Session Presentation - The Nature of Reading.pptx

The Nature of
Reading
Presented by:
Rosalina J. Villaneza
Chief
Teaching and Learning Division
Bureau of Learning Delivery
National Training on Literacy Instruction
School-Based INSET on Literacy Instruction
Delivered by:
Kerwin M. Regis
SDO-Quezon City
Re-echoed by:
Nickole G. Ordiales
L & D Coordinator, Mamlad High School
Mamlad, Jovellar, Albay

OUR LEARNING OBJECTIVES
At the end of the training, you should be able to:
1. Examine teaching practices that will help uncover
belief in the reading process;
2. Explain the nature of reading;
3. Realize that the reader has a significant role in
the reading process and that his/her attitude and
motivation affect his/her reading performance;
and
4. Apply research-based practices in teaching
children learn to read and read to learn

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Why Reading?

Activity 1 - Anticipation Guide
Directions:
1. The participants will be divided into two small groups.
2. Each group will Accomplish Activity 1 - Anticipation Guide for ten
(10) minutes.
3. Each group should choose a Facilitator (to facilitate the discussion), a
Recorder (to record the discussion) and a Reporter (to report to the
big group the output(s).
4. The reporter will be given 2 minutes to share the group’s output.

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.

Activity 1 - Anticipation Guide-PRESENTATION

Activity 1 - Anticipation Guide-LET’S PROCESS
1. Before children learn to read they should know the sounds of
most letters.
Agree – Awareness of the sounds of the language
is a fundamental skill in learning to read. This leads
to associating the sounds (phonemes) with the
corresponding letter symbols (graphemes).

2. The more symbols (letters or words) there are in a text, the
longer it will take to read it.
Agree – This is true. But if smaller sense units (words,
phrases) are combined into bigger, coherent ones
(sentences, paragraphs), the whole is much faster to read
than if they are separate or incoherent. Therefore, learners
will read more successfully, if given whole meaningful
units of text to read rather than disconnected bits.

3. We gather meaning from what we read.
Disagree – The word “gather” implies that somehow the meaning of
a text is there in the words and all we need to do is pick it up.
The construction of meaning that occurs in reading is usually a
combination of decoding and understanding words, phrases, and
sentences – the text (bottom –up processes) and one’s previous
knowledge or schema of the text content and genre (top – down
processes).
The more background knowledge a reader has that connects with
the text being read, the more likely the reader will be able to make
sense of what is being read.

4. When one reads one tries to find some cues in an effort to
make sense of the written text.
Agree – When one reads, he tries to find some cues in an effort to
make sense of the written text. The available language information
consists of sounds and symbols (graphophonic cues), language
structure or grammar (syntactic cues), and knowledge which is part
of the reader’s background (semantic cues).
These cues answer the following questions:
 Does it look right?
 Does it fit the sense of the story?

5. Visual information provided by maps, charts, or pictures help
young readers store and retrieve information they have read.
Agree – Sometimes, a reader does not have sufficient
background information about a text. A diagram, a chart,
or any picture cues can help young readers to better
understand what they read.

6. A reader who is familiar with the subject matter of a text
already has a basis for making sense of it..
Agree –The more background knowledge a reader
has to connect with the text being read, the more
likely the reader will be able to make sense of what
is being read.

Let us watch the recorded lecture on the topic
“The Nature of Reading” from Dr. Rose J.
Villaneza.
Do some note taking of important concepts.
After watching the video, we will have a Q & A
activity about salient points discussed.

If you see this icon ,
there is a question that you need to answer.
Kindly raise your right hand if you want to
answer.

It is 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.
R E A D I N G

Identify the missing alternative views about reading.
1. SKILL
2. PROCESS
3. COMPREHENSION
4. DEVELOPMENT
5. STRATEGY
Reading as a…
1. _ K I _ _
4. _ E _ E L O _ _ E _ T

1. 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.

Reading as a Skill
1. W_ _ D _ D E _ T _ _ I _ A T I _ N 2. _ O _ P _ _ H E _ S _ _ N

The Word Identification Subskills

Comprehension Subskills

Skills and Strategies Go Together
S _ R _ T_E _ I _S

Providing Scaffolding through Strategies
P _ _ R A _ _ I S T _ D

2. 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.
P _ _ C _ _ S

A Language-based Model of the Reading Process

3. Reading as COMPREHENSION
Comprehension occurs in the transaction between
the reader and the text.
Reading Situation
* Purpose
* Setting
(Kucer 2001; Rosenblatt, 1978)
R _ A _ E _ T _ X _

Schema Theory
● According to the schema theory,
individuals have organized world
knowledge which are stored through a
series of networkable solutions known as
schema. These can be activated or
retrieved when needed.
● Reading comprehension involves
thinking.
3. Reading as COMPREHENSION

Interactive Model of Reading Comprehension

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.

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

The Context
It 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.

4. 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)
E _ _ E R _ E _ C _

4. 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.

4. Reading as
DEVELOPMENT
• Reading and writing have their roots in a
child’s earliest attempts to communicate
and make meaning.
• Reading development is correlated with
other aspects of child development –
physical, cognitive, linguistic, and socio –
emotional.
• Oral language development is an integral
part of beginning reading instruction.

5. 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.

Reading as STRATEGY
C _ G _I _ _ V E M _ T A C _ G _I T _ V _

Readers use cognitive and metacognitive strategies to achieve
comprehension. If comprehension breaks down, the use of fix-up
strategies can be helpful. For example, when children stuck, they
can:
reread the
text;
read on
look at illustrations;

check surrounding sentences ask for help.

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?

My Professional Development Plan as a Reading Teacher
As a Reading Teacher, School Head, Supervisor I plan to ……..
STOP SUSTAIN START
I will stop teaching
reading at the pace of the
fast learners. I will give
more time to the
struggling learners by
giving them remedial
reading after their actual
classes.
I will continue my
enthusiasm to improve
the reading skills of
students by providing
them activities of reading
materials that can
activate their prior
knowledge and interests.
I will start to focus first
on the Word
Identification Skill before
aiming for the
Comprehension Skills.

2
1 3
4
PICK YOUR REWARD!

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

Good writers aren’t born.
They’re taught.
Taught to revere writing, as an important tool,
the nuts and bolts linking them to the world
beyond.
Guaranteed to strengthen the mind of an
impressionable child.

Good readers and writers aren’t born.
They’re inspired.
Inspired by teachers who value reading and writing,
as the keys to knowledge and success.
Who read and write like they breathe…
Continuously, steadily, automatically.

Thank You!

Session Presentation - The Nature of Reading.pptx

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Session Presentation - The Nature of Reading.pptx