The Ficus Upshot Model of Reading Development: A Conceptual Analysis

Abstract

Reading is central to functioning in today’s world. Studies have shown that becoming competent readers early in life is one critical pointer of children’s academic achievement and success in life. Reading competency is determined by the strategies employed in teaching emergent (early) reading. Studies in early reading proficiency have shown that there is an unswerving correlation between children’s competency in reading and their learning outcomes. Success in achieving early reading proficiency is determined by the strategies employed in teaching which centre on the children’s enjoyment of reading, motivation to read and confidence in their aptitudes. This paper illustrates a conceptual framework showing how experiential learning strategy which when effectively utilized at the very beginning of the reading continuum, supported by the necessary environments with the proper inputs from the school administration, lays a strong foundation for proficiency in later reading.

Key words: Conceptual analysis, Reading, Emergent, strategies, experiential, proficiency.

DOI: 10.7176/JEP/10-30-09

Publication date:October 31^st 2019