Reading is not just a basic skill Reading is a complex process Reading is problem solving Fluent reading is not the same as decoding Reading is situationally-bounded Proficient readers share some key characteristics 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 emerging understanding of a text - Coordinating a variety of comprehension strategies to control the reading process STAGES OF READING DEVELOPMENT: Prof. Jeane Chall, Harvard Reading Expert STAGE 0 1 2 3 4 PREINITIAL CONFIRMATION READING MULTIPLE READING READING & FLUENCEY FOR VIEWPOINT LEARNING S THE NEW Pre-School Elem. School Middle High School School reading Decoding Fluency Skills To gain Ages 14 to readiness Stage Stage 0 + relevant 19 oral Applying Stage 1 Information -analyzes language knowledg Glued to the Expanded texts developme e to the print vocab. critically nt text Built Familiariy background comprehen w/ the & world d multiple language knowledge points of and its view speech sound
5 CONSTRUCTION & RECONSTRUCTI ON College Highest level Based on analysis and synthesis -intellectual inclination & capacity of the reader -reading selectively
The Process of Reading
COMPREHENSION or Meaning Identification your act of understanding or making the text meaningful No comprehension means no reading Reading is THINKING! Involving all levels of thinkingliteral, inferential, evaluative, integrative, and creative---- this term, comprehension serves as the CORE, the essence, the heart, the bottom line, the final outcome of any reading act. READING PROCESS: 1. RECOGNIZE THE PRINTED LANGUAGE SYMBOLS 2. ATTACH OR ASSIGN MEANING TO THE SYMBOLS BASED ON YOUR SCHEMATA
3. FUSE OR RELATE YOUR SCHEMATA OR CONCEPTS OF THE SYMBOLS WITH THE
AUTHORS IDEAS 4. ADJUST, MODIFY, APPLY, CONSTRUCT, OR CREATE NEW KNOWLEDGE ABOUT THE TEXT BASED ON THE MERGING OF YOUR SCHEMATA AND THE AUTHORS KNOWLEDGE DIFFERENT WAYS OF READING: I. BOTTOM UP-READING the reader depends on the authors ideas written in the text (lower level) II. TOP-DOWN READING greatly depend on or use of your schemata or background knowledge to understand the text (higher order thinking skills) III. INTERACTIVE OR SCHEMA READING strengthens reading abilities; deals with textual and non-textual information Your success in the process of understanding a reading material depends greatly on what have previously been in your mind before reading the text. Following gestures that signal poor or difficult understanding the text: 1. Fingers moving slowly along the lines 2. Lips moving while sounding the words 3. Sub-vocalizing or reading silently to oneself TYPES OF READING: Close Reading/ Reading Accdg. To Purpose: 1. SKIMMING- speed, main idead/ Rapid-survey reading 2. SCANNING- search for particular or specific information in the text/ Search Reading 3. INTENSIVE/FUNCTIONAL READING- Word for Word type of reading; requires you to read materials related to your course or to your research studies. Demands a great CAR/ Content-Area Reading that exposes you to various sources of knowledge. 4. EXTENSIVE/RECREATIONAL READING- Light-Type of Reading/ spending ones leisure time 5. LITERATURE READING- express mans best thoughts and feeling about a certain subject matter 6. DETAILED STUDY READING- SQ3R (SURVEY, QUESTION, READING, RECALL, REVIEW) -needed in any academic study Reading Types Accdg. To Reading Performance / Rate of Understanding the Text: 1. SPEED READING- extra speedy reading act; quick reading 2. SUB-VOCALIZED READING- recognize the form of the word and internally sound it in your mind the way you pronounce it 3. PROOFREADING typographical errors 4. SPE (STRUCTURE PROPOSITION EVALUATION) how to read a book: 1. Recognizing language structures 2. Making inferences 3. Evaluating ideas, reasons or conclusions 5. MI (MULTIPLE INTELLIGENCE) practical intelligence: a. Musical Intelligence b. Bodily-kinesthetic Intelligence c. Spatial Intelligence d. Interpersonal Intelligence e. Intra-personal Intelligence Reading Types According to Reading-Instruction Program:
READ ALOUD- good expressions, proper pacing, correct pronunciation
SHARED READING take turns in reading portions of the text GUIDED READING- alone silent/soft reading of the material FLUENCY READING- mastery of the pronunciation, phrasing, pausing, intonation or stress of the text is the main concern INDEPENDENT READING DEVELOPMENTAL READING a. Reading readiness in the nursery and the kindergarten level b. Beginning reading in Grades 1 and 2 c. Rapid growth in Grade 3 and 4; and d. Refining and widening reading in the intermediate , high school, college level, and beyond the tertiary level SELECTIVE OR KEY WORD READING- Skimming and Scanning REMEDIAL READING- widening and refining reading abilities STRATEGIC READING- latest type of reading; thinking aloud; meta-cognitive, metathinking, meta-reading, meta-comprehension, requires you to be alert, awake or active in reading
PISA (Program for International Student Assessment)
1. Reading for Private Use personal reasons 2. Reading for Public Use- for social-consciousness 3. Reading for Work 4. Reading for Education