MODULE TEACHING AND ASSESSMENT OF MACROSKILLS

PART III. TEACHING STRATEGIES: READING

Objectives:
a.) Define the function of Reading as part of the Macro skills.
b.) Enumerate the levels of comprehension
c.) Utilize reading strategies to assess students reading skills.
d.) Cultivate reading activities for the development of reading
comprehension.

TOPIC 1: Meaning and Nature of Reading: Old and New Views

Nature of Reading

 Reading similar to listening, speaking and writing, is a communication skill.

 Reading is a process because it has series of acts proceeding from one step to
the next.

Steps Involve in Reading

Perception is the step involve in reading by which the reader perceived the written
symbols on the text through the use of his external senses.

Comprehension is the step involve in reading by which the reader understands the
text.

Reaction is the step involve in reading wherein the reader evaluates the text which is
being read.

Psychological Reading Reading

Theory Theory Strategy
Behaviorism Bottom-Up Phonics
Cognitivism Top-Down Whole Language
Social Constructivism Interactive Compensatory KWL/SQ3R

Reading Theories Reading Directions

Bottom-Up Uni-directional
Top-Down Uni-directional
Interactive Compensatory Bi-directional

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Reading Theorists

Kenneth Goodman = Cognitivism

Reading is a psycholinguistic guessing game.

Jean Piaget = Cognitivism

Assimilation is the process by which the readers incorporate new

experience into an already existing knowledge.

Accomodation is the process by which the readers change one’s

already existing knowledge as a result of the experiences.

Rumelhart = cognitivism

Schema is the “building block of cognition.”

Patricia Carrell = cognitivism

Two kinds of schema

formal schema = rhetorical patterns of writing
content schema = culture of the reader

Keith Stanovich = Social Constructivism

Context Clues can be used to compensate for the meaning of words

which we do not know.

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Characteristics of the Reading Process

 Reading is a complex process

 Reading is a two-way process
 Reading is a largely visual process
 Reading is an active process
 Reading makes use of a linguistic system which
enables readers to be more effective users of written
language
 Effective reading is partly dependent on the reader’s
prior knowledge or background experiences.

Types of Reading Materials

Developmental – scientifically prepared materials which are

aimed at developing reading skills

Remedial – specifically prepared to help learners overcome

reading difficulties

Recreatory – provide for the development of appreciation

and enjoyment of reading material

Functional – provide for the development of comprehension

and utilization of skills in areas of study

Levels of Comprehension

The three levels of comprehension, or sophistication of thinking, are presented

in the following hierarchy from the least to the most sophisticated level of reading.

 Least = surface, simple reading

 Most = in-depth, complex reading

Level One: LITERAL - what is actually stated.

 Facts and details

 Rote learning and memorization
 Surface understanding only

Tests in this category are objective tests dealing with true / false, multiple choice
and fill-in-the-blank questions.

Common questions used to illicit this type of thinking are who, what,
when, and where questions.

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Level Two: INTERPRETIVE - what is implied or meant, rather than what is actually
stated.

 Drawing inferences
 Tapping into prior knowledge / experience
 Attaching new learning to old information
 Making logical leaps and educated guesses
 Reading between the lines to determine what
is meant by what is stated.

Tests in this category are subjective, and the types of questions asked are open
ended, thought-provoking questions like why, what if, and how.

Level Three: APPLIED - taking what was said (literal) and

what was meant by what was said (interpretive) and then
extend (apply) the concepts or ideas beyond the situation.

 Analyzing
 Synthesizing
 Applying

In this level we are analyzing or synthesizing information

and applying it to other information.

REQUIRED READING:
https://realizeforum.ca/wp-content/uploads/2017/04/Handout-6.2-Levels-of-Comprehension-and-Question-
types_2015.pd_.pdf
http://www.compton.edu/facultystaff/jcrozier/docs/_Levels%20of%20Comprehension-Overview-Explain.pdf

To know more about the Levels of Comprehension please click the link below:
https://www.youtube.com/watch?v=NvfJSJ8Rsw4
https://www.youtube.com/watch?v=YAxuZb-V_T4
https://www.youtube.com/watch?v=n_g7Nq-sTIA

https://www.cuesta.edu/student/resources/ssc/study_guides/reading_co
mp/302_read_levels.html

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