The Nature of Reading

WHAT IS READING?
. . . a dynamic process in which the reader interacts with the text to construct meaning. Inherent in constructing meaning is the readers ability to activate prior knowledge, use reading strategies, and adapt to the reading situation.

ALTERNATIVE VIEWS ABOUT READING:

1. Reading as SKILL
2. Reading as PROCESS

3. Reading as COMPREHENSION
4. Reading as DEVELOPMENT 5. Reading as STRATEGY

Reading as SKILL
While the readers knowledge of language is recognized as an integral part of reading print, reading is viewed as a skill that is learned. In fact, reading is a unitary skill that we use to process texts.

GLOBAL SKILLS

WORD IDENTIFICATION
WHOLE WORD RECOGNITION
ROOTS GRAPHOPHONEME CORRESPONDENCES ANALYSIS

COMPREHENSION
MORPHEMIC ANALYSIS
PREFIXES SUFFIXES GETTING THE MAIN IDEA SUMMARIZING NOTING DETAILS

WORD ANALYSIS IN CONTEXT

INFERENCING VISUAL CONFIGURATION SPELLING PATTERN

SEQUENCING OF EVENTS

PHONICS MEANING ASSOCIATION SINGLE LETTER SOUND LETTER CLUSTER TO SOUND CVC

SYLLABICATION

PREDICTING

TWO SYLLABLE CVC + E 3 OR MORE SYLLABLE SEGMENTATION VC ASSIGNING ACCENTS TO SYLLABLE

INFLECTIONAL ENDINGS

Reading as PROCESS
The reading process, also known as the meaning making process, provides an explanation of how reading happens (Cambourne, 1998). To construct meaning, readers draw on, or sample the language information available to them.

Predicting

Graphophonic
language cues M E A N I N G

Integrating

Semantic Language cues

Syntactic language cues

Confirming

Pragmatic language cues

Sampling
A Language-based Model of the Reading Process

TEACHING PRACTICES ASSOCIATED WITH THE THREE MODELS OF READING

TOP-DOWN
concept-driven emphasizes the reader emphasizes comprehension instruction tends to be holistic, literature-based, flexible in grouping strategies

INTER-ACTIVE
both concept and text-driven

BOTTOM-UP
text-driven

emphasizes both emphasizes reader and material material being read emphasizes both emphasizes comprehension and decoding decoding instruction tends to instruction tends to be balanced, allows be skills-oriented; for various forms of grouping by ability grouping

Reading as COMPREHENSION
Comprehension occurs in the transaction between the reader and the text. Reading Situation Purpose Setting
(Kucer 2001; Rosenblatt, 1978)

CONTEXT Environment Physical Factors

Constructing meaning happens here

Reading Situation Setting Task TEXT

Background Experience Type/Organization Content Knowledge about Readability subject Concepts Vocabulary Attitudes and motivation Authors purpose FIGURE 2: Interactive Model of Reading Comprehension
Adapted from Cook, 1986, 1989

READER

FACTORS THAT AFFECT READING COMPREHENSION

THE READER brings the following to the text:
Script knowledge - knowledge and beliefs about the world. Knowledge about language - graphophonic, syntactic, semantic, pragmatic. Knowledge of text structure text cohesion, general text structure (narrative, expository, etc.) Pragmatic system how language is used in social settings.

THE TEXT Text Structure its genre, vocabulary, language, even the specific word choices How well text is written
Content, difficulty or readability Authors intent

FACTORS THAT AFFECT READING COMPREHENSION

FACTORS THAT AFFECT READING COMPREHENSION

The Context involves the activity that occurs around the transaction. Purpose - reading a text for a specific reason. Setting - teacher creates the learning opportunities to support the construction of meaning.

Reading is an interplay of ones experience, oral language, and ability to interpret written symbols as shown in the diagram.
Experience Oral Language Written/ Printed Symbols

Reading as DEVELOPMENT

C B Figure 3. The relationships of three types of knowledge used in reading (Hermosa, 2002)

The relationship of circles A, B and C is reciprocal. It is true that Circle A develops first, followed by Circle B, then by Circle C. However, once an individual has acquired a language, he uses it to learn more experiences. Similarly, once he has learned to read, Circle C becomes a very powerful tool for learning, even more so than oral language. transfer
Oral Language
Written/ Printed Symbols

L 1

Experience

Oral Language

transfer

Written/ Printed Symbols

L 2

Reading as STRATEGY
Strategies are conscious, flexible plans a reader applies to a variety of texts. The use of strategies implies awareness, reflection, and interaction between the reader and the author. Strategies do not operate individually or sequentially, but are interrelated and recursive. The goal is the active construction of meaning and the ability to adapt strategies to varying reading demands.

Learner Strategies
Cognitive
Previewing Highlighting Outlining Taking notes Mapping information Rereading Finding key vocabulary

Metacognitive
Predicting/Inferring Self-Questioning Monitoring/Clarifying Evaluating Summarizing Visualizing

In-the-Head Reading Strategies Used by the Reader While Engaged In Reading

Monitor Check SelfCorrect

Search Predict Confirm

Reading
Making meaning from print
Guided Reading: Making It Work Schulman and Payne

Reading is development

Reading is a skill

The Five Alternative Views About Reading

Help Build the Word Children: And

Build the World

MABUHAY AT MARAMING SALAMAT PO!