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Title of the Book

Content

Reference

Developmental Reading (Lacamento,

Reading and child development are

Lacamento, E. M. (2001).

2001)

related in two ways:

1. The developmental traits and
needs of children help
determine what and how they
should be taught
2. Reading activities may influence
childrens growth by developing
new abilities and interests and
by changing attitudes and
values related personality
patterns.
The first relationship suggests that
teachers should study their pupils
as persons.
The second relationship involves
the teaching literature.
Lapp and Flood (1978) categorized
reading into:
1. Reading is viewed primarily as a
decoding process, a breaking of
visual code.

Developmental Reading. La
Trinidad Benguet : Benguet
State University .

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2. Reading is viewed as a reading
for meaning, a comprehension
processed is stressed.
Miles Zintz (1982), however, illustrates
reading process as follows
1. Step 1: Word Perception
involves sensation. The eyes
see the printed symbols with the
aid of light rays that strike the
retina.
2. Step 2: Comprehension
requires fusion of meanings of
separate words into a chain of
related ideas. On the literal
level, one reads to understand
the passage its main thought,
specific details, sequence, and
directions to be followed. The
implied level involves making
inferences, sensing
relationships, drawing
conclusions, and recognizing
the authors purpose, tone and

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feeling. These skills help the
reader to grasp the total
meaning of the passage.
Comprehension therefore refers
to skill in making individual
words to construct useful ideas
as they are read in context.
3. Step 3: Reaction includes the
ability to judge accuracy, quality,
or worth. These judgments are
the result of critical reading and
experience.
4. Integration/Assimilation the
ability is to assimilate idea or
concept into ones background
of experience so that is useful
as part of the individuals total
experience. It is determined by
the reaction of the reader.
Factors that Influence the Acquisition
of Ability and Reading Progress
1. Neurological factors
Perfect neurological functions
make for normal and rapid

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progress in reading skills
development, while neurological
disfunction make it impossible
for children to learn and often
cause intense frustration with
passivity and aggression
(Strang et. al, 1967)
2. Intelligence
There is a correlation between
intelligence and reading
achievement.
3. Visual and Auditory Efficiency
Visual and auditory acuity are
basic to success in reading,
especially in the beginning
stage.
4. Language Proficiency
One who is proficient in the
language of the material to be
read is more likely to learn and
progress much faster than one
who has no competence in the
same language.
5. Perception and
Conceptualization

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The process in the beginning
stage is visual impressions and
perception plus auditory
associations- pronunciationrecognition of meaning
conceptualization.
6. Listening Comprehension
Studies show that the relation
between listening and reading
achievement is close enough to
warrant attention (Strang et. al)
7. Personality and Emotional
Factors
A study (Holmes) found that
there seemed to be a gradual
shift in the relationship between
personality factors and reading
performance as children
advanced through the grades.
Developing Critical Reading (Espino,

Many reading experts have conducted

1988)

researches and have come to a

Critical Reading. Manila: REX

conclusion that reading

Bookstore .

comprehension has different

Espino, D. N. (1988). Developing

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dimensions ore levels. Knowing and
ultimately applying this dimensional or
multilevel approach in every
classroom, the teacher will find in it an
effective aid in teaching learning
process.
Jenckinson (1967: 43-9) recognized
five types of questions which are
essential in developing a critical
attitude toward what is read. These
types of questions are as follows:
1. First level questions are
designed to check literal
comprehension. Skills included
are recall or recognition of
detail, sequence of the events ,
understanding of the
appropriate meaning of the
word.
2. Second level questions are
meant to develop understanding
of the authors main ideas and
the relevance of subordinate

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ideas.
3. Third level questions are made
to check if the child can give a
judgment about the truth or
reasonableness of what he has
read in the light of his own
experience.
4. Fourth level questions aim to
check if young children can
realize the authors tone and
mood, and the type of language
he uses.
5. Fifth level questions are
designed to check the students
intelligent comments about their
reading through questions
which elicit comparison with
their own experience, or the
authors purposes, or reacting to
the authors style.
Nila B. Smith (Smith, 1969: 255-8)
identified four categories of reading
comprehension. Her categories do

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not so much differ with those types
recognized by Jenckinson, above.
The following are Smiths
classifications:
1. Literal Comprehension. She
admits that this is not a thinking
skill. It involves the skill of
getting the primary, direct literal
meaning of a word, idea, or
sentence in context.
2. Interpretation (or inference)
probes greater depth than literal
comprehension. It is concerned
with supplying meanings not
directly stated in the text. This
involves such thinking skills as
(1) supplying additional
information by reading between
the lines, (2) making
generalizations, (3) making
comparison, (4) sensing
motives, and (5) discovering
relationships.

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3. Critical Reading includes literal
comprehension, interpretation,
but it goes further than either of
these in that the reader (1)
evaluates, and (2) passes
personal judgment on the
quality, value, accuracy, and
truthfulness of what is read.
4. Creative reading grows out of
the literal comprehension,
interpretation, and critical
reading, but it differs from
anyone of these.
Creative reading starts with a
questions or an inquiry which arises in
mind of the reader, personally, and is
usually carried forward with high
Developing Vocabulary Strengths and

motivation, often a sense of urgency.

How can you find out the status and

Weaknesses (Diaz, 1987)

needs of your vocabulary? Your school

may have a standardized vocabulary
test. However, it was been noted that
most standardized vocabulary tests

Diaz, L. Talens, B. Santos, N. Villamin,

A. (1987). Developmental
Reading. Katha Publishing CO.,
INC.

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have certain shortcomings: 1. They
measure student's mastery of words in
terms of single meaning, and 2. They
test the word power in an artificial
situation since the words are out of
context. If a standardized test is not
available, a quick teacher-made test
on the particular words which concern
you at the moment can be utilized.
Another means of diagnosing
vocabulary strength and weaknesses
is by means of Student Self-Appraisal.
Using brief questions, you can learn in
just minutes something about your
vocabulary development. For instance,
asking yourself such questions like
"What do you do when you're studying
an assignment and meet an important
new technical term?" or "Have you
ever consciously done anything to
build your vocabulary? If so, what
methods have you used" will reveal
much of one's vocabulary development

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habits.

Pre-teaching "Stopper" Words

Teachers can remove vocabulary

difficulties before students read the
assignment by pre-teaching selected
words. A mathematics teacher for
instance, can remove the obstacle of
coefficient before his class takes up
simplifying algebraic equations. A
home economics teacher can take up
the word colander just before her class
prepares spaghetti. An English teacher
can bring the Odyssey within reach by
pre-teaching about the imperturbable
Odysseus, the stratagem of the
Wooden Horse, and the like--- at the
same time stimulating interest through

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intriguing snatches of plots. A social
studies teacher can clarify indulgence
before students read about the
Reformation.

The Meaning of Reading

Anderson (1985)views comprehension

(Diaz, L. Talens, B. Santos, N. Villamin,

Comprehension

as an integrated skill, "a process of

A., 1987)

constructing meaning from written

texts, a complex skill requiring
coordination of interrelated sources of
information." Comprehension is "a
means of integrating information."
When we read, we form a structure
which includes all the events or
circumstances and the concepts that
must be put together to logically link
the events to one another. The result is
what is remembered and serves as the
basis for recall or retrieval of needed
information (Schank, 1977)
All reading begins with the recognition

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of words, but it should not stop there.
The reader must associate some
meaning to words recognized in the
printed material and determine what
the writer is saying. He must look at
the relationships of words, writer is
saying. He must look at the
relationships of words, clauses,
sentences, and paragraphs and derive
from these relationships what the
writer means by what he is saying.
Almost simultaneously, recall previous
related knowledge and experiences
and comes up with his own
understanding, insight and/or opinion.
Reading comprehension, therefore, is
the result of an interaction between the
text and the reader. It primarily
depends on the reader's skill in
recognizing printed symbols nd words,
his mastery of the language of the text
including a rich fund of vocabularies,

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the depth and breadth of his prior
knowledge and experiences, and
familiarity with the subject matter. The
meaning passage. The reader must
bring into the printed page enough
meaning to enable him to approximate
what the writer is trying to convey. At
the same time, he must have a
working knowledge of the many
devices writers use to convey their
ideas such as figurative language,
idiomatic expressions, poetic devices,
style of presentation, and organization,
among others. It is only when the
reader can integrate all these and
bring his prior knowledge and
experience to bear upon the text and
see logical relationships of ideas that
comprehension can occur, that
meaning can be "grasped". In this
sense, reading comprehension is an
interaction between the reader and the
text.

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Chapter 4: Vocabulary Introduction
(San Juan, 1992)

A person's vocabulary is the sum total

of words he knows and can use
correctly and readily if not
automatically. A person has three
vocabularies: 1. his speaking
vocabularies 2. his reading vocabulary
3. his writing vocabulary. If he is
already good in English, his listening
vocabulary may be as good as his
reading vocabulary. Many persons
have a very wide and rich reading
vocabulary because they are diligent
and wide readers. Wide readers
usually have wide writing vocabularies.
A speaking vocabulary varies greatly
from person and from one occasion to
another.
Talkative and friendly persons use
words easily. They communicate
without effort. We say that they are
very intelligent. However, this is not
always so. Persons who gossip
exchange tsismis naturally, easily,

San Juan, C. Nem Singh, R. (1992).

New English Arts and Skills:
Second Year. National
Bookstore, Inc.

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automatically. They are not really
intelligent like wise people who speak
sense and give opinions and other
remarks easily understood.
The ability to write, speak, and read in
a language; specially English, which is
not our native language, greatly
depends upon serious study and
continuous practice.
As we always remind students, "What
you want to do, learn how and do it."
There is no other way. Bright,
dedicated, serious students can
usually teach themselves by studying
textbooks and listening to good
models. But most need patient, diligent
teachers. So make the most of your
English lessons. Develop and enrich
your vocabulary by keeping a
Vocabulary Notebook and add words
to your list as needed and crossing out
those already mastered.
Always remember that English is a

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universal language of government,
Reading: Levels of Comprehension
(Mendinueto, 1996)

business, education and commerce.

Comprehension of any reading

Mendinueto, C. Cruz, E. (1996).

English for secondary schools:
material involves not only ideas directly
First Year. FNB EDUCATIONAL,
stated but also the inferences made on
INC.,.
stated facts. Understanding may be
categorized as literal/factual or
interpretative/evaluative.
The literal/factual level of
comprehension is knowing and
identifying facts clearly stated in the
text. These facts answer the questions
often identified as the "wh's": what,
who, where, how.
The interpretative/evaluative level of
comprehension, on the other hand, is
understanding ideas taken from implicit
information in the text. This is
inferential. You are to read "between
the line" to grasp the ideas. This level
answers questions introduced by "why"
"what" "how".

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Title
The meaning of Academic Study

Content
Reading is thinking. The subject is the

Reference
Baraceros, E. (2008). English 2:

number one tool of college students in

Reading and thinking skills for

performing an academic study that

academic study. Quezon City: REX

requires a lot of thinking. It is a skill

book store, INC.

subject that they cannot master by

mere by acquiring knowledge or
principles underlying reading. Rather,
to home there reading skills necessary
for their academic studies or for their
easy collection or investigation of ideas
pertinent to the object of their inquiry or
researcher work, they must keep on
reading and reading. Being a skill
subject, reading becomes so smooth
and easy to students, only if it happens
frequently or regularly in the learners
How to use to CX5 vocabulary builder

life.
Five simple steps are involved:
Step one-Conceptualizing
Start with a notion, a vague desire, a
capricious whim or a formulation of

Cabahat, D. (1993). Fo students of

english as a second language CX5
vocabulary builder. Quezon City: New

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something seems, unimagined or

Galaxie lithographic arts and printing

known.
Step two-Clustering
Drawing from your stock of knowledge

press.

ill naturally come up.

Step three-Contextualizing
Analyzing further the clustering
equivalency it could be readily noted
that the meaning it conveys is
applicable to all clustered synonyms.
Step four-Contrasting
It makes both group of word clusters
persists vividly in the mind, thus,
affording you not only a deeper mental
association with the synonyms and
antonyms but also doubles your
vocabulary without extra effort,
Step five- converting
For a functional change, convert your
newly learned words, for safekeeping
The nature of the learning process

and sharp recall.

Learning situations vary in the amount
of gravity in the amount and quality of
the means and responses necessary
for the learner and also in the difficulty
with which the appropriate responses

Kapuran, R. (1974). Educational

psychology. Quezon City: REX printing
press.

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are organized into a workable, ongoing
pattern. Easy tasks are solved right
away because they exist within the
learners experience. Difficult tasks
require many trials even in the process
of competency the situation and
Assessment in the different phases of

discovery the proper responses.

Prior instruction you may give pre

instruction

teaching assessment to determine

where your students are in relation to
your lesson.
During instruction-we can immediately

Corpuz, B. a. (2011). Principles of

teaching 1 (2nd edition). Quezon City:
Lorimar Publishing, INC.

find if our students can follow the

lesson by posing oral questions or by
observing them as they perform
classroom activities.
After instruction- you will formulate an
Process reading

assessment.
Usually, the teaching of reading is
focused only on getting the main idea
and capturing the essential
components of the text by writing a
summary. This probably explains the
rather low scores in the reading part of

Malicsi, J. (2005). The ELP written

communication stategies. Quezon City:
The Classic Foundation.

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proficiency test in English conducted
by UP in its various campuses in 1991
through 1994. Further, this limited
approach to reading may also explain
the difficulty aced by college teachers
in raising the reading proficiency of
their studies. This difficulty is serious,
considering that the great bulk of
learning in and out of school
particularly in professional work,
Stages in reading process

Identifying conditions that influences

comprehensions

comes from reading.

Effective reading may be
accomplished in four stages:
Stage 1: read by content
Stage 2: read for intent
Stage 3: read for value
Stage 4: read for language
Influences comprehension elimination
Elimination of decoding business
Creation of interest and purposes
Matching of content learning tasks to
the experience
Abstract reasoning powers of the

The levels of Comprehension

Malicsi, J. (2005). The ELP written

communication stategies. Quezon City:
The Classic Foundation.

Duffy, G. a. How to teach reading

systematically. New York City: Harper
and Row, publishing.

students.
The interaction between reader and
text may occur at different level of

Diaz, L. e. (1987). Developmental

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thinking: (1) literal, (2) inferential, (3)

Reading. Quezon City: Katha

critical, and (4) creative. However, it is

Publishing co., INC.

at the creative level of comprehension

that reading, in its fullest sense, is said
to truly occur.
Developing Comprehension in Young
Readers: Lesson Plans from RAP
Conventions (volume 1)

Reading instruction has two aims.

The first is to develop the students
who can read-children who have
learned to construct and create
meaning form the printed word. The
second is to develop students who
will read-children who think reading
is a fun and who actively engage in
the act of reading (Hermosa, 2002;
Ocampo, 1997) Both aims are
achieved when a reader finds
meaning and pleasure in reading
materials through their reading
comprehension abilities.
Recognizing that reading
comprehension is one of the most
crucial skills in the early literary
curriculum, reading teachers aim to
nurture in young readers a genuine
love for reading and books so that
they will always be motivated to pick
up book and read it. Equally, the
daily lessons in reading and language
must ensure that the childrens
desire to read is supported by their

Ocampo, D. (2007). Developing

Comprehension in Young Readers:
Lesson Plans from RAP Conventions
(volume 1).

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commensurate ability to read.
Through well-structured daily lesson,
beginning reading teachers fulfill
these aims for their pupils. Teachers
can do this by considering how
comprehension happens in young
readers (Pado, 1990)
Comprehension takes place when
there are commonalities between
reading material and the reader
(Durkin, 2004) Children should be
able to connect ideas in the text with
those that they already know.
The key for the beginning reading
teacher is in recognizing the most
important areas that should have
commonalities. It is fundamental for
pupils to understand the function of
books and reading. Children must
possess some concept of printed
material as a source of information.
Children who have had limited
experiences with printed materials
especially need to be induced into
the world of print books.