I.

Reading o Emphasis on reader rather than text

Some Definitions of Reading o Readers process what is written
Frederick Once you learn to read you will be 3. Interactive-Compensatory
Douglas forever free o Reading involves processing of the text and
Reading early in life gives a youngster the use of the reader’s background
Carroll Gray a multitude of 'friends' to guide knowledge and language ability
intellectual and emotional growth o The emphasis is on the flexible interaction
Reading is to the mind what exercise is
Richard Steele between the reader and the author through
to the body
the text
Chinese After 3 days without reading, talk
Proverb becomes flavorless
Francis Bacon Reading maketh a full man Stages of Reading Development
The delights of reading imparts the Stage Name The Learner
Isaac D’Israeli Stage 0: Birth Emergent Gains control of oral
vivacity of youth even in old age
The greatest gift is a passion for to Grade 1 Literacy language; relies
reading. It is cheap, it consoles, it heavily on pictures in
Elizabeth text; pretends to read;
excites, and it gives you knowledge of
Hardwick recognizes rhyme
the world and experience of a wide
kind. It is a moral illumination Stage 1: Decoding Grows aware of
Chinese Beginning sound/symbol
A book is a garden carried in a pocket Grade 1 relationship; focuses on
Proverb
A man without a book is a body printed symbols;
Cicero attempts to break
without a soul
Carolina Maria code of print; uses
The book is man’s best invention so far decoding to figure out
de Jesus
Books are the treasured wealth of the words
Henry David Stage 2: End of Confirmation Develops fluency in
world and the fit inheritance of
Thoreau Grade 1 to End and Fluency reading; recognizes
generations
of Grade 3 patterns words; checks
for meaning and
Nature of Reading
sense; knows a stock of
o According to Gunning (2003), reading is a sight words
process of constructing meaning from the text Stage 3: Grade Learning the Uses reading as a tool
o The main purpose of reading is comprehension, 4 to Grade 8 New (Single for learning; applies
and without it there is no reading Viewpoint) reading strategies;
expands reading
Factors involved in the Reading Process vocabulary;
1. Readers comprehends from a
o Amount and type of prior knowledge, singular point of view
strategies used, attitude, work habit that the Stage 4: Multiple Analyzes what is read;
reader possesses Secondary Viewpoints reads critically to texts;
and Early deals with layers of
2. Text
Higher facts and concepts;
o Genre, theme or topic, style, different level Education comprehends from
and appeal of reading material multiple point of view
3. Context Stage 5: Late A Worldview Develops a well-
o When, where, and why of text being read Higher rounded view of the
Education and world through reading
Reading Models Graduate
1. Bottom-Up School
o Meaning is derived from the reader’s
sequential processing of words Six Core Development Reading Approaches
o Emphasis text rather than the reader’s 1. Basal Reading Approach
background knowledge o Commonly used as core for teachers
o Theory of behaviorism o Begins with pre-primary readers and goes to
o Literal meaning eight grade readers
2. Top-Down o Examples: workbooks, flash cards, skill
o Deriving meanings using one’s background packets, wall charts, placement and
knowledge, language ability, and achievement tests, and computer software
expectations 2. Literature-Based Reading
 o Teacher reading aloud to children, oral
reading variation
o Shared Reading, sustained silent reading
o Word recognition strategies, comprehension
strategies
3. Whole Language Approach
o Uses student’s languages and experience
o Makes meaning out of what you read and
express
o Students are taught to read for meaning
o Curriculum is organized around themes and
units to increase language and reading kills
4. Language Experience Approach
o Integrates development of reading skills with
listening, speaking, and writing skills
o Based on student’s oral and written
expression
o Similarity to WHA: both emphasize the
importance of literature, treat reading as a
personal act, and advocate many books
written by young children about their own
lives
o Difference from WHA: Language
experience says written language is
secondary system taken from oral language
5. Phonics Approach
o Teaches word recognition through learning
the relation to the letters (graphemes), to
the sounds (phonemes) they represent to
teach reading
o Most languages have consistent phoneme
to grapheme correlation
o Once learner has learned the relationship of
letters to sounds, they can pronounce
printed words by blending sounds together
6. Linguistic Approach: Word Families and Onset-
Rime
o Designed for those who are not successful in
basal approach
o Words are taught in families, around rimes
and onsets
o Alternative for young children struggling with
phoneme-level segmentation and blending
II. Connected Discourse
Meaning of Discourse
o Comes from the Latin word “discursus” denoting
“conversation, speech”
o Continuous stretch of language larger than a
sentence
o In the broad sense, discourse includes text, but
the terms are not always easily distinguished
and are often used synonymously
Connected Discourse
o A.k.a. connected speech
o Continuous sequence of sounds forming
utterances or conversation in spoken language
o Its analysis shows sound changes affecting
linguistic units (phrases, words, lexemes,
morphemes, syllables, phonemes, or phones)
Text as Connected Discourse
o There is a significant difference between the
way words are pronounced in isolation and
when pronounced in the context of connected
speech
o SURFACE TEXT - explicit
o DEEP TEXT – implicit
o Students engaged in reading-to-learn will also
be prepared to write well
o Those engaged in writing-to-learn will become
more effective readers
o READING is a complex cognitive process of
decoding symbols to construct/derive meaning
o WRITING is a medium of human communication
that represents language and emotion with
signs and symbols
o Sequential Implicativeness
- Denotes connectionism; each line in a text is
connected from/to the previous line
- Language contains linear sequence; the
lines progression creates context of
meaning
III. Critical Reading and Thinking
Critical Reading
o A process of analyzing, interpreting, and
sometimes evaluating
o A more active way of reading; reflects on text
by making judgement
o Deeper and more complex engagement with a
text
Critical Reading Process (?)
1. Analysis
2. Interpretation
3. Evaluation
Critical Thinking
o Series of complex thought allowing to make
reasoned judgements, assess the way you think,
and solve problems effectively
Critical Thinking as a process
1. Identifying main idea
2. Summary
o Recalling pertinent info and thinking how to
make summary
3. Inference
o Understanding idea not stated explicitly
4. Conclusion
o Figuring out much more than what author
says directly
5. Sequence
o Order of arrangement
6. Facts vs. Opinion
o Opinions is an unverified idea
o Fact is a proven idea
7. Cause and Effect
o Identifying event that causes another event
8. Comparing and Contrasting
o Defining differences and similarities in the
text
9. Problem-Solution
o Discussing complex issues and identifying
the solution
IV. Reading Comprehension
Definition
o Understanding of what a particular text means
o Deriving meaning from what is read
Levels of Comprehension
1. Literal
o What the text says
o Answer is found on the text
2. Inferential
o What is the underlying meaning of the text
o Reader interprets information from text
3. Evaluative
o What the text tells us about the world
outside the story
o Reader makes links between text and
his/her own experience and knowledge to
develop answer
V. Hypertext and Intertextuality
Hypertext
o Text displayed on a computer or other
electronic devices with references to other text
that the reader can immediately access
o Where text can be revealed progressively at
multiple levels of details (also called Stretch
Text)
o Interconnected by hyperlinks, typically
activated by a mouse click, key press set, or by
touching the screen
Types of Hypertext
1. Static
o Can be used to cross reference collections
of data on documents, software,
applications, or books on CDs
2. Hypertext document
o Replaces the current piece of hypertext with
destination document. Lesser known feature
is Stretch Text which expands or contracts
the content in place
Intertextuality
o Is the shaping of the text’s meaning by another
text. Intertextual figure include allusion,
quotation, calque, plagiarism, and translation
o Is a literary device that creates an
interrelationship between texts and generates
related understanding in separated works
1. Obligatory Intertextuality
- Is when the writer deliberately involves a
comparison or association between two
or more text
2. Optional Intertextuality
- Has a less vital importance on the
significance of the hyperlinks. It is
impossible, but not essential relationship
that if , the connection will slightly shift
the understanding of the text
- The intent of the writer when the
optional intertextuality is to play homage
to the original writer
3. Accidental Intertextuality
- Is when readers often connect a text
with another text, cultural practice, or
personal experience without there being
any tangible anchor point within the
original text
VI. EXPLICIT AND IMPLICIT MEANING
Explicit (Explicitus)
o Obvious and apparent; directly stated
o Surface text
Implicit (Implicitus)
o Not expressed clearly; only suggested
o Indirectly stated
o Deep-text
Explicit Information
o IS any idea that is stated
o With explicit information, you see the text
explained
o Explicit information is written in the text
Implicit Message
o This picture means that
even in the year 2012,
some people are under
the assumption that it is
a woman’s role in life to
clean and take care of
the household
VII. Facts vs. Claim
Fact
o A statement about the real world reinforced by
reliable evidence
o Can express explicit or obvious information
o Remains the same/universal
o A true piece of information
Kinds of Facts
1. Empirical Facts
 o Facts that can be proven by SCIENTIFIC
observation, experience, or experiment
o Ex. The Philippines is composed of 3 major
islands, namely Luzon, Visayas, and
MIndanao
2. Analytical Facts
o Facts that make use of various operations in
mathematics to prove a statement
o Ex. 5 + 5 = 10
3. Evaluative Facts
o Facts that are supported by laws, local and
international, and ideally give order
o Ex. Philippines owns Spratly Island
4. Metaphysical Facts
o Facts that are verified by revelatory
evidence or self-evidence
o Facts that are assumed to be true without
external evidence
o Ex. All men are created equal

Claims
o A statement that the author wants the reader to
accept
o Writer’s point or position regarding the chosen
topic

Kinds of Claims
1. Claim of Fact
o Relates to the statement that can be
verified, no matter how difficult
o Inferred from a reliable source of information
o Claim that can be proven by steadfast
information or data
o Not dependent or merely a person’s
preference but can be true or false
o Ex. Cancer is not contagious
2. Claim of Policy
o An argument that asserts the
implementation of a certain policy
o Depends on an existing policy, rule, or law
o Posits that specific action should be chosen
as solution to a particular problem
o Begins with “should”, “ought to”, or “must”
o Ex. The death penalty must be revived
3. Claim of Value
o Is based on personal taste or practices and
morality
o Argues whether something is good or bad
o A statement about which is better, more
important, more desirable, more needed, or
more useful
o Ex. Buying and fixing a house is better than
building a new one