ENGLISH 18Prepared by: Rosmana Valencia

Instructor: Dr. Isidro Biol

Reading Defined:

(Smith and Dechant)-reading is a key to success in school,and development of out-of school interests,to the enjoyment of leisure time and to personal and social adjustment .

(Villamin)-reading as the key that unlocks the door to the world of enlightenment and enjoyment and the basic tool for learning in the content field. `

***Reading involves much more than recognition of the graphic symbol;it includes even more than the arousal of meaning or the gaining of meaning from printed symbols.***Reading is the process in which information from the text

and the knowledge possessed by the reader get together to produce meaning ***Reading consist of two major components: recognizing and analyzing words,often referred to as decoding and understanding words and ideas often called comprehension.

Theoritical Models of readingTheoritical models described

and explain how readers construct meaning from written texts.*Murray's Interactive theory postulates that reading is an interaction involving the reader and the text being read.

Ehri enumerates the various information sources as :1.Knowledge of language which enables the readers to recognize sentences and 1.1 syntax or the way in which which words are put together to form phrases, clauses, harmonious arrangement of parts

1.2 the study of meaning 1.3 pragmatics or the practical use of language2.knowledge of the world/ background,knowledge including both encyclopedia and experiential knowledge which supply withnbackgroufor understanding ideas.

3. metacognitive knowledge which enables readers to monitor their own comprehension 4. knowledge of the alphabetic-phonemic(letter-sound)Gough's-bottom-up model---is the text rather than what the reader brings to the text.

Goodman's Top-down model—focuses attention on the readerInteractive model by Rumelhart is a combination of the bottom-up and top-down views of reading.***A reader maybe top-down if he is reading familiar material and bottom-up when reading unfamiliar information.

The Perceptual Nature of Reading

Sumarrily,the stress in the reading act is on perception rather than sensation and on meaning rather than on the symbol.The printed word itself possesses no meaning.The perceiver's reaction to the words depends on the quality and

number of his prior experiences,and the general nature of the culture in which he has lived.

Perception always involves an interpretation.This is so because words can only “stand for” experiences,they are substitutes that must be interpreted in terms of perceivers experinces.The act of perceiving gives meaning to the

printed symbol.Without perception or meaning ,there is no reading.Learning Principles and the Reading Process (Hilgard)1.In deciding who should learn what,the capacities of the learner are very important.

Brighter people cn learn things less bright ones cannot learn;in general,older can learn more readily than younger ones;the decline of ability with age,in the adults years,depends upon what it is that is being learned.

2. A motivated learner acquires what he learns more readily than one who is not motivated. Learning proceeds most effectively and tend to be most permanent when the learner is motivated,that is when he has a stake, as it were, in the activity being undertaken.

3.Motivation that is too intense (especially pain ,fear, anxiety) maybe accompanied by distracting emotional states,so that excessive motivation should be less effective than moderate motivation for learning some kind of tasks,especially those involving difficult discriminations.

4.Learning under the control of reward is usually preferable to learning under the contorl of punishment.Correspondingly,learning motivated by success is preferable to learning motivated by failure.

5.Learning under intrinsic motivation is preferable to learning under extrinsic motivation.6.Tolerance for failure is best taught through providing a back-log of success that compensates for experience failure.

7.Individuals need practice in setting realistic goals for themselves,goals neither so low as to elicit little effort nor so high as to foreordain failure.8.The personal history of individual ,for example his reaction to authority,may hamper or enhance his ability to learn.

9. Active participation by a learner is preferable to passive reception when learning ,for example,from a lecture or motion picture10.Meaningful materials and meaningful tasks are learned more readily than task not understood by the learner.

11.There is no substitute for repetitive practice in the over learning skills.12.Information about the nature of a good perfomance,knowledge of his own mistakes,and knowledge of successful results,aid learning.

13.Transfer to a new tasks will be better,if,in learning the learner can discover relationships for himself,and if he has experience during learning of applying the principles within a variety of tasks.

14.Spaced or distributed recalls are advantageous in fixing material that is to be long retained.15.Learning is encouraged when it takes place under conditions that enhance the personality adjustment of the learner.

Factors that Affect Reading

Physiological factors.Reading makes constant use of the eyes.Studies show that the eyes should move rhythmically and regularly along the printed line if reading is to be effective.According toSalazar,the eyes move from the beginning of one line(L)to the end of the line(R)

Fixation is made when the eyes stop.Good readers have fewer fixations than poor readers.Interfixation movements are caused by the eyes which move from one stopping point to another.Return sweeps refer to the quick swinging back of the eyes from

the end of the line to thebeginning of the next line.Regressions are backward or right-to left movements made in a reverse direction.Span of recognition or perception span is the number of words taken everytime the eyes stop.

Duration of fixation is the length of time the eyes pause.Intellectual factors the innate capacity to learn,intelligence,and mental maturity affect reading performance.Psycological factors feelings about self and others affect reading performance.

Linguistic factors to read well,the reader must understand sound-symbol relationships,intonation,stress, rhythm,and pauses.Sociological factors reading is a social process affected by attitudes ,loyalties,conflicts and prejudices.

Reading as a Developmental TaskA developmental task is a

specific responsibility that the individual faces at certain stages of life in order to be well-adjusted.It grows out of the interaction of physical maturity,social demands,and the values and aspirations of the individual.

Developmental reading refers to a comprehensive reading program which consists of several periods or stages that usually coincide with the individual stages of growth,as follows;Reading readiness refers to aperiod when the child is getting ready to read. (preschool years)

Beginning reading is the stage at which the child starts to recognize certain symbols,words,phrases,and sentences that stands for ideas.Period of refinement this period is characterized by wide reading where learners are ready to interpret selections more intense.

Reading Readiness

Reading readiness is a complex of many abilities, skills, understandings, and interests, each of which contributes in some measure to the process of learning to read.It refers to the period when the child is getting ready to read.

Theories on Readiness

(Charles Fries)Stage1: The transfer stage it is the period during which the child learns a new set of signals-the visual symbols(letters,spelling,patterns,punctuation marks)that stand for auditory symbols(the oral language)that he already knows.

Stage2:The productive stage this is the period during which the child's reading becomes fluent an automatic that he no longer pays conscious attention to the shapes and patterns of the letters on a page.He can now pay more attention to the construction of meaning beyond the literal information of the text.

Stage3:The vivid imaginative realization of vicarious experience (VIRVE) this occurs when the reading process becomes so automatic that reading is used equally with,or even more than live language in the aquiring, and developing experience.

Reading Readiness and Emergent Literacy

Then:Reading readiness 1.Reading instruction should begin only when children have mastered a set of prerequisite skills2.Children should learn to read before they write.

3.Reading is a subject to be taught,involving a sequenced mastery of skills.The focus should be on teaching the formal aspect of reading;its functional uses are generally not relevant.4.It is not important what children know about language before formal teaching and practice of a sequence of skills begin.

5.Children should move through a scope and sequence of readiness and skills, and their progress should be measured with regular, formal testing.Now: Emergent Literacy 1.Reading and writing are language processes and thus learned like spoken language;

through active engagement and the construction of meaning.2.Young children have been actively engaged in functional reading and writing experiences in real-life settings before coming to school. 3.The literacy experiences of young children vary across families,

4.Young children actively construct concepts about reading and writing.5.Reading and writing are interrelated and develop concurrently.

social classes,racial/ethnic groups and age groups.

Indicators of Readiness(Gray) 1.General mental ability2.Background of previous experiences3.Range of speaking vocabulary4.Accuracy of pronounciationand related speech habits5.Ability to express oneself clearly to others.

6.Habit of observing details and forming associations with things seen or heard7.Ability to perceive likeness and differences8. Ability to recognize relationships9.Ability to keep in mind a series of events or other items

10.Ability to think clearly and in sequence 11.Ability to make choices and decisions 12. Good health13.A well nourished body14.Freedom from fatigue15.Visual efficiency and discrimination

16.Auditory efficiency and discrimination 17.Emotional balance18.Social adjustment and feeling of security19.Ability to focus on specific learning activities20 Ability to follow directions

21.Ability to work effectively in a group 22. Interest in pictures and the meaning of written printed symbols23. A desire to learn to read.

Skills of the Emergent Reader

Left-to-right progression means reading which starts from the left of the page going to the right.Visual disrimination ability to differentiate differences in size,shape,color, etc.

Auditory discrimination is the ability to differentiate differences in the sounds that they hear such as animal sounds,sounds of different musical instruments,sounds of different means of transportation,sounds like people produce,and other sounds that the children hear.

Sounds and letter names the sounds of the letters of the alphabeth are intorduced first.The children should master the phoneme-grapheme(sound-letter)relationships.The sequence in the introduction of sounds is done by groups to make easier for children to remember.

Vowels : a, e, i, o, u

Consonants:a. Ascending lettersAscending letters: b,d,h,k,l,tb.Descending lettersDescending letters: g,j,p,q,yc.One-space lettersOne-space letters: c, m, n,

r, s, v, w, x, zd.Special letterSpecial letter: f

Sound blending is introduced such as the consonant blends(gr,fl,tr,sh,etc.)and the consonant clusters(thr,str,spr,etc.).When the children have mastered all the sounds,the letter names are introduced.The alphabeth is taught in jumbled order first and later in alphabetical order.

Comprehension skills of the Emergent Reader. Comprehension lessons of the emergent learners may start with skills in classifying pictures that are similar,shapes that are similar or different,colors that are the same and those that are different.

The skills in sequencing pictures may also may taught.Another skill is grouping pictures under one main heading.Young as they are the emergent readers are capable of assimilating higher-order thinking skills (HOTS). They should be taught as early as possible.

Teaching Beginning Reading

The alphabet is best taught after all the sounds have been mastered.They should be drilled on what comes before a letter and what comes after.

Teaching word recognition

Word recognition refers to the ability to identify,read,and analyze the meaning attached to the word.Teaching word recognition skills using family will be much easierfor the teachjer.

at familly- bat,cat,hat,mat,etc.an familly-ban,can,fan,man,ranad family- bad,dad,sad,had,padar family- bar,car,far,wared family- Ben,den,men,tenin family-fin,pin,sin,winit family-bit,hit,sitair family-fair,hair,pair oat familty-boat,coat,goat

Teaching service words includes the following:a)articlrs:a,a,theb)pronouns:he,she,it, I,my, mine, our, ours,they them etc.c)prepositions:on, in for,to,under, over,by,with etc. d)conjunctions: and, but,etc.e)verbs:has,have,do,does,done.

Reading Phrases and SentencesThe words and the service

words are joined to form phrases and sentences.Phrases- *on a mat *the pen *a fat cat *Dan and Ben SentencesThe man has a hat.A cat sat on a mat. Her father is a doctor.

Teaching Comprehension Skills to the Beginning Reading

Comprehension lessons of the beginning readers may start with simple stories.The following stories aim to develop comprehension skills of the beginning readers.

Skill: Getting the Main Idea:PAMELA

Pamela is a sweet little girl.She loves to dance and sing.She talks like an adult andknows how to reason out.She helps her mother take care of her little sister.She helps in whatever her mother does.

Her mother and father loves her very much.Answer the following questions:1.The story talks about

a)a babyb)a familyc)a little girl

2.Pamela isa)a good girl b)a papa's girl c)a bad girl

Skills: Inferring Meanings:KHALIL and KIER

Khalil and Kier are twin brothers.They are seven years old.They live near the sea.They go during Saturdays and Sundays to swim.Their parents,brothers and sisters go there, too.

Answer Yes or No:____1.Khalil and Kier were born on the same day.____2.They love to swim in the sea.____3.They are happy family.____4.They go to the sea when there are no classes.

Skill: Identifying Words that DescribeWINSTON

Winston is a handsome boy.He is tall for his age of two years. He has darked complexion. His legs are long and his feet are big.

Underline the words that describe Winston:1.Winston has the following:feet (small,long,big)legs (long,thin,short)complexion (light, dark) height (short,medium,tall)2.Winston is (bony, ugly, handsome)