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UNIT 1: PREVIEW ON READING

1.0 Intended Learning Outcomes

a. Define reading and its processes clearly and scientifically
b. Discuss the origin of reading as it developed in human history
c. Point out the commonalities between and among the definitions and
significance of reading from various authors
d. Apply the developmental reading processes in various reading activities
e. Develop the love for reading as an indispensable tool for learning

1.1. Introduction

This module which contains series of learning packets for Teaching Developmental
Reading is a response to the need for sharpening the teacher-education students’ reading
proficiency, and develop in them an early literacy environment that will prepare them as
would-be teachers who embrace the genuine love for reading as an indispensable tool for
learning. This Learning Packet 1 gives background lessons and activities for application
about the origin, meaning, nature and psychology of reading while identifying some
factors that affect reading performances. Also, this learning material aims to hone students’
critical, creative and meta-cognitive reading skills with the basic elements of informational
and aesthetic reading.

1.2 Topics/Discussion (with Assessment/Activities

1.2.1 THE HISTORY OF READING

Let’s prepare to learn

“Books are the carriers of civilization. Without books history is silent, literature dumb,
science crippled.”

-Barbara Trishman

Let’s look at the distant past

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According to Paleontologists who study fossils and other evidences of life on earth,
the first man was a latecomer on earth and appeared on the planet only about one
hundred thousand years ago. But even during those primitive days, man walked
upright, had adaptable hands and a brain which enabled him to devise ways to show
superior strength and cunning. And as he lived in communities, he was a social being
who communicated with his kind.

In the beginning, however, he employed grunts and body language using

gestures and postures to convey his ideas and needs to others. Slowly, he developed
oral language which enabled him to express more clearly the messages he wanted to
convey. In time, various circumstances such as the need to communicate to others
who are at distant place caused man to devise symbols corresponding to his oral
messages. We have evidence of this in the Old Stone Age rock painting and in the
cuneiform or picture writing. From these we have knowledge of the earliest human
act of picture-writing and reading.

Picture-writings during Sumerian civilization between 3000 to 4000 B.C. were

incised on baked tablets. They served to communicate and preserve private letters,
business contracts, accounts, tax receipts, royal orders and state records. Meanwhile,
the Egyptian civilization along the river Nile carved their pictorial symbols known as
hyroglypics on the stone wall of temples and tombs, or carefully painted them on
wooden coffins. The Egyptians also invented paper derived from the papyrus plant
on which they wrote their signs with a reed pen and ink made by mixing water, gum
and soot.

Other civilizations such as those in Syria, Phoenicia, and Palestine used more
permanent writing materials such as leather rolled scrolls. But the greatest
contribution to the progress of ancient civilization came from the Phoenicians who
adopted and spread the use of letter-symbols or the alphabet. Due to its simplicity it
was developed by other people such as by the Greeks and Romans. The Roman
system of writing in turn became the basis for all the systems of writing being read by
modern people today.

Activity 1 (Class Participation)

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Please answer the following by checking the corresponding column of your choice.
YES NO
1. Reading is a burden in work and life.

2. Personally, reading has not been useful in your studies.

3. For men and women of great minds, they are avoided and set
aside.
4. They also do not find books as sources of rest and enjoyment.

5. The library is not a wholesome place to stay and spend time.

Activity 2 (Class Participation)

A. Even during these modern days, we too can “read” nonverbal or the silent
language system as was done by primitive man. Try this activity to show to
somebody how you convey messages through body language (finger symbols,
gestures, postures, etc.) other than saying the following:
I’m hot. I’m tired. I’m sleepy.
I’m thirsty. Come here. Look!

B. How well do you say the following with body language:

I’m sorry but I can’t go. How beautiful you are! I’m so excited.

1.2.2 DEFINITION OF READING

Traditional definition/old notion of reading states that>>>

READING means learning to pronounce words and to organize words and deduce their
meaning.

NATIONAL READING PANEL (2002)

READING is a complex system of deriving meaning from print that requires all of the
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following:
 the skills and knowledge to understand how phonemes, or speech sounds, are
connected to print
 the ability to decode unfamiliar words
 the ability to read fluently
 sufficient background information or schema and vocabulary to foster reading
comprehension
 the development of appropriate active strategies to derive meaning from print, and
 the development and maintenance of a motivation to read

SKILLS REQUIRED FOR PROFICIENT READING

The National Reading Panel (2002) suggests that the ability to read requires proficiency in
a number of language domains. These language domains include:

Phonemic Awareness  The ability to distinguish and manipulate the individual

sounds of language
Phonics  The understanding of how letters are linked to sounds
(phonemes), patterns of letter-sound correspondences
and spelling in English, and how to apply this knowledge
when readers read
Fluency  The ability to read orally with speed, accuracy, and vocal
expression; Fluency is important because it provides a
bridge between word recognition and comprehension.
Fluent readers do not have to concentrate on decoding so
they can focus their efforts on making meaning of the
text.
Vocabulary  The knowledge of words etymology, structure, part of
speech, and what they mean; is a large category that
includes listening, speaking, reading, and writing-
vocabulary; can be learned indirectly (e.g. through being
read to, through conversations with adults) or directly
(e.g. through specific word instruction or through
strategies such as breaking longer words down into
familiar parts).
Reading  The complex cognitive process in which a reader
Comprehension intentionally and interactively engages with the text; the
process of making sense of what is being read
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Note: Use separate sheets of paper in writing your answers of the various activities given.

Activity 3 (Class Participation)

Do the following as instructed:

a. Come up with your own clear and scientific definition of reading.
b. How important is reading to you as a student and a would-be professional?
c. What must be your positive attitude towards reading?

1.2.3 THE READING PROCESS

Here are known facts about reading

A. Reading as a Physiological Process

1. Reading involves both physiological process and a mental or cognitive processes

2. In the physiological process, the most basic step is for the eyes to see, identify, and
recognize the printed word or images (illustration, diagram, picture).
3. The light patterns from printed symbols hit the foveal areas or closely packed
sensory cells of the retina.
4. In turn, this induces chemical changes that create patterns of nerve currents into the
optic nerve fiber.
5. Then these currents travel to a center in the mid-brain.
6. The stage of reading revolves around the ability to identify and recognize words
which are the smallest unit of visual identification and meaningful recognition. But,
the act of reading does not take place if the letters are perceived in isolation.
7. Finally, using the currents that travel to the mid-brain, the cerebral cortex interprets
the symbols (with the help of traces of the memory’s store of the past experiences,
also by associations that enable the reader to perceive the meaning of the word).
8. Studies show eye movement in reading with the eye perceiving and pausing on the
printed material horizontally from left to right and top-to-bottom (for the westerner)
or right to left and bottom-to-top (for Asians such as the Chinese).
9. Scientific experiments have also shown that there are several eye movements:

Fixation. The eyes are stopping or getting fixated on the word or words. The
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duration of fixation is the length of time the eyes has to pause. Most readers take
four eye pauses per second, while poor readers need more time to pause in order to
see with accuracy.

Inter-fixation. The eyes are moving from stopping point to the other (horizontally
from left to right, upcoming down from under).

Return Sweeps. The eyes are swinging back from the end line to the beginning of
the next line.

Saccades. A short quick hop and jump movements done especially by literate
people, to move ahead on the next line.

Regressions. The backward right-to-left movement in case there is a need to double

check what is being read.

Span of recognition. The eyes recognition of a group of words. It is believed that

readers can add to their reading ability by widening the span of recognition by
means of chunking phrases, a focus on the total word pattern. As the span widens,
fixation decreases resulting in increased speed in reading

B. Reading as a Cognitive Process

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 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 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
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 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 reading as:

“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

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. Interpretive- what is read combined with one’s subject 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.

Activity 4 (Term Requirement)

Formulate your answer as to what makes reading a wonderful human activity based from
the quotation given below: (Use separate sheets of paper for your answers.)

“A bit of light comes into the eye, an electric impulse flits through the brain, and we “see.” Science
doesn’t really know what light is or what the mind is, but much is now known about the miracle of
seeing.”
-Wolfgang Langewiesche

Activity 5 (Class Participation)

What causes eye strain in reading based on your personal experience?

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1.2.4 SIGNIFICANCE OF READING

Let’s learn from people of great minds think of the importance of reading. Here are some of
their thoughts on reading:

1. “Reading early in life gives a youngster a multitude of friends to guide intellectual and
emotional growth.” -Caroll Gray
2. “After three days without reading, talk becomes flavorless.” -Chinese Proverb
3. “Once you learn to read you will be forever free.” -Frederick Douglas
4. “A man without books is as a body without a soul. “ -Cicero
5. “Books we must have though we lack bread.”-Alice Williams Brotherston
6. “Books are the treasured wealth of the world and the fit inheritance of generations.”
-Henry David Thoreau

Other renowned figures have to say about the complexity of the reading process:

“Reading maketh a full man, conference a ready man, and writing an exact man.”
–Francis Bacon
“Reading, after a certain age, diverts the mind too much from its creative pursuits. Any
man who reads too much and uses his own brain too little falls lazy habits of thinking.”
-Albert Einstein
“Reading is asking questions of printed text. And reading with comprehension becomes a
matter of getting your questions answered.”
–Frank Smith in Reading Without Nonsense
(1997)
“The greatest gift is the passion for reading. It is cheap, it consoles, it distracts, it excites, it
gives you knowledge of the world and experience of a wide kind. It is a moral
illumination.”
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-Elizabeth Hardwick
Activity 6 (Term Requirement)
Give brief reasons why:
a. Reading books can be your friend.
b. Reading exercises the mind.
c. You can have more topics or facts for conversation after reading.
d. Reading is an indispensable tool for learning.
e. Reading can foster a rich and fulfilling life.
Activity 7 (Class Participation)
In general, how do great men and women find reading helpful, wholesome, and a helpmate
in life?

1.2.5 OBSTACLES IN READING

Let’s think about progress and failures that relate to reading
Those having difficulties in achieving reading skills may be affected by any of the following
conditions or factors:
Physical
• Malfunction of the visual and auditory faculties
• In particular, eye defects such as short/far-sightedness, speech impediments, etc.
• Physical discomfort among students such as headaches, stomachaches, hunger,
thirst, etc.
Psychological
• Child’s lack of self-confidence, feelings of rejection and other negative personality
traits (shyness, being withdrawn, poor rapport with others, conflict with parents and
peers, etc.)
• Teacher personality factors such as lack of competence, emotional immaturity, lack
of social sense, etc.
• General emotional atmosphere at home and school, including the attitude among
parents in guiding their children’s progress in school.
Environmental
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• Conditions at home and school, including conditions of poor room lighting,

ventilation, seating arrangement, etc.
Socio-economic
• Low economic status (poverty) of children of poor families
• Sensationalism and retrogressive literacy as fostered by commercialism in mass
media
• Policies and programs of government and of the schools on the development
reading program.
FACTORS INDICATORS
1. Physical and Clinical • Is the child in good health?
Factors
• Does he/she have a clear vision?
• Can the child hear sounds clearly?
• Does he/she suffer from physical discomfort?
• Does he/she have a motor control?
• Does he/she have speech defects?
• Is he/she able to attend a task?
• Does he/she have a neurological disorders?
2. Predictors of School • Is the child mature enough to begin formal
Entry reading instruction?
• What does the child feel about self and about
others?
• Is the child interested in studying/reading?
• Does the child have emotional problems?
• What is the age of the child?
• Has the child received preparatory instruction?

3. Acquired Knowledge • How may the intellectual development of the

of Literacy child be described?
• Does the child have good language background?
• What is the IQ level of the child?
4. Family-based Risk • What is the general atmosphere at home?
Factors
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• Are the child’s parents supportive?

• Do the family members encourage the child to
read?
• Are there books at home?
• What kinds of reading materials are read at
home?
• Does the child belong to a poor or an affluent
family?
5. Neighborhood, • Is the school conducive to learning?
Community, and
• Are the teachers competent? Do they have
School-based Factors
emotional maturity? Do they lack social sense?
• Does the community show support for literacy?
• Are there enough reading materials in
schools/libraries?
• Are there clear policies and projects that support
developmental reading programs?
Activity 8 (Term Requirement)
Answer the following questions comprehensively: (30 pts.)
1. What are the different factors that affect reading development? Cite poor reading
situations that are prevalent in school and at home based on your own observation
and experiences.

2. Based on the concepts that you have learned, what do you think is the significant
role do parents and teachers play in the reading process? Support your answer with
existing scenarios about reading challenges that you have observed.

3. Prepare a personal reading program and a daily schedule where you can allot time
for your reading activities, to include also your most preferred reading texts and
materials as a way to develop your love towards reading.

1.2 References

Bernardo, Alejandro S. (2013), Developmental Reading 1.Philippine Copyright, Rex

Bookstore, Manila:
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National Reading Panel (2002). Teaching children to read. Retrieved September 17, 2013
from http://www.nationalreadingpanel.org/NRPAbout/about_nrp.htm

Pressley, M. (2006). Reading instruction that works: the case for balanced teaching. New
York: Guilford Press.

TeacherVision (2013). Inferences. Retrieved June 17, 2013 from

http://www.teachervision.fen.com/skill-builder/readingcomprehension/48611.html?
Page=2

Villamin, Araceli M., et. al., (2001). Gateway and Skyways to Developmental Reading. Quezon
City: Phoenix Publishing House, Inc.

Villanueva, Aida S., et.al (2008). Developmental Reading 1. Lorimar Publishing. Manila.

1.3 Acknowledgment

The images, tables, figures and information contained in this module were taken from
the references cited above.

ASSESSMENT
Please Note: This part must be detached and returned on time to the SSU-LGU Academic Learning
Center (ALC) if you’re done accomplishing all the tasks given below.
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Name ______________________________________________Date Received ______________________

Complete Home Address _____________________________Date Submitted ____________________

_____________________________________________________Contact No.________________________

You will now be assessed as to how far you have learned from the lessons in Unit 1. Read
instructions carefully and follow them. (You may provide more separate sheets of paper to
write your answers.)
1. Define the word READING clearly and scientifically through forming its acronym.
Write it on the space below. (10pts)
R–

________________________________________________________________________________________

E–

________________________________________________________________________________________

A–

________________________________________________________________________________________

D–

________________________________________________________________________________________

I–

________________________________________________________________________________________

N–

________________________________________________________________________________________

G–

Criteria for writing:

 Content- 50%
 Organization- 30%
 Mechanics – 20%
TOTAL 100%

2. Matching Type. Give the appropriate definition of each term by matching the items from
column A with column B. Write only the letter that corresponds to your answer before each
number.

Column A Column B

__1 .Sumerian civilization a. creates stimulus of visual centers of the brain

__2. Cognitive Process b. the basis of the modern writing system

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__3. Physiological Process c. earliest human act of picture reading

__4. Roman Alphabet d. picture-writing between 3000 to 4000 B.C

__5. Cuneiform e. the eyes identify printed word or images

f. judgment of the reading material

3. Discuss the significance of reading by mentioning the cited commonalities of ideas

from different authors. Finish the phrase below by writing your answer on the space
provided or you may use another separate sheets of paper in writing your answers.
(5pts)
The more I read…

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4. By way of graph figures (squares, arrows, etc.) trace up the origin of reading as it
began and developed in human history. Use the space below for your illustration.
(5pts.)

5. Write a resolution (something you wish to do) where you can apply various
developmental processes in reading that you have drawn from your recent discovery
about the importance of reading. (5pts.)
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