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Session 3 - The Nature of Reading
Session 3 - The Nature of Reading
of Reading
Mil F. Ponciano
TIC,
Licensed Reading Specialist
Reading Consultant
National Chief Trainer
FIGURE
FIGURE 2:
2: Interactive
Interactive Model
Model of
of Reading
Reading Comprehension
Comprehension
Adapted from Cook, 1986, 1989
Reading as
DEVELOPMENT
Reading is an interplay of one’s experience,
oral language, and ability to interpret written
symbols as shown in the diagram.
Experience Oral Written/
Language Printed
Symbols
A B C
Figure 3. The relationships of three types of knowledge
used in reading (Hermosa, 2002)
The relationship of circles A, B and C is reciprocal. It
is true that Circle A develops first, followed by Circle B,
then by Circle C. However, once an individual has
acquired a language, he uses it to learn more
experiences. Similarly, once he has learned to read,
Circle C becomes a very powerful tool for learning, even
more so than oral language.
transfer L
Oral Written/
Language Printed
Symbols 1
Experience
A B C
Reading Models
•1. Bottom-up Model
•2. Top-down Model
•3. Interactive Model
Me
ani Bottom-up Model
ng
• Reading is driven by text
(de
ep • Reading proceeds from
str “part to whole”
uct • Gough (1972) proposed a
Wordsure
phonics-based or bottom-
(lexical up model for reading
)
level) process which portrays
processing in reading as
proceeding in serial
Letter/sounds (character fashion, from letter to
level) sound, to words, to
meaning, in the
progression suggested in
this figure.
Top-down Model
• Reading is driven by meaning (what Meaning (deep
the reader brings to the text)
structure)
• Reading proceeds from “whole to
part”
• Efficient reading doesn’t result from Syntax
the precise perception and
identification of all the elements in (language
Graph
a word, but from skills in selecting eme/
the fewest, most productive cues
pattern)
phone
necessary (Goodman, 1967; Smith, me
corres
1971) ponde
• Readers have prior sense of what nce
could be meaningful in the text, (letter
based upon their previous /soun
d
experiences and their knowledge relati
about the language. onshi
p)
Reading is a “psycholinguistic guessing
game” (Goodman, 1967)
Writer / Writer /
author author
Writer /
‡ Reader
LANGUAGE
(decoding)
(encoding)
author
LANGUAGE
Thought/idea
Thought/idea
Schema / Schemata
Author’s
Reader’s
Language knowledge
and proficiency
Reader Reader
•Table
•Root
•Superman held up his hand and
stopped the car.
•Inadobo ni nanay ang utong ni tatay.
• Rumelhart (1977)
Interactive Model • Synthesis of bottom-up and top-
down models.
Syntactic Semantic
knowledge knowledge
Orthographic Lexical
knowledge knowledge
I love to “read”
Automatic Word
Recognition
Vocabulary Background
Knowledge Language Reading
Comprehension
Comprehension
Knowledge of Text
and Sentence Structures Strategic
Knowledge
Knowledge
General Purposes Specific Purposes of Strategies
for Reading for Reading for Reading
Fluency
Clarity
Sensitivity
Language and Literacy
reading.
Phonological
awareness involves
work with rhymes,
syllables, onsets and
rimes.
Phonemic
awareness is the
ability to notice,
think about and
work with the
individual sounds in
spoken words.
Activities to develop phonological awareness
Reading Fluency
Reading Fluency
• WHAT is it and WHY is it
• Important?
WHAT is it and WHY is it
Important?
Fluency:
Fluency:reading
readingfluency
fluencyisisthe
theability
abilitytoto
read quickly, accurately with meaning
read quickly, accurately with meaning at at
the
thesame
sametime
timeusing
usingexpression
expressionandand
proper
properphrasing.
phrasing. Rate
• Combines rate and +Rate
• Combines rate and +
accuracy Accuracy
accuracy Accuracy
________________
• Requires automaticity ________________
• Requires automaticity Fluency
• Includes reading with Fluency
• Includes reading with
prosody
prosody
Comprehension
Comprehension
DEPARTMENT OF EDUCATION
Automaticity
Reading
Speed
FLUENCY
Prosody Accuracy
Fluent Reading
• •What
Whatdoes
doesfluent
fluentreading
readingsound
sound
like?
like?
Fluent
Fluentreading
readingflows.
flows. ItItsounds
sounds
smooth
smoothwith
withnatural
naturalpauses.
pauses.
Theory of Automaticity
Less fluent readers need More fluent readers have
to allocate more resources more resources available
to decoding. for comprehension.
decoding comprehension
Why is it important?
“Fluency provides a bridge between word recognition and
“Fluency provides acomprehension”
bridge between word recognition and
comprehension”
Fluent readers are able to:
Focus their attention onFluent readers are the
understanding abletext
to: (and therefore are
Focus
better their attention
able to onthe
interpret understanding the text (and
text, make connections therefore
among the are
better able to interpret the in
ideas text,
themake
text) connections among the
ideas in the text)
Non-fluent readers must:
Focus their attention Non-fluent
on decodingreaders must: the meaning of
and assessing
Focus their attention
individual on decoding
words (thus leaving and
littleassessing
attentionthe
freemeaning
for of
individual wordscomprehension?
(thus leaving little attention free for
comprehension?
What Students Need to Learn?
• Apply systematic-classroom-based
• Apply systematic-classroom-based
instructional assessment to monitor student
instructional assessment to monitor student
progress in both rate and accuracy.
progress in both rate and accuracy.
Fluency Building
Important !!!
Knowledge of
words and
their
meanings in
both oral and
print
representation
s
The child should understand the words that he/she
decodes.
The flying
bird.
Vocabulary Development
• Through realia
• Pictures
• Actions
• Context clues
6. Comprehension
Reading
Comprehension
Fluency
Vocabulary
development
Word recognition
Decoding and Comprehending
Phil Collins
Maraming Salamat Po!
Thank You!
Simulation
1. Form a group of three.
2. Each group will receive a an insight log.
3. As a team, brainstorm on the insights that you
gained from the session.
4. Write them on the insight log using pentel pen.
5. Choose a representative who will present your
work for 5 minutes only.
6. Do this in 15 minutes.
Maraming Salamat Po!
Thank You!