Nature of Reading

7/25/2019 Nature of Reading

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The Nature of Reading

andThe Reading Process


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OBJECTIVES:

DEPARTMENT OF EDUCATION

At the end of the session, the participants should beable to:

1. understand the reading process;

2. explain how reading comprehension is achieved;

3. evaluate their own teaching reading practices andits implication to the development of reading

comprehension

4. understand how specific reading sills are

developed; and!. appl" nowledge and sills gained in an explicit

and s"stematic teaching # learning process


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$he%uestionsthat p&& face asthe" raisech&&& from in&& toadult life arenoteas" to an&&.'oth fa&& and m&& can becomeconcerned when healthproblems such as co&& arise

an"time after the e&& stage tolater life. (xperts recommendthat "oung ch&& should haveplent" of s&& and nutritious food

for health" growth. '&& and g&&should not share the same b&&or even sleep in the same r&&.$he" ma" be afraid of the d&&.

poultrymen

incubation

answer farmersmerchants

coccidiosis

egg

chicks

sunshine

Banties geese

barnyard

roost

dark

chicken


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) *ow did "ou find the activit"+

) ere "ou able to give the

appropriate term-s+ h"+h" not+

) hat sill-s did "ou use tocome up with "our answer+

Department of Education


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irections:)/sing the same group, discuss the given %uestions:

0roup 1 # hat is (A0 to "ou+0roup 2 # hat are "our practices as a reading

$(A*(+0roup 3 # hat are "our practices as a (A(+

0roup 4 5 *ow do "our teaching practices aid pupilsin comprehension+0roup ! #*ow do "our reading practices help "ou

understand texts+0roup 6 5 'ased on "our experience-s what specific

reading comprehension sills are leastlearned b" our learners+ h"+ h" not+

rite "our answers on a 7anila paper. 8resent "our outputs after19mins.

cti!ity: Focused Group Discussion (FGD)



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hat are the similarities and

differences between and among the

given responses+ o "ou agree-disagree with the

given responses+ h"+ h" not+ hat have "ou realied with the

responses provided are the" similarto "our own beliefs and principles in

teaching reading+


7/23Department of Education

WHAT IS READING?

. . . a d"namic process in which thereader interacts with the text to

construct meaning. nherent in

constructing meaning is the readersabilit" to activate prior nowledge,

use reading strategies, and adapt to

the reading situation.


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TO#$%O&' I'TE($CTIVE BOTTO)$*#

concept5driven both concept and text5driven

text5driven

emphasies the reader emphasies both reader

and material

emphasies material being

read

emphasiescomprehension

emphasies bothcomprehension anddecoding

emphasies decoding

instruction tends to beholistic, literature5based,flexible in groupingstrategies

instruction tends to bebalanced, allows forvarious forms of grouping

instruction tends to besills5oriented; grouping b"abilit"

THE THREE MODES O! READING



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lternati!e Views bout (eading


1.eading as >

2. eading as 8?(

!. eading as


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hile the readers nowledge

of language is recognied as an

integral part of reading print,reading is viewed as a sill that is

learned. n fact, reading is a

unitar" sill that we use toprocess texts.

(eading as S+I,,



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*'IT(- S+I,,S

&O(% I%E'TI.ICTIO' CO)#(E/E'SIO'

&/O,E &O(%

(ECO0'ITIO'

(OOTS

VIS*,

CO'.I0*(TIO'

0(#/O#/O'E)E

CO((ES#O'%E'CES',-SIS

&O(% ',-SIS I' CO'TE1T

)O(#/E)IC

',-SIS

#(E.I1ES S*..I1ES

)E'I'0

SSOCITIO'

S#E,,I'0 #TTE('

#/O'ICS

SI'0,E,ETTE(

SO*'%

CVC

CVC 2 E

I'.,ECTIO', E'%I'0S

VC

3 O( )O(E S-,,B,E

SE0)E'TTIO'

T&O S-,,B,E

S-,,BICTIO'

,ETTE(

C,*STE(

TO

SO*'%

SSI0'I'0 CCE'TS

TO S-,,B,E

S*))(I4I'0

I'.E(E'CI'0 SE5*E'CI'0 O. EVE'TS

0ETTI'0 T/E )I' I%E

'OTI'0 %ETI,S

#(E%ICTI'0


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$he reading process, also nownas the meaning # maing process,

provides an explanation of Bhow

reading happensC Dambourne, 1EEFG.$o construct meaning, readers draw

on, or sample the language

information available to them.

(eading as #(OCESS



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0raphophonic

language cues

8ragmatic languagecues


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omprehension occurs in thetransaction between the reader

and the text.

eading


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Interacti!e )odel of (eading

Comprehension

CO'TE1T)En!ironment)#hysical .actors

(eading

Situation)Setting)Task

Constructing meaning

happens here

(E%E( TE1T

)Background

E6perience)+nowledge about

sub7ect)Vocabulary)ttitudes and

moti!ation

)Type8Organi9ation)Content)(eadability)Concepts)uthors purpose

dapted from Cook; ?; =


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eading is an interpla" of ones experience,oral language, and abilit" to interpret written

s"mbols as shown in the diagram.

E6perienceOral

,anguage

&ritten8

#rinted

Symbols

B C

$he relationships of three t"pes of nowledge used in reading D*ermosa,

2992G

(eading as %EVE,O#)E'T,


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$he relationship of circles A, ' and is reciprocal. t

is true that ircle A develops first, followed b" ircle ',

then b" ircle . *owever, once an individual hasac%uired a language, he uses it to learn more

experiences.


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Strategiesare conscious, flexible plans

a reader applies to a variet" of texts. $he

use of strategies implies awareness,

reflection, and interaction between the

reader and the author.


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In"the"Head ReadingStrategies #sed $% theReader Whi&e Engaged InReading



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Self$Correct

Check

)onitor Search

#redict

Confirm

0uided eading: 7aing t or


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#rofessional %e!elopment #lan A#%#


Stop Doing

(STOP)

Continue

Doing(SUSTAIN)

Start Doing

(STAT)


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T!eg

iftof

T!egifto

f

EADIN

GAN

D"ITING

EADIN

GAND"

ITING

Agiftt

!at#asts

fore$er

%


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will give a child a gift

that lasts forever, the gift

of reading and writing.

will open e"es and ignite

dreams with stories that

mae children feel,grow, thin, learn, and

love. othing will stop

me, because m" heartnows the power of

reading and writing.

Nature of Reading

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