Running head: THE PROCESS AND TYPES OF READING1

The Process and Types of Reading Ninna Ricci C. San Juan, Alexes Marie B. Sandoval, Alecza Mae C. Sandoval, Jeano Gabriel R. Sunico, Renee Claudia P. Tuazon, Orlando Louis B. Uy, Berle Joy F. Villanueva, Vanessa Jae P., Villespin, Rafael P. Yerro University of Santo Tomas November 24, 2012

Running head: THE PROCESS AND TYPES OF READING1

Table of Contents Definition of Terms..3 Survey form.. ..4 Evaluation.. .....5 Evaluation.. .....6 References7

Running head: THE PROCESS AND TYPES OF READING1

Definition of Terms Reading - The action or skill of reading written or printed matter silently or aloud Process - A series of actions or steps taken to achieve an end. Comprehension - The action or capability of understanding something Reading Comprehension process of simultaneously extracting and constructing meaning (Sweet, Snow, 2003, p. 1) Schemata - A representation of a plan or theory in the form of an outline or model

Running head: THE PROCESS AND TYPES OF READING1

Dear Respondent, We are from 1C-Pharmacy, Group 3 of Prof. Jun Marasigans class conducting a study about Knowing the Reading Skill and Habits of Freshman Pharmacy Students for our English II Research task. This survey will only take 3-5 minutes to complete and will be kept confidential within reasonable boundaries. We trust your capability in answering the survey truthfully and seriously. Kindly answer this survey on or before November 22, 2012 (Thursday) since the deadline and compilation of all survey forms is also on the same date, Thank you for your cooperation. Head Researcher: Vanessa Jae Villespin

Name:___________ ___________________________________(optional) Age:_______ Gender:______ Section:_______ 1. Do you consider yourself a proficient reader? ____YES ____NO ____I DONT KNOW 2. In a day, how many hours do you spend time for reading? ____hours 3. In a scale of 1 to 6 (1 being the highest and 6 being the lowest), rate the following reading materials based on your preference. ____Academic textbooks, periodicals, references ____Articles and editorials in the newspaper ____Shakespeare drama, Jane Austen books, sonnets, folktales, classics ____Poetry ____Magazines ____Fiction: Chic literature, detective books, and romance novels 4. When you find an unfamiliar word while reading, what do you usually do? ____Skip the word and continue reading ____Look for a dictionary and search for the meaning ____Use context clues until you understand the word 5. Do you spend time analyzing the structure, form, stress or other features of the language to get clues to the meaning of the text and understand the authors notion? ____YES ____NO 6. Do you give imporatance to your own experience and sock knowledge to understand the text? ____YES ___NO 7. Can you visualize, infer, synthesize and determine the relevance of what you are reading? ____YES ____NO 8. Do you have the tendency to silently lip read or run your fingers to the line of the text while reading? ____YES ____NO 9. What reading skills are you capable of doing? ____Skimming ____Intensive (Content-Area Reading) ____Scanning ____Extensive (Recreational) ____Detailed Study reading (SQ3R) 10. No comprehension means no reading. ____I AGREE ____I DISAGREE

Running head: THE PROCESS AND TYPES OF READING1

Reading is a complex process that involves a range of different skills, processes and types of knowledge. (Cain, 2010, p.3) More or less 15 respondents from six classes from the Pharmacy Freshmen were asked to answer a survey regarding a study on Knowing the Reading Skill and Habits of Freshman Pharmacy Students The opening question asks about the respondent considering himself a good reader or not. As more questions were asked, the respondents were made to realize if they really are good readers or not. How can one say he is a good reader? The group suggested that good readers have a variety of reading preferences, spend more than 5 hours a day reading, have a variety of reading skills and of course, analyze and understand the text. More than half of the respondents said that they are good readers. A good number of those who said yes may not even know what makes a reader a good reader. A great number of students who answered our survey said that they use context clues until they understand the words, which they dont know the meaning of or look for it in the dictionary instead of just skipping it. This shows how they have improved in reading. Also almost all also said that they spend time analyzing the structure, form, stress or other features of the language to get clues to the meaning of the text and understand the authors notion. About 90% of the respondents said yes when they were asked if they give importance and apply their stock knowledge or schemata when they are reading. "How well developed readers' schemata are in the areas of skills and text structures will also influence their reading comprehension." (Tracey, Morrow, 2012, p. 63)

Running head: THE PROCESS AND TYPES OF READING1

Reading is comprehending. (Blachowicz, Ogle, 2005, p. 1) As said in our book, the main objective or purpose of reading is comprehension. "Comprehension refers to the ability to go beyond words, understand ideas and the relationships between ideas conveyed in a text." (McNamara, 2007, p. xi) Reading will not make sense if we do not understand the text. We read because we want to know about things. Based on the statistics we acquired, generally, we think that the Freshmen Pharmacy Students are good readers. But of course, reading more texts and acquiring more knowledge can improve our reading comprehension.

Running head: THE PROCESS AND TYPES OF READING1

References Sweet, A., Snow, C. (2003). Rethinking Reading Comprehension. New York, NY: Guilford Press.

Cain, K. (2010). Reading Development and Difficulties. West Sussex, UK: BPS Blackwell.

Tracey, E.D., Morrow, L.M. (2012). Lenses On Reading: An Instruction to Theories and Models (2nd ed.). New York, NY: Guilford Press.

Blachowicz, C., Blachowicz, C. Ogle, D. (2008). Reading Comprehension: Strategie for Independent Learners (2nd ed.). New York, NY: Guilford Press.

McNamara, D. (2007). Reading comprehension Strategies: Theories, Intervensions, and Technologies. NY, New York: Taylor & Francis Group, LLC.