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I. Nature of Reading and its Developmental

Stages1. Reading is a Tool

reading tools are required to buildknowledge

Learning how to apply the reading tools willhelp you grasp the meaning of the printed

pages, the visuals on screen and all the other

signs around you2. Reading is a Process

Major steps: Pre-Reading, During Reading,and Post Reading

Reading is a thinking (cognitive) process forit includes reconstruction and interpretation

of meanings behind printed symbols.

What Is Reading?1. Reading is not just a basic skill. Many people think of reading as a skill that

is taught once and for all in the first few

years of school. The credit (or blame) for students reading

ability goes to primary grade teachers, and

upper elementary and secondary schoolteachers.

Reading is not just a simple process inwhich readers decode (figure out how topronounce) each word in a text and then

automatically comprehend the meaning of

the words, as they do with their everyday

spoken language.

2. Reading is a complex process. If you could recapture your mental

processing, you would notice that you readwith reference to a particular world of

knowledge and experience related to the

text. The text evokes voices, memories,

knowledge, and experiences from other

times and placessome long dormant, some

more immediate. Your reading most likely is characterized by

many false starts and much backtracking. How experienced readers read They begin to generate a mental

representation, or gist, of the text, which

serves as an evolving framework for

understanding subsequent parts of the text.As they read further, they test this evolving

meaning and monitor their understanding,

paying attention to inconsistencies that ariseas they interact with the text. If they notice

they are losing the meaning as they read,

they draw on a variety of strategies to

readjust their understandings. While reading a newspaper analysis of

global hostilities You may silently argue with its presentation

of facts, question the assertions of thewriter, and find yourself revisiting heated

debates with friends over U.S. foreign

policy. You may picture events televisedduring earlier wars.

3. Reading is problem solving. Reading is not a straightforward process of

lifting the words off the page.

It is a complex process of problem solvingin which the reader works to make sense of

a text not just from the words and sentenceson the page but also from the ideas,

memories, and knowledge evoked by those

words and sentences.

4. Fluent reading is not the same as decoding. Multiple rereading of more difficult texts

help broaden a readers fluency . Fluency grows as students have

opportunities, support, and encouragement

to read a wide range of text types about a

wide range of topics.5. Reading is situationally bound.

A person who understands one type of textis not necessarily proficient at reading all

types.

Proficient readers share some keycharacteristics.Good readers are

Mentally engaged, Motivated to read and to learn, Socially active around reading tasks, Strategic in monitoring the

interactive processes that assist

comprehension Setting goals that shape their reading

processes,

Monitoring their emergingunderstanding of a text, and Coordinating a variety of

comprehension strategies to control

the reading process.

II. STAGES OF READING DEVELOPMENT By: Jeanne ChallHarvard reading expert

and psychologist

1. Pre-reading (pre-school)2. Initial reading (pre-school)3. Confirmation and fluency (elementary)

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4. Reading for learning the new (middleschool)

5. Multiple viewpoint (high school)6. Construction and reconstruction (college) Each stage builds on skills mastered in

earlier stages Inadequate mastery at a particular level can

hinder the reading development beyond that

level - ChallStage 0: Pre-reading

Often called reading readiness or orallanguage development

The child gains familiarity with the languageand its speech sounds.

He becomes conscious of sound similaritiesbetween words, learns to predict andrecognize a few familiar written words

especially with the aid of pictures. This initial stage is the best time to motivate

the learner to read because of his enthusiasmor interest on what is being read.

Stage 1: Initial Reading Known to be the decoding stage Learner is aware of the letters that represent

sounds and the sound-spelling relations Learner eventually begins applying the

knowledge to the text

Stage 2: Confirmation and Fluency A very significant stage for it confirms the

knowledge acquired in stage 0 and stage 1

that will eventually end up to fluency skills. Development in speed reading is apparent

when one already has good decoding skillsand is accurate in word recognition.

The learner gives full attention to meaningand to the printed page.

For the beginning reader: this is a criticalstage because if the developing reader stops

to make progress, the individual remains in

this stage.glued to the print

Stage 3: Reading for learning the new

Reader has already expanded vocabularies,built background and world knowledge, anddeveloped strategic habits.

S/He has enough reading skill to begin toread text to gain relevant information.

Stage 4: Multiple viewpoints Reader analyzes texts critically and

comprehends multiple points of view Usually developed during high school, 14-

19 yrs of age

Stage 5: Construction and reconstruction

Reader has reached the highest level ofreading development.

One learns how to read selectively and formhis/her own opinions about what s/he reads.

Understanding is based on analysis andsynthesis.

III. The Psychological Process of Reading SCHEMATAstock knowledge, views,

concepts, background knowledge orexperiences

When one reads a text, these schemata arebrought to the reading process to help one

interpret or attach meanings to the printed

words. Note: The extent of your schemata is

therefore the key to a better understanding

of the text. Your act of understanding or making the

text meaningful is called Comprehension or

Meaningful I dentif ication. Reading is not merely recognizing or

pronouncing individual printed letters or

words on the paper. It is more on attaching meanings or ideas to

the whole text. (activated by schemata)

Schemata(always plural) means storedknowledge

Schemathe symbol or mentalrepresentation of this knowledge in your

brain

Schemata are your bases in making sense of theworld.

Comprehensionserves as the essence, bottom

line, or final outcome of any reading act (the main

objective of reading)No comprehension = no reading

The reading process - Mc Whorter (2007)

1. Recognize the printed language symbols.2. Attach or assign meanings to the symbols

based on your schemata.

3. Fuse or relate your schemata or concepts ofthe symbols with the authors ideas.

4. Adjust, modify, or construct new knowledgeabout the text based on the merging of your

schemata and the writers ideas.

But what if you have very limited schemata or you

rely mainly onthe authors ideas?

Bottom-Up Reading

You spend time analyzing the structure, form,

stress, or other features of the language to get clues.

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Getting meanings depends on a lot of data

appearing on the page, not on your expectations oranticipations about it.

Bottom-Up Reading does not give importance to

ones own experience.

Reading is limited mainly to the visiblesymbols encountered on the page.

This is the reason why some experts believe

this method of reading thrives on low-levelconcepts.

Top-Down Reading

The direction of forming meanings proceedsfrom the reader to the author.

Readers greatly depend on schemata to

understand the text.

Focuses on what the readers already knowor what they have already experienced in the

world.

Interactive or Schema Reading

Considered as the most comprehensivedirection of the reading process

Requires readers to deal with both textual

and non-textual information (predictions,assumptions, conclusions, etc).

The readers understanding of the text does

not come in a linear or sequential pattern.Rather, all levels of thinking interact or

influence one another.

Strengthens reading abilities by giving

importance also to letters or words in the

total understanding of the text.This reading method allows one to shift

from TD to BU reading or vice-versa for aneasier comprehension of the text.

Some gestures which signal poor or difficult

understanding of the text:

Fingers moving slowly along the linesLips moving while sounding the words

Sub-vocalization or reading silently to

oneself

IV. Types of Reading

READING TYPESA. Reading according to purpose

1. Skimming General understanding of the whole text Fastest type of reading based on purpose Also called rapid-survey reading

2. Scanning Look for specific information in the text It makes you skip more than you read Also called search reading

3. Intensive or functional reading

Also called word for word type of reading Requires one to read materials related to

his/her field of specialization

The object of intensive reading demands agreat deal of content-area reading

4. Extensive or recreational reading Also called li ght-type of reading Reading for leisure You love what you read.

5. Literature reading

Not mainly for pleasure but Intends to familiarize readers with different

genres of literature pieces:

Novels, short stories, biography, drama,epic, etc

6. Detailed study reading Requires serious reading and proper note

taking Uses the method of reading called SQ3R

(Survey, Question, Reading, Recall,Review)

This reading works well in research projectsand academic study.

B. According to reading performance / rate of

understanding

1. Speed reading Information tends to stay superficially in

ones mind. Not a good method if your objective is to

gain a deeper understanding of the text.

2. Sub-vocalized reading One recognizes the form of the word and

internally sounds it in the mind the way onepronounces it as a spoken word.

Focuses primarily on the form, stress,intonation, phrasing of the language.

This prevents one from quick reading andcomprehension of the text.

3. Proofreading To see typographical errors Proofreading vs. editing

4. SPE (structure proposition evaluation) Three stages1. Recognizing language structures2. Making inferences3. Evaluation ideas, reasons, or conclusions Judgment is withheld until the text is fully

understood.

5. MI (Multiple Intelligences) Enhances not only analytical intelligent but

practical intelligence as well.

1. Musical intelligence

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2. Bodily-kinesthetic intelligence3. Spatial intelligence4. Interpersonal intelligence5. Intra-personal intelligence

C. ACCORDING TO READING-INSTRUCTION

PROGRAM1. Read aloud

Many teachers use this in instruction Students will learn good expressions, proper

pacing, and correct pronunciation.

2. Shared reading Both the teacher and student take turns in

reading portions of the text.

3. Guided reading Reader is left alone to do silent reading. But the reader is motivated by the teacher by

various strategies:

Using contextual clues, examiningillustrations, activating schemata

Reader is not totally left alone.4. Fluency reading Main objective: To gain mastery of the

pronunciation, phrasing, pausing, intonation,or stress of the text

Text is read several times. Ex: Choral reading, taped reading, timed

reading

Progress: measured by the number of wordsone can read aloud and comprehensions Qs

answered correctly

5. Independent reading One chooses the material s/he wants to read

6. Developmental reading Aims to refine ones reading comprehension

skills by letting reader experience different

reading stages:

1. Reading readiness in the nursery andkindergarten level

2. Beginning reading in Grades 1 and 23. Rapid growth in Grades 3 and 44. Refining and widening reading in the

intermediate, HS, college level and beyondthe tertiary level

7. Selective or key-word reading Characterized by skimming and scanning

8. Remedial reading One submits himself/herself to a reading

program that will give him/her special

reading sessions under the guidance of a

reading specialist. This requires one to reflect on thoughts

Reading types acc to PISA (Program forIntl Student Assessment)1. Reading for private use2. Reading for public use3. Reading for work4. Reading for education