Macro Skills:

Reading
Skills
Prepared by: Castro, Princess Joy S.
 Contents of the Discussion
- Nature and Purpose of Reading
- Reading Comprehension and Sub Skills
- Principles and Theories of Teaching Reading
- Reading Techniques
Learning Outcomes:
• Define the Nature and Purposes of Reading;
• Determine Reading Comprehension and Sub Skills
in Reading; and
• Identify the Principles of Teaching Reading
• Utilize Reading Teachniques and Strategies
SELF-CHECK: Agree or Disagree
1. Reading is an interation between letters and
symbols .
2. It is a process of understanding written
language.
3. A non-readeris one who cannot interpret written
text.
4. What does it take to be an effective reader?
Reading, its Nature and
Purposes
Reading being life skills has been inculcated in the school system from the time the
child enters school.
 Defining What’s Reading and Its Nature
Stanley, (2007) - is a process of reconstructing meaning
from written text. It is a complex skills requiring the
coordination of interrelated sources of information.
- cognitive process that involves decoding symbols to arrive
at meaning.
- Denchant (1991) as cited by Macceca (2007) - is a visual
process that begins with one’s ability to use one’s vision to
interpret graphic symbols.
 Defining What’s Reading and Its Nature
Short, K, and Harste, J, 1996 - it is an active process of constructing
meanings of words. It is likewise a number of interactive processes
between the reader and the text, in which readers use their knowledge to
build, create, and construct meaning.
- Sheridan, E. (1991) - the traditional skills model view of reading is a
bottom-up or data-driven processing model. In this view of reading,
letters are perceived in a left to right sequence until a word is perceived as
a whole; meaning is obtained and related to other words in the sentence.
thus activating the dominant schema and its particular concepts.
 Defining What’s Reading and Its Nature
Ravinder, S. (2019) expressed then that reading being a
process that involves recognizing words, it leads to the
development of comprehension.
 Reading’s Purposes
Hammer (2009) - reasons for reading include student’s career,
language acquisition, students’ vocabolary knowledge modeling English
writing, introducing topics, stimulating discussion.
Charlton, E. (2019) - reading could help you live longer, you may
absord more from a physical book; yopu may develop the skills for the
future; it builds your vocabulary and it wards off brain deterioration.
Seeing that the value of reading as a tool subject, students need to
learn reading and meanigfully assimilate value.
Students - reading should be well-thought to students.
Teachers - teaching strategies need to be judiciously selected.
 Reading’s Purposes
Academic reading differs from reading for pleasure. You will
often not read every word, and you are reading for a specific purpose
rather than enjoyment.
Everyday reading, such as reading a novel or magazine, is usually
done for pleasure. Academic reading is usually quite different from
this. When reading academic texts, your general purpose is likely to
be one the following:
 Reading’s Purposes
1. to get information (facts, data, etc.)

2. to understand ideas or theories;

3. to understand the author's viewpoint;

4. to support your own views (using citations).

 Reading
Comprehension and
Sub Skills in Reading
 Reading Comprehension and Sub Skills
Comprehension, the essence reading, and is a real-life sub
skills.
Snow, C. (2010) expressed that comprehension is the process of
simultaneously constructing and extracting meaning through interaction
and engagement with printed materials. The success of a comprehension
event depends on a good match of reader skills, text difficulty, and task
definition.
Moreover, comprehension according to the K-12 Reader Reading
Instructional Resources is an intentional, active, interactive process that
occurs before, during, and after a person reads a particular writing.
 Reading Comprehension as Sub Skills
Denchant (1991) - reading comprehension refers to understanding
what is read, so readers must be able to cognitively process the words by
drawing meaning from their own experience and knowledge to
understand the author’s message.
Anderson (1994) - comprehension is activating or constructing a
schema that provides an explanation of objects and events mentioned in
the discourse.
Abao, E. et al. (2009) - active interchange of ideas and expression of
thought. Reading involves creative and critical thinking skills which the
intended messsage and values are brought forth to reality.
Principles and Theories
of Teaching Reading
Any academic undertaking like reading insrtruction, must be anchored
on and measured against certain principles.
Gravews, M, et all. (2007) - Three Instructional Principles in Teaching
Reading:
1. building positive attitudes and perspectives,
2. provide na balanced intructional frtamework; provide consistent
instructional strucyure and use time effectively,
3. provide text that students can read successfully,
4. provide time for word study,
5. encourage independent reading, and
6. coordinate intervention intruction and classroom instruction.
 Voinalovyych, L.(1999) added the following priciples of teaching
reading:
1. encourage students to read as often and as much as possible,
2. students need to be engaged with what they are reading,
3. encourage student to respond to the content of a text and explore their
feelings about it, not just concentrate on its construction
4. prediction is a major factor in reading
5. match the task to the topic when using intensive reading text.
 Reading Theories
Shahin, V. (2000) posits that just like teaching methodology, reading
theories have had their shifts and transitions. Starting from the:
1. Traditional View - focused on the printed formof a text and moving to
the cognitive view.
2. Cognitive View - that enhanced the role of background knowledge in
addition to what appeared on the printed material,
3. Metacognitive View - which is now based on the control and
manpulation that a reader can have on the act of comprhending the text.
 Nunan, (2001) - Schema Theory is based on the notion the
past experiences lead to creation of mental frameworks that
help us make sense of new experiences. To activate and build
the schemata the following are emphasized:
1. Pre-Reading - Predicting, Semantic Reconciled Reading,
2. During Reading - Skimming, Scanning, Note-taking Guess,
Analyze Vocabulary
3. Post Reading - Questions, Mind-Mapping and Summarizing
 Anderson (1994) presents research showing that reall of
information in a text is affected by the reader’s schemata and
explains that “a reader comprehends a message when he is able to
bring to mind a schema that gives account of the objects and events
described in the message.”
enter
 REFERENCES

● www.teachreading.info2013
● https://www.tesol.org
● https://www.eapfoundation.com/reading/skills/purpose/
 Clearly, animals know more than we
think, and think a great deal more than we
know.

― Irene M. Pepperberg
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