Republic of the Philippines

Samar College, Inc.

College of Graduate Studies
Catbalogan City

MIDTERM EXAMINATION IN EDR 103

(Psychology in the Teaching of Reading)

Jesson M. Cabello, M.A.Ed.-1

(student) Dr. Alona Medalia C. Gabejan
(Instructor)

1. Compare and contrast the following Reading Processes:

1.1 Transactional View
1.2 Interactional View

The similarity of both transactional view and interactional view in reading process are
based on the decoding a text and the use of knowledge and experiences of the readers.
Readers bring the process by making meaning from the text. In transactional view in
reading process is used when a teachers show students how to use what they read and
what they know to build meaning to a text. When transactional view take place in reading
comprehension, readers must provide something for the process. As the writer provides
words, readers bring their own experiences, which they interpret the text.
On the other hand, interactional view in reading process is process of constructing
meaning from a text through the use of bottom-up and top-down processes, strategies and
skills. Reading is an interactive process, during reading, readers interacts the printed
words and interprets the meaning of a words.

2. Cite and explain the reading behaviors of a proficient reader.

Proficient readers incorporate all goals when reading. They persevere through reading
challenges and apply appropriate strategies for comprehension. Comprehension is an
interaction between the reader and the text to extract and construct meaning. The
behaviors of the proficient readers occur before, during and after reading. Before
reading a proficient readers understand that reading is a process to make meaning; build
up their background knowledge on the subject before they begin to read; know their
purpose for reading; and strive for fluency. During reading a proficient readers give
their complete attention to the reading task; keep a constant check on their own
understanding; adjust their reading rate to match purpose and reading material; monitor
their reading comprehension and do it so often it becomes automatic; and stop only to use
a fix-up strategy when they do not understand. After reading a proficient readers decide
 if they have achieved their goal for reading; respond personally and critically to what
they read by making connections text/self, text/text and text/real world; evaluate their
own comprehension of what they read; summarize major ideas; and ask questions.

3. Cite and explain some reading problems of our students as novice readers.

Some reading problems of students as novice readers are the

4. Cite and explain the five (5) essential components of a balanced reading program.

4.1 Phonemic Awareness.

Phonemes are the smallest units making up spoken language. English consists
of about 41 phonemes. Phonemes combine to form syllables and words. For
example, the word stop has four phonemes (s-t-o-p), while shop has three
phonemes (sh-o-p). Phonemic awareness refers to the ability to identify and
manipulate these phonemes in spoken words. It is also the understanding that the
sounds of spoken language work together to make words. Teachers can enable
phonemic awareness in English for ELLs by understanding the linguistic
characteristics of students' native language, including the phonemes that exist and
do not exist in the native language.

4.2 Phonics

It is the understanding that there is a predictable relationship between phonemes

(the sounds of spoken language) and graphemes (the letters and spellings that
represent those sounds in written language). Readers use these relationships to
recognize familiar words and to decode unfamiliar ones. Phonics instruction is a
way of teaching reading that stresses learning how letters correspond to sounds and
how to use this knowledge in reading and spelling. The goal is to help children
understand that there is a systematic and predictable relationship between written
letters and spoken sounds.

4.3. Vocabulary development

This refers to the knowledge of stored information about the meanings and
pronunciations of words necessary for communication. Vocabulary development is
important for beginning reading in that when a student comes to a word and sounds
it out, he or she is also determining if the word makes sense based on his or her
understanding of the word.

4.4. Fluency
 It is the ability to read words accurately and quickly. Fluent readers recognize
words and comprehend them simultaneously. Reading fluency is a critical factor necessary
for reading comprehension. If children read out loud with speed, accuracy, and proper
expression, they are more likely to comprehend and remember the material than if they
read with difficulty and in an inefficient way.

4.5.Reading comprehension

It is the culmination of all of the reading skills and the ultimate goal of learning to
read. The purpose of mastery of each of the four previous skills is to enable comprehension.
Likewise, reading comprehension facilitates mastery of the other four skills. For example,
the NRP found that reading comprehension is clearly related to vocabulary knowledge and
development. The NRP also found that comprehension is an active process that requires an
intentional and thoughtful interaction between the reader and the text that can be explicitly
taught through text comprehension instruction.

5. Explain and exemplify with reading activities the following reading models
5.1. The bottom up Model
 A bottom up reading model emphasizes single-direction, part to whole
processing of a text. In the beginning stages it gives little emphasis to the
influences of the readers world knowledge, contextual information, and other
higher0order processing strategies.
 A bottom up reding model is a reading model that emphasizes the written or
printed text it says also reading is driven by a process that results in meaning
(or in other words, reading is driven by text), and proceeds from part to whole.

5.2. The Top-down Model

 The top down reading models teach students to read by introducing them to
literature as a whole. Instead of teaching students to read by sounding out each
word in a sentence, teachers read whole passages of a text. Students begin to
use context clues to decipher unfamiliar words. The National Capital
Language Research Center reports top-down reading models are helpful to
those learning A second language because they help students concentrate on
with those just learning to read, as readers rely on their the whole meaning of
passage. The theory also works with those just learning to read, as readers rely
on their previous knowledge to decipher text or unfamiliar words.
5.3. The Interactive Model
 The interactive model model attempts to combine the valid insights of bottom-
up and the top-down models. It attempts to take into account the strong points
of the bottom-up and the top-down models, and tries to avoid the criticisms
level and against each, making it one of the most promising approaches to the
theory of reading today.
 An Interactive model is a reading model that recognizes the interaction of
bottom-up bottom-up and top-down processes simultaneously throughout the
reading process.
5.4. Schema Theory
  Schema it is a cluster of inter-related concepts that tell us about how things
function in the world. The term “schema” was introduced by Piaget in 1923.
And the concept was introduced by British Psychologist Frederic Bartlett.
Schema theory cognitivist learning theories that describes how knowledge is
acquired, processed, organized.
5.5. Stanovich Model
 This is the emerging models of Dr. Keith Stanovich he have 5 models so first, the
interactive-compensatory model it says that readers develop efficient reading
processes, Less that would otherwise automatic processes interact regularly.
Automatic processes operate relatively independently, and reading difficulties
lead to increased interaction and compensation, even among processes that would
otherwise automatic, using context clues to understand a text better or to decide
what a word means is a compensatory strategy when normally expected abilities
breakdown, or have not been developed.
 Second, readers relies on bottom up and top down processes simultaneously and
alternatively depending on: A purpose, Motivation, Schema, Knowledge of the
subject.
 Third is the Compensatory mode with the interaction between the top down model
and the bottom up processing.
 Fourth is the Believes that if there is a deficiency at an early print-analysis stage
(BU), higher order knowledge structures (TD) will attempt to compensate
meaning when reader can’t use bottom up processes will rely more heavily on top
down.
 Five, Notes that poor reader, who may be both inaccurate and slow at word
recognition but who has knowledge of the text-topic, TD processing may alow for
this compensation.
5.6. Pearson and Tierney R/W Model
 This view is derived from pragmatic theories of language which posit that every
Speech act, utterance, or attempt at comprehending an utterance is an action;
Context becomes very important in that knowing why something was said is as
crucial to interpreting the message as knowing what was said. Failing to recognize
an author’s goals can interfere with comprehension of the main idea or point of
view. The model assumes a great deal of collaboration between the reader and the
author, collaboration with the text, and collaboration.
Present a model of reading which involves a negotiating of meaning between the
reader and the author, both of whom create meaning, through the medium of text;
Thoughtful readers act as composers. Authors write with the intention that readers
will read with the expectation that authors have been considerate in providing
sufficient dues about the meaning of the text.
5.7. Mathewson’s Model of Attitude Influence
 Proposed model in which attitude is one of a set of factors influencing an
individual’s intention to read and the results of given reading encounter provides a
feedback to influence attitude. Attitude it is a psychological construct, a mental
and emotional entity that inheres in, or characterizes a person. They are complex
and acquired state through experiences. Attitude it is a psychological construct, a
mental and emotional entity that inheres in, or characterize a person.
 It is a psychological construct, a mental and emotional entity that inheres in, or
characterizes a person. They are complex and acquired state through experiences.