DEVELOPMENTAL READING ENG105A

Erika Agustin 3PSED2

READING
An active language process in which the reader uses the familiar language clues of syntax, semantics and phonology to aggressively and purposefully anticipate and access meaning in printed language Depends on interest and prior knowledge Closely related to language An active process Anticipation Not just a basic skill (we can t do away with it) A complex process (comprehension?) Is problem solving Not the same as decoding Is situationally bound *phonology- sound *syntax- structure *semantics - meaning

Good Readers are:

Mentally engaged (focused) Motivated to read and to learn Strategic in monitoring the interactive processes that assist comprehension Setting goals that shape their reading processes Coordinating a variety of comprehension strategies to control the reading process

Goals of Reading:
To acquire meaning from the ordered arrangement of symbols To obtain understanding To obtain information

Importance of Reading:
Simple reading or writing will have an important for a future job, position or even a game show It helps us learn things that are not taught in school or by a teacher Writing or reading can increase vocabulary Informs us with what is going on in the outside world and our country Increase our writing skills

Types of Reading
->close reading or reading according to purpose
1. Skimming
a. Pay attention closely to the title, headings, u=index, aspects of the reading material to get a general understanding of the whole text

2. Scanning
a. Requires you to look for particular or specific information in the text

3. Intensive or Functional Reading

a. word-for-word type of reading requires you to read materials related to your course or research

Types of Reading
->close reading or reading according to purpose
4. Extensive or recreational reading a. light type of reading b. resort to reading as your way of spending your leisure time 5. Literature reading a. exposes you to various types of written works that express man s best thoughts and feeling on a certain subject matter 6. Detailed study reading a. purpose: understand the content of the reading material by practicing SQ3R S- survey Q- question R- read R- recite R- review

Types of Reading
-> accord. to reading performance or rate of understanding the text

1. Speed reading
a. Makes you absorb information at an extra speedy reading act

2. Sub-vocalized reading
a. Reading occurs when you recognize the form of the word and internally sound it in your mind the way one pronounces it as a spoken word

3. Proofreading
a. Object of your eyes here are the typographical errors

Types of Reading
-> accord. to reading performance or rate of understanding the text

4. SPE (Structure Proposition Evaluation) Three Stages: a. recognizing language structures b. making inferences c. evaluating ideas, reasons or conclusion 5. Multiple Intelligences a. musical intelligence b. bodily-kinesthetic intelligence c. spatial intelligence d. interpersonal intelligence e. intra-personal intelligence

Types of Reading
-> accord. to reading-instruction program
1. read-aloud
Teachers should model this to let students learn your good expressions, proper pacing and correct pronunciation instructions on reading are given through an alternative reading by your teacher and you, the reader. Both of you take turns in reading portions of the texts Reading strategies for independent reading such as using contextual clues, examining illustrations, activating schemata, discussing things about the story Semi-independent reading

2. Shared reading

3. Guided reading
-

Types of Reading
-> accord. to reading-instruction program
4. Fluency reading - main concern is on language (pronunciation, pausing, phrasing, intonation) 5. Independent reading - reading alone or by yourself 6. Developmental reading - refinement of reading

Types of Reading
-> accord. to reading-instruction program
7. Selective or keyword reading - you only read things that interest you - skimming, scanning 8. Remedial reading - for correction and follow-up - reading enhancement 9. Strategic reading - you spend time reading aloud what you are reading or thinking of

Views of Reading
Physiological (organic)

Reading Mental process/ cognitive process

Reading as a Physiological Process - The basic step: for the eyes to see, identify and recognize the printed words - The light patterns from the printed symbols hit the foveal areas or closely packed sensory cell of the retina - In turn, this induces chemical changes that create patterns of nerve currents into the optic nerve fiber - These currents travel to a center in the midbrain - Finally using the currents that travel to the midbrain, the cerebral cortex interprets the symbols

Eye Movements
Fixation
The eyes are stopping on the word/s The duration of fixation the length of time eyes have to pause (3 for good readers)

Inter-fixation
The eyes are moving from stopping point to the other

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

Saccades
Short, quick hop & jump movement

Regressions
Backward right-to-left movement

Span of recognition
Eyes recognition of a group of words

COGNITIVE PROCESS
Reading depends on vocabulary, memory, verbal reasoning, generalization and critical judgment *metacognition (refers to higher comprehension skill characterized by) -self-awareness - careful reading & greater retention -making previous assumptions/hypothesis - the deliberate and combined ability to reflect, question, classify, summarize and predict -information reading which gives attention to SQ3R

Psychological process of reading:

Schemata (stored knowledge)
Background knowledge Views Concepts Experiences

Schema
Symbol or mental representation of this knowledge in your brain

Comprehension/meaning identification: - Serves as the core, the essence, the heart, bottom line of the final outcome of any reading act - act of understanding or making the text meaningful

Reading Process
Recognize the printed language symbols Attach meaning to the symbols based on your stock/prior knowledge Fuse or relate the schemata or concepts of the symbols with the author s ideas represented with words Adjust, modify, create/construct new knowledge about the text based in the schemata and the knowledge expressed by printed words

Methods of Processing Meaning:

Bottom-up reading
If you have very limited background knowledge about the reading material

Top-down reading
Your understanding of the text is not based only on the data explicitly stated on the page but also on things beyond visible information Going beyond what the text is

Interactive or schema reading

Deal with both top-down and bottom-up reaing

Reading as a Language Process

Language- code used by humans to communicate

Characteristics of Language which are also conducive to man s reading recognition and appreciation:
Clarity
Code symbols are concrete rather than abstractions and generalizations

Simplicity
Ideas should be expressed directly and to the point

Adapted language
Words of expression should relate to the reader s age, educational attainment, ethic origin and other personal factors

Forceful
Stimulating language provides color, interest and excitement

Vivid language
Vivid wording is descriptive and stirs the senses of the reader

Reading as a Process of Development: Stages of Reading Development:

Stage 0- prechool
reading readiness /oral language development Best time to motivate the learner to read Child gains familiarity with the language and its speech sound He becomes conscious of sound similarities between words He learns to predict and recognize a few familiar written words especially with the aid of pictures

Stage 1- initial reading (6-7y.o.)

Decoding stage Learner is aware of the letters that represents sound He has achieved an understanding of the critical concept of the alphabetic code

Stage 2- confirmation and fluency (8-10)

Confirms the knowledge acquired in the first 2 stages which will lead to fluency skills Dev t in speed reading is apparent

Reading as a Process of Development: Stages of Reading Development:

Stage 3- reading for learning the new (11-onwards)
He has enough reading skill to begin to read the text to gain relevant information

Stage 4- multiple viewpoints (HS)

Reader analyzes texts critically and comprehends multiple viewpoints

Stage 5- construction and reconstruction (highest level of reading development)

Reader learns how to read selectively and form his own opinions about what he reads Understanding is based on analysis and synthesis

Factors/obstacles in reading achievement

Physical
Malfunction of the visual and auditory faculties Eye defects such as short/far sightedness, speech imperfections, etc. Physical discomfort among students e.g. headache, hunger, thirst

Psychological
Child s lack of self-confidence, feelings of rejection and other negative personality traits Teacher s personality factors General emotional atmosphere at home an at school, including the attitude among parents in guiding their children s progress in school

Factors/obstacles in reading achievement

Environmental
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 the government and of the schools on the dev t reading program.

Vocabulary Development
Why vocabulary development counts:
Vocabulary is a basic part of reading comprehension Vocabulary is a major part of almost every standardized tests including: reading achievement tests, college entrance exams Studies have indicated that students with wide vocabulary are more successful in school The keys to survival and success in the workplace are the ability to communicate skillfully and learn quickly. Solid vocabulary is essential for both skills
WORD RECOGNITION Ability of a reader to recognize written words correctly and virtually effortlessly WORD RECOGNITION SKILLS Instant recognition Mature readers identify words with remarkable speed and accuracy Beginning readers recognize very few words

Clues to recognizing words:

Sight vocabulary clues Consists of the words a student recognizes instantly by sight Structure words (suffixes) Content words (parts of speech) Meaning clues Clues within the semantic component of language that help readers anticipate and expect words they will meet in reading types:
Anticipatory clues
Topics, headings, titles, events and even pictures that cause readers to expect certain meaning from text

Context clues
Clues found in surrounding words that allow a reader to predict the meaning of an unfamiliar/unknown word

Picture clues
Describe objects, clarify concepts and generate predictions about the text

Clues to recognizing words:

Visual clues
Configuration clues (provided by the general shape of words) Salient-feature clues (most important word in the group of words)

Structural clues
Affixes (consist of 1 or more letters or sounds that are attached to the beginning or end of the words and that serve to give added meaning to words Compound words (single word unit formed from the combination of 2 morphemes that can each stand independently as root words)

Clues to recognizing words:

Phonic clues Dictionary clues

Types of context clues:

Definition or restatement Meaning of the vocabulary word is in the sentence itself, usu. Following the vocabulary word

Synonym
Sentence uses a similar word to help explain the meaning of the vocabulary word

Types of context clues:

Antonym/opposite/contrast
Sentence used a word with an opposite definition to give meaning to the vocabulary word

Example/explanation
Type of context clue uses examples to help the meaning of the vocabulary word

Cause and effect

Cause of an action may be stated using an unfamiliar word

AFFIXES
Prefix Infix Suffix