DEVELOPMENTAL

READING
MIDTERM MODULE
WEEK 6-9

EDLYN MAE C. SARMIENTO, MAEd

INSTRUCTOR

GMAIL: edlynsarmiento28@gmail.com
FACEBOOK: Edlyn Mae Camba. Sarmiento Gpc

INSTRUCTION:
 The students must participate actively during class discussions/recitations.
  The students must pass all the other requirements of the course.
 Make sure to incur a passing mark in every quizzes set by the teacher

OVERVIEW:
This course sharpens the teacher’s reading proficiency in preparation for the introduction to the
nature of the reading process. It is aligned with the CHED-prescribed new teacher education
curriculum that is reflective of the National Competency-Based Teacher Standards with the end in
view of contributing to the formation of the ideal professional teacher as concretely described in the
seven integrated domains of teaching and learning process.

OBJECTIVES:

 Acquaintance with the reading skills ladder Ability to apply the skills ladder in lesson
planning
 Motivation to see the skills ladder as a pedagogical challenge to teacher
 Appreciation of the wondrous work of the mind in reading
 Understanding the steps in reading comprehension
 Familiarity with the levels of reading comprehension
 Understanding the close relationship between reading and language
 Acquaintance with the characteristics of clear and stimulating language

TABLE OF CONTENTS
INTRODUCTION
DISCUSSION 1: READING AS A COGNITIVE PROCESS
DISCUSSION 2: READING AS A COMMUNICATION PROCESS
DISCUSSION 3: Reading as Skill/Skills

DISCUSSION 1
Reading as a Cognitive Process

Let's prepare to learn

Neurologists now know much about seeing. They show how the eye registers
pictures of objects and how the brain electrically interprets these pictures. It is up to
psychologists, however, to show how the "I" behind the eyes see by way of knowing.
It therefore appears that the eyes only see patches of color and light. It is the mind
that says what something is. Isn't it therefore interesting to know more about how the
mind works during a reading activity?

Let's expand our knowledge about reading

Similar to the neuro-physiological aspect in reading, the mental or cognitive
process in the perception of meaning, also known as comprehension, is also
complex. Scientists, however, were able to identify two basic steps in reading
comprehension and these are:
1. The extraneous process that creates a stimulus on the visual centers of the
brain
This stimulus consists in two essential aspects, namely (a) word recognition or
the written symbols and (b) attentive adjustment by the reader on these
symbols.
2. Fusion/interpretation/construction of “meaning' by the mind out of the
stimuli

Actually, these two steps involve other complex processes to include:

 Immediate arousal of associations in the recognition of the written symbols—
their pronunciation, vocabulary meaning, context, etc.
 Other stimuli inclusive of what is kinesthetic or auditory
 These stimuli are distributed to brain centers (instinct, feelings, imagination
reason, abstract intelligence, will)
 Synthesis or the fusion of related inputs from brain centers resulting in the
recognition of the meaning of the printed symbols
.
In their own words, scientists have described the cognitive process in read;

“Selecting and combining relevant items of experience that are implied by the
immediate context, by the author's mood, tone, or intention, and by everything the
reader knows that makes clear the meaning of the passage” (Richards)
"Selecting the right elements of the situation and putting together in the right
relations and also with the right amount of weight of influence or force for each
(Thorndike)
Analyzing these mental activities, reading experts have also highlighted such acts as
observation, data judgment, recall, imagination, problem recognition judgment,
analysis, etc.

At this stage, it helps to know that there are levels of comprehension making us
aware of faculties of the mind at work in each particular reading activity:
1. Literal — knowing what's read as is (who, what, where, when, why, how)
2. Interpretative — what is read combined with one's subjective ideas
3. Applied - forming opinions and applications
4. Evaluative — judgment on the reading material such as on the information data,
the event, persons involved, etc.

Scientists also make reference to meta-cognition which refers to higher

comprehension skill characterized by:
Self-awareness
Careful reading and greater retention
Making previous assumptions or hypothesis
The deliberate and combined ability to reflect, question, classify, summarize,
and predict
Information reading which gives attention to SQ3R (Survey, Questions, Read,
Recite, and Review)
ACTIVITY 1
Prepare a graph illustrating the cognitive process in reading.

ACTIVITY 2
There are useful aids to reading comprehension. Make a brief presentation of
these tools. These reading comprehension tools are:
1. Book titles, chapters, unit openers, headings, sub-headings
2. Advance organizers, logos, teasers
3. Italics, bold print, underlining, highlighting
4. Graphic organizers, charts, graphs, webs, maps, timelines, diagrams
ACTIVITY 1 & 2 RUBRICS
REFERENCE
Aida S. Villanueva, Ph.D. Rogelio L. Delos Santos, et al. (2008), Developmental Reading 1. Quezon
City, Philippines: Lorimar Publishing, INC.
DISCUSSION 2
Reading as a Communication Process

http://www.ruelpositive.com/reading-comm 1

Let's reflect
Have you stopped to wonder why we can't read what has been written in all
the languages, but only to languages we are acquainted with? And when we read
are we aware of certain characteristics in language that help our understanding and
appreciation of the message or messages? It does seem that reading relies much on
language, but we need to clearly see this relationship between reading and the code
system of communication known as language.

What language experts tell us

From lesson three, we learned that the first humans communicated through
oral grunts and body language. But when they multiplied and dispersed around the
globe, humans developed diverse oral and written language. No wonder, in our
limited ability to speak-write-and-read, we do not have the knowledge of all the
languages and dialects that are used by man in different places on the planet.

Now, what is language?

Language is a code system used by humans to communicate. And as
there are diverse languages, there are diversities in the code system or symbol
system as devised and used by man. In language there are certain
characteristics that can that can evoke effective and positive reactions on
man.
 Experts say, these characteristics of language are also conducive to man's
reading recognition and appreciation. In particular, these characteristics in language
are:
1. Clarity - The reader can more easily and immediately understand language
when the code symbols are concrete rather than abstractions (universal
ideas) and generalizations. Compare for example:
Many students attended the student council meeting. Ninety-five college
students attended Tuesday's student council meeting.
The Philippines became a sovereign nation in the late 1890s. The Philippines
was freed from Hispanic colonial rule when our forbears led by General Emilio
Aguinaldo declared Independence on June 12, 1898.

2. Simplicity - Complex wording written for the sake of verbal erudition is less
easily understood, compared with what is expressed directly and to the point.
Compare:

Shall we partake of our repast?

Shall we eat?

Mother's culinary dishes are exquisite.

Mother cooks well.

3. Adapted language - Words of expression should relate to the reader's age,

educational attainment, gender, ethnic origin, other personal factors.

The inappropriate use of technical or specialized words should also be

avoided. There are instances for example:
When preachers caused a stir talking about sexuality to a group of women

Luzon politicians were not well received by Mindanao groups:

4. Forceful - Stimulating language provides color, interest and excitement.

Compare:
He speaks at length while saying little.
He spews forth words and says nothing.
 5. Vivid language — Vivid wording is descriptive and stirs the senses of reader.
Compare:
Very good salesman ............... crackerjack persuader
Dishonest and evil ................. Festering corruption
Trouble spot ........................... seething hell

These five guidelines of language concrete, simple, adapted, forceful and vivid-add
meaningfulness to the reader. As a reader yourself, you may now see the relevance
of language to effective and meaningful reading.

ADDITIONAL RESOURCES:
PLEASE READ!
http://www.ruelpositive.com/readin
g-communication-process-2

ACTIVITY 1
Collect clippings of advertisements that illustrate any of the 5 significant traits of
language. Discuss the effect of these ads on the reader.

ACTIVITY 2
Research excerpts of speeches of famous men (statesmen, orators, clergymen, etc.)
and report to the class the use of appropriate language. (Upload your video)
REFERENCE
Aida S. Villanueva, Ph.D. Rogelio L. Delos Santos, et al. (2008), Developmental Reading 1. Quezon
City, Philippines: Lorimar Publishing, INC.
DISCUSSION 3
Reading as Skill/Skills

Let's begin with a reflection

You must be convinced that your reading skills did not come to you in a single flash. While in college,
neither have you stopped acquiring skills in reading Do you look forward to continuing to learn
reading skills after college as a professional?

INTRODUCTION
Reading is not just as simply reading a selection or a text. Basically, readers are required to acquaint
and master certain skills for them to grasp the meaning of the content, and appreciate the value
of reading.

Reading as Skill
Majority of the teachers take the position of that reading involves a skills-development process. And
they are convinced that the successful acquisition of reading ability is heavily dependent on the
acquisition of specific skills.
 Teachers teach reading by helping students master a series of skills: for instance, word
recognition through phonics, structural analysis, context clues, as well as an array
of comprehension skills.

Skills-development has three attributes that make it particularly appealing. Otto and Chester (1976)
mention the following:

1. The skills essential for success in reading can be identified and described in a reasonably objective
manner.
2. The skills generally tend to be sequentially related.
3. The skills are generalizable.

 Aulls (1982) cites word identification and comprehension as the two most global
reading skills. Others (Otto & Chester,1976;Rubin,1982) include study skills and
vocabulary development and expansion.

 Word Recognition Skills (also known as Word Identification or Word Attack)

 Comprehension Skills( including vocabulary development and expansion)
 Refers to the ability to identify, read, and analyze the meaning attached to the word

Let's take a look at a reading skills ladder

Reading consultant Grace Goddel of New York developed a priceless concept by devising a reading
skills ladder. Upon examination, the skills ladder is quite specific although it covers mainly reading
activities as these happen while students are in school. Realizing the advent of mass media and the
Internet, we attempted to devise a reading skills ladder that may cover a lifetime's endeavor to use
reading not only as a tool for school learning, but a tool for work and leisure in the professional
world. Here it is:
REFLECTION SHARING
From the above reading skills ladder, share your opinion with the class on the following questions,
giving reasons for your answers:
1. Do reading skills come at a flash or at a single moment? Why?
2. Are sound of words (phonetics) important to reading? How is this so? (clue: what young
learners do)
3. How early or late does analytical activity come in skills acquisition?
4. Is the use of the dictionary really a later phase of reading skills development? (How early did
you use dictionaries?)
5. How does underlining, highlighting, pencil notes help in reading comprehension.
6. Ordinarily, do we bother about title page, indexes, other parts of a book? How are these
useful?
7. How does the encyclopedia help you? How about encyclopedia softwares (programmed
inside the computer)?
8. Most libraries use computers. Share your experience on the availing of libraries which have
computerized facilities.
9. How can you make buying your own books cheaper? (any experience with buying second-
hand books?)
10. How early are we exposed to mass media (newspapers, magazines, etc.)
11. What is your experience with reading on the Internet?
12. Share your experience on sending and reading mobile phone text messages.
ACTIVITY 1
Present the main points in a lesson plan that would impart student learning on each of the steps of
the skills ladder.

ACTIVITY 2
Write a brief individual essay on : "Becoming a Lifetime Reader"

REFERENCES:
Aida S. Villanueva, Ph.D. Rogelio L. Delos Santos, et al. (2008), Developmental Reading 1. Quezon
City, Philippines: Lorimar Publishing, INC.
https://dokumen.tips/documents/reading-as-a-skill.html
https://www.scribd.com/doc/111112304/Reading-as-a-Skill