Department of Education

Bureau of Learning Delivery

Teaching and Learning Division

National Training
on Literacy Instruction
 National Training on Literacy Instruction

Session 2

The Nature of Reading

Presented by:

Rosalina J. Villaneza
Chief
Teaching and Learning Division
Bureau of Learning Delivery
 National Training on Literacy Instruction
Activity 1 - Anticipation Guide

Directions: For each of the following statements, put a check under “Agree” or
“Disagree” to show how you feel.
Agree Disagree

______1. Before children learn to read they should know the sounds of _______
most letters.
______2. The more symbols (letters or words) there are in a text, the _______
longer it will take to read it.
______3. We gather meaning from what we read. _______
______4. When one reads one tries to find some cues in an effort to _______
make sense of the written text.
______5. Visual information provided by maps, charts, or pictures help _______
young readers store and retrieve information they have read.
______6. A reader who is familiar with the subject matter of a text _______
already has a basis for making sense of it.
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Questions before watching the video

1. What is Reading? What does dynamic process mean?
2. What are the important and/or crucial elements needed by the reader to be
able to interact with the text.
3. What are the five alternative views about reading?
4. Using the Chart provided fill in the column as indicated:
Nature of Reading (Views Key points/Your take away Its implication to you as What do you think are the
about Reading) reading challenge/s based on what
teacher/supervisor/school is/are the reality/ies in the
head
field?

1.        

2.      

3.      

4.      

5.      
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What is Reading?
. . . a dynamic process in which the
reader interacts with the text to
construct meaning. Inherent in
constructing meaning is the reader’s
ability to activate prior knowledge,
use reading strategies, and adapt
to the reading situation.
 National Training on Literacy Instruction

ALTERNATIVE VIEWS ABOUT READING

1. Reading as SKILL

2. Reading as PROCESS

3. Reading as COMPREHENSION

4. Reading as DEVELOPMENT

5. Reading as STRATEGY
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Reading as SKILL
While the reader’s knowledge
of language is recognized as an
integral part of reading print,
reading is viewed as a skill that is
learned. In fact, reading is a unitary
skill that we use to process texts.
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Reading as a Skill
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The Word Identification Subskills

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Comprehension Subskills
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Skills and Strategies Go Together

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Providing Scaffolding through Strategies

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Reading as PROCESS

The reading process, also

known as the meaning – making
process, provides an explanation of
“how reading happens” (Cambourne,
1998). To construct meaning,
readers draw on, or sample the
language information available to
them.
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A Language-based Model of the Reading Process

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Reading as COMPREHENSION
Comprehension occurs in the
transaction between the reader and the
text.
Reading Situation
* Purpose
* Setting

(Kucer 2001; Rosenblatt, 1978)

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Interactive Model of Reading Comprehension

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FACTORS THAT AFFECT READING COMPREHENSION

THE READER – brings the following to the text:

Script knowledge - knowledge and beliefs about the world.

Knowledge about language - graphophonic, syntactic,

semantic, pragmatic.

Knowledge of text structure - text cohesion, general text

structure (narrative,
expository, etc.)
Pragmatic system - how language is used in social
settings.
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FACTORS THAT AFFECT READING COMPREHENSION

The Text

Text Structure
its genre, vocabulary, language, even the
specific word choices
How well text is written
Content, difficulty or readability
Author’s intent
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FACTORS THAT AFFECT READING COMPREHENSION

The Context
involves the activity that occurs around
the transaction.
Purpose
- reading a text for a specific
reason.
Setting
- teacher creates the learning
opportunities to support the
construction of meaning.
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Reading as DEVELOPMENT
Reading is an interplay of one’s
experience, oral language, and ability to
interpret written symbols as shown in the
diagram.

Figure 3. The relationships of three types of knowledge used in reading

(Hermosa, 2002)
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Reading as DEVELOPMENT
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.
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Reading as STRATEGY
Strategies are conscious, flexible plans a
reader applies to a variety of texts.

The use of strategies implies awareness, reflection,

and interaction between the reader and the author.

Strategies do not operate individually or sequentially,

but are interrelated and recursive.

The goal is the active construction of meaning and

the ability to adapt strategies to varying reading
demands.
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Reading as STRATEGY
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Reading as STRATEGY
In-the-Head Reading
Strategies Used by the
Reader While Engaged In
Reading
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 National Training on Literacy Instruction

Reflection Questions:

1. Learning all these, how should

learners be taught to read?

2. Why do you think we still have

frustrated readers even in the
higher grades?
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My Professional Development Plan

as a Reading Teacher
As a Reading Teacher, School Head, Supervisor I plan to …………..
STOP SUSTAIN START
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Children Learn to Read and Write

Good readers aren’t born.

They’re created.
Created as the evening clock
stands still and the minutes of a
bedtime story reign supreme.
Lovingly read each night.
 National Training on Literacy Instruction

Children Learn to Read and Write

Good readers aren’t born.

They’re created.
Created as the evening clock
stands still and the minutes of a
bedtime story reign supreme.
Lovingly read each night.
 National Training on Literacy Instruction

Children Learn to Read and Write

Good readers aren’t born.

They’re created.
Created as the evening clock
stands still and the minutes of a
bedtime story reign supreme.
Lovingly read each night.
Adapted from “A daughter learns to read”
By Mardi C. Dilks, The Reading Teacher,
Vol. 56, No. 3 November 2002
National Training on Literacy Instruction

Thank You .......