They engage with narrative structure, character
motivations, and can retell or summarise stories. The shift from "learning to read"
to "reading to learn" begins.
4. Independent Reading Stage: Learners choose and read texts with confidence.
They analyse, interpret, and reflect on meaning, applying comprehension
strategies. Autonomy and self-regulation in reading emerge at this stage.
The progression from emergent to independent reading reflects Vygotsky’s concept of
the Zone of Proximal Development, where support is gradually withdrawn as learners
internalise literacy skills.
, 1.2 Phonemic Awareness and Its Importance
Definition: Phonemic awareness refers to the ability to identify and manipulate
individual sounds (phonemes) in spoken words. It is an auditory skill that precedes and
supports decoding.
Importance:
• It lays the foundation for word recognition and spelling by helping learners map
sounds to letters.
• It supports the development of blending and segmenting skills, which are
necessary for reading unfamiliar words.
Without phonemic awareness, decoding becomes mechanical and ineffective,
particularly in alphabetic languages such as English.
1.3 Difference Between Shared Reading and Guided Reading
Shared Reading involves the teacher reading a text aloud to the class while learners
follow. It fosters print awareness, vocabulary growth, and rhythm of language. The text
is usually above learners’ independent reading level, allowing for rich exposure.
Guided Reading, in contrast, is conducted in small, ability-based groups. Learners read
texts that match their instructional level, while the teacher scaffolds reading strategies
like predicting, clarifying, and summarising.
The key difference lies in the level of learner participation and instructional focus.
Shared reading emphasises enjoyment and exposure, while guided reading builds
independence and strategy application.
Assignment 4
Due 16 July 2025
,IFP3701
Assignment 4
Due 16 July 2025
QUESTION 1: Reading Development and Classroom Strategies (25 Marks)
1.1 Four Stages of Reading Development in the Foundation Phase
Reading development occurs in distinct but interconnected stages. Each stage builds
upon the previous and reflects both cognitive and linguistic growth.
1. Emergent Reading Stage: Learners begin by understanding that print has
meaning. Reading at this stage is symbolic and visual, often through pictures or
familiar signs. The teacher's role is to cultivate oral language and listening skills,
creating early awareness of books and print.
2. Early Reading Stage: Children start recognising letters and associating them
with sounds. They decode simple words and begin to read basic texts. Here,
phonological awareness becomes critical, and the link between sound and print
is strengthened.
3. Developing Reading Stage: Learners read more fluently and begin to
comprehend what they read. They engage with narrative structure, character
motivations, and can retell or summarise stories. The shift from "learning to read"
to "reading to learn" begins.
4. Independent Reading Stage: Learners choose and read texts with confidence.
They analyse, interpret, and reflect on meaning, applying comprehension
strategies. Autonomy and self-regulation in reading emerge at this stage.
The progression from emergent to independent reading reflects Vygotsky’s concept of
the Zone of Proximal Development, where support is gradually withdrawn as learners
internalise literacy skills.
, 1.2 Phonemic Awareness and Its Importance
Definition: Phonemic awareness refers to the ability to identify and manipulate
individual sounds (phonemes) in spoken words. It is an auditory skill that precedes and
supports decoding.
Importance:
• It lays the foundation for word recognition and spelling by helping learners map
sounds to letters.
• It supports the development of blending and segmenting skills, which are
necessary for reading unfamiliar words.
Without phonemic awareness, decoding becomes mechanical and ineffective,
particularly in alphabetic languages such as English.
1.3 Difference Between Shared Reading and Guided Reading
Shared Reading involves the teacher reading a text aloud to the class while learners
follow. It fosters print awareness, vocabulary growth, and rhythm of language. The text
is usually above learners’ independent reading level, allowing for rich exposure.
Guided Reading, in contrast, is conducted in small, ability-based groups. Learners read
texts that match their instructional level, while the teacher scaffolds reading strategies
like predicting, clarifying, and summarising.
The key difference lies in the level of learner participation and instructional focus.
Shared reading emphasises enjoyment and exposure, while guided reading builds
independence and strategy application.
