TEACHING

READING
COMPREHENSIO
N
• THE NATURE OF READING SKILLS
THE NATURE OF
READING SKILLS
READING
The process of identifying and
understanding the meaning of the
characters and words in written or
printed material.
It is a complex process of decoding
symbols for the intention of
deriving meaning and/or
constructing meaning.
It is a means of language
acquisition, of communication, and
of sharing information and ideas.
 Includes the application of
thinking and reasoning skills that
involve observation, prediction,
verification, analyzing the author’s
meaning, etc…
Is presently viewed as a process that,
without prior knowledge (schema) or
familiarity with the topic, understanding new
ideas, making guesses and inferences, or
drawing conclusions from what is read may
prove difficult.
3 MAJOR COMPONENTS
1. DECODING
Process of translating a printed word into a
sound.

2 skills in decoding:
1. identification skill
2. word attack skill
involves being able to
connect letter strings to the corresponding
units of speech that they represent in order
to make sense of print.
2. COMPREHENSION
-Level of understanding of a text message.
-Relies on mastery of decoding.
involves higher-order cognitive and linguistic
reasoning, including intelligence,
vocabulary, and syntax, which allow children to gain
meaning from what
they read.
3. RETENTION
The condition of keeping information (the
text read). It could be in the Short Term
Memory or Long Term Memory.
THE GOAL OF READING

• The goal of reading is understanding. In order

to understand print, a learner must be able to
decode the words on the page and to extract
meaning.
READING CONSIDERS THE:

 Physiological process- requiring from the reader skills

in auditory and visual discrimination, verbal expression,
eye and hand coordination, eye or bodily movements
and other motor skills associated with reading.

 Perceptual process- as it utilizes perceptual clues: size,

shape, color, combination of sounds and letters, and
sequencing
• Linguistic process- requiring sound-symbol
relationships, context meanings, social
variations in language, figurative language

• Intellectual process- as it relies on

vocabulary, memory, verbal reasoning,
perceiving relationships, generalizing, critical
judgment, etc.
 Kinds of Reading Skills

1. Word attack skills- let the reader figure out new

words (synonyms, antonyms, word structures)
2. Comprehension Skills- help the reader predict
the next word, phrase, or sentence quickly
enough to speed recognition (include literal
understanding of the text, interpretation, critical
evaluation and application or integration.
3. Fluency Skills- help the reader see larger segments,
phrases, and groups of words as wholes.

4. Critical Reading Skills- help the reader see the

relationship of ideas and use these in reading with
meaning and fluency.
Skills Required for Proficient Reading
Skills
• TheRequired for
National Reading
• proficiency
The National
Proficient
in Reading
Panel (2002)Reading
a numberPanel
suggests that the ability to read requires
(2002) suggests
of language domains.that the ability
These to read
language requires
domains include:
proficiency in a number of language domains. These language domains include:
PHONEMIC The ability to distinguish and manipulate the individual sounds of language.
AWARENESS

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, parts of speech, and what they mean.

READING The complex cognitive process in which a reader intentionally and interactively
COMPREHENSION engages with the text; the process of making sense of what is being read.
Reading Pyramid
Comprehension

Fluency
Vocabulary
Word Identification

Decoding

Phonics

Phonemic Awareness
The Development
of Reading Stages
• In order to assign meaning to texts, readers rely
on previously stored knowledge such as
language, reasoning abilities, making analogies,
and inferences.
• Understanding of how text comprehensions
develop requires a consideration of the develop-
mental changes.
• Children’s facility for understanding texts
increases as they became more familiar with
particular structure and function of different text
genres.
• Developing of more sophisticated reasoning
skills, their comprehension of various text
necessarily increases.
• Measures of vocabulary are integral
components of standardized measures of
language & reading comprehension.
A PROPOSAL FOR READING
STAGES

• These reading stages is a scheme for studying

and for understanding course of reading
developments from its beginnings to its mature
forms.
• These stages are presented in a “scheme” or
“model” w/c hopefully can help to predict &
control achievements in reading.
HYPOTHESIS IN
DEVELOPING THE
SCHEME FOR
READING STAGES
(CHALL, 1983)
1. Stages of reading development resemble stages
of cognitive and language development.
2. Stages reflect the readers adapt to their
environment through the processes of
assimilation & accommodation.
3. Stages reflect the readers by how they interact
w/ their environment
4. These stages would reflect that readers do “different
things in relation to printed matter at each successive
stage, although the term “ reading” is commonly used
for all the stages.
5. Successive stages are characterized by growth in the
ability to read language that is more complex.
6.The reader’s response to the text also becomes more
general, more influential, more critical and more
constructive w/ successive stages.
The Reading Stages (Chall, 1983)
Stage O-Pre-Reading Stage
-Birth to Age 6
-from birth until the beginning of formal education,
children living in a literate culture with an alphabetic
writing system accumulate a fund of knowledge
about letters, words and books.
Stage 1-Beginning Reading Stage
-Age 6-7
-increasing errors that have a graphic resemblance
to the printed words.
-an “inside-out” process
Stage 2- Confirmation, Fluency, ungluing from
print
-Grade 2-3 Ages 7-8
-there is a continued concern w/ graphic exactness
but also a return to greater semantic acceptability.
Stage 3- Reading for Learning the New
-a first step
-the reading in this stage is essentially for the fails,
concept, for how to do things. If there is any reading
for nuance and variety of viewpoints, its is probably
in the reading of fiction.
Stage 4- Multiple Viewpoints
-High School Ages 14-18
-mostly acquired through formal education-the
assignments in the various school textbooks, original
& other sources, & references works in the physical,
biological, & social sciences, through reading of more
mature fiction: and through the free reading of books,
newspaper, and magazines
Stage 5- Constructivist and Reconstruction- a World
View
-College Ages 18-above
-Stage 5 can seen as reading that is essentially
constructive. From reading what other say, the reader
construct knowledge for himself or herself. The
processes depends upon analysis, synthesis and
judgement. The reader makes judgements as to what
to read, how much of it to read, at what pace, and how
much detail. This means a struggle to balance one’s
comprehension of the ideas, one’s analysis of them,
and one’s own ideas on them.
REFERENCES:
•THANK YOU 

Prepared by

ANGELICA P. JOVEN