WHAT IS READING?

By: Christine Cziko

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