The document discusses various aspects of the reading process including: - The nature of reading as a communication skill involving perception, comprehension, and reaction. - Key theories of reading like bottom-up, top-down, and interactive approaches. - Important reading theorists like Kenneth Goodman, Jean Piaget, and Keith Stanovich and their contributions. - Characteristics of the reading process, types of reading materials, developmental stages of reading, and levels of reading. - Important techniques in reading like skimming, scanning, SQ3R method, intensive reading and extensive reading.

1. Mary Grace M. Cuizon, LPT, Ma.ED
Explains critical
reading as looking
for ways of thinking

2. To be or not to
be, that is the
questions’
SAY IT!

3. ‘No man is
an island’
SAY IT!

4. EVERYONE HAS
THEIR OWN
STORY
SAY IT!

5. A reader lives a
thousand lives
before he dies
SAY IT!

6. The man who does not
read good books has
no advantage over the
man who can't read
them. —Mark Twain,
1895 A.D.
SAY IT!

7. Nature of Reading
- Reading, similar to listening, speaking
and writing, is a communication skill.
- Reading, is a process because it has
series of acts proceeding from one step to
the next.

8. Steps Involve in Reading
Perception is the step involve in reading by
which the reader perceived the written
symbols on the text through the use of his
external senses.
Comprehension is the step involve in
reading by which the reader understands the
text.
Reaction is the step involve in reading
wherein the reader evaluates the text which
is being read.

9. Psychological
Theory
Reading
Theory
Reading
Strategy
Behaviorism Bottom-Up Phonics
Cognitivism Top-Down Whole
Language
Social
Constructivism
Interactive
Compensatory
KWL/SQ3R

10. Reading Theories Reading Directions
Bottom-Up Uni-directional
Top-Down Uni-directional
Interactive
Compensatory
Bi-directional

11. Reading Theorists
Kenneth Goodman = Cognitivism
Reading is a psycholinguistic guessing game.
Jean Piaget = Cognitivism
assimilation is the process by which the
readers incorporate new experience into
an already existing knowledge.
accomodation is the process by which the
readers changes one’s already existing
knowledge as a result of the experiences.

12. Rumelhart = cognitivism
schema is the “building block of cognition.”
Patricia Carrell = cognitivism
Two kinds of schema
formal schema = rhetorical patterns of writing
content schema = culture of the reader
Keith Stanovich = Social Constructivism
context clues can be used to compensate for
the meaning of words which we do not know.

13. Characteristics of the Reading Process
 Reading is a complex process
 Reading is a two-way process
 Reading is a largely visual process
 Reading is an active process
 Reading makes use of a linguistic system
which enables readers to be more effective
users of written language
 Effective reading is partly dependent on the
reader’s prior knowledge or background
experiences

14. Types of Reading Materials
Developmental – scientifically prepared materials
which are aimed at developing reading skills
Remedial – specifically prepared to help learners
overcome reading difficulties
Recreatory – provide for the development of
appreciation and enjoyment of reading material
Functional – provide for the development of
comprehension and utilization of skills in areas of study

15. Reading Developmental Stages
1. Emergent Literacy (0-5)
2. Beginning Reading (K-Grade 1)
3. Growing Independence (Grades 2-3)
4. Reading to Learn (Grades 4-6)
5. Abstract Reading (Grades 7-above)

16. Levels of Reading
a.Independent reading level – the child can function adequately
without teacher help. Comprehension should average 90%
and word recognition should average 99%.
b.Instructional reading level – the child can function adequately
with teacher guidance and yet be challenged to stimulate his
reading growth. Comprehension should average 79%
and word recognition should average 95%.
c.Frustration reading level – the child cannot function adequately.
The child often shows sights of tension and discomfort.
Vocalization is often present. Comprehension average 50%
or less and word recognition average 90% or less.

17. Techniques in Reading

18. Skimming – selective reading
of material
• Preview if the material contains the information
needed
• Overview – the purpose & scope of the material
• Survey – the general idea contained in the
material

19. Scanning – a quick search for
a specific information
• Keep in mind only the specific information to be
located
• Decide which clues will help to find the required
information
• Move eyes as quickly as possible down the page to
find the clue
• Read the section containing the clues to get the
needed information

20. • Skimming and scanning are very
rapid reading methods in which
you glance at a passage to find
specific information. These
reading methods make it easier
for you to grasp large amounts
of material, especially when
you're previewing. They are also
useful when you don't need to
know every word.
Skimming and scanning are especially valuable when there is
only one item of information that you need to find from a
particular passage.

21. 1. Read the title.
2. Read the introduction or the first
paragraph.
3. Read the first sentence of every other
paragraph.
4. Notice any pictures, charts, or graphs. *
Notice any italicized or boldface words or
phrases.
5. Read the summary or last paragraph.
Skimming refers to the process of reading only main
ideas within a passage to get an overall impression of
the content of a reading selection. An example of this is
when we read the title of a newspaper to know what
happens everyday.
How to skim:

22. 1. State the specific information you are looking
for.
2. Try to anticipate how the answer will appear
and what clues you might use to help you locate
the answer. For example, if you were looking
for a certain date, you would quickly read the
paragraph looking only for numbers.
3. Use headings and any other aids that will help
you identify which sections might contain the
information you are looking for.
4. Selectively read and skip through sections of the
passage.
Scanning is a reading technique to be used when you want
to find specific information quickly. In scanning you have a
question in your mind and you read a passage only to find
the answer, ignoring unrelated information.
How to scan:

23. SQ3R
• Survey – skim the material for its content &
organization
• Question – check the section headings & ask questions
to set you purposes for reading
• Read – read to answer questions that were earlier
formulated
• Recite – answer the questions without referring back to
the material
• Review – check how well you remember the major
ideas

24. Comprehensive reading – slow & careful
reading to extract information &
understand a material containing a great
deal of information
1. Vocabulary recognition
2. Sentence comprehension
a. sentence analysis
b. recognizing punctuation clues
c. recognizing reference terms
d. recognizing signal words
- addition: and, as well as, besides
- cause-effect: hence, due to, as a result
- condition: if, when, unless

25. - contrast: but, though, despite
- comparison: like, unlike, in the same way
- emphasis: above all, really, in effect
- sequence: first, later, eventually
- examples: for example, that is
3. Paragraph analysis
4. Interpreting illustrations

26. Critical reading
• Examine the reliability of the
material
• Distinguish facts from
opinions
• Draw inferences from the
material

27. UNDERSTANDING PASSAGES
A. Noting Details – a factual type of reading
comprehension in which the reader is directly
concerned with remembering the items within
the passage
• Be definite about your purpose in reading a selection.
• Read the passage slowly and carefully.
• Remember the details in relation to ideas you want to
remember
• Distinguish main or big ideas from sub ideas

28. B. Getting the Main Idea – finding the most
important thing an author is trying to say
• Find out what common ideas the sentences share
• The presentational style may provide clues in finding
the main idea
• The main idea is the important information about the
topic
• A topic sentence may or may not contain the main
idea
• See to it that the main idea statement is not so
general that it suggests information that is not given
in the paragraph

29. Inferring – mentally exploring then
taking a position in relation to the facts
& related details
Making Generalizations – relating the important
elements within a passage in order to combine
them into a principle, a generalization, or a
conclusion
• Know what topic is being discussed
• Take note of the facts presented whether implied or
directly stated
• Find out how the sentences are related to one
another in content
• State a general idea that will include all the sub-ideas
expressed in each sentence

30. Predicting Outcomes – identifying the relationships
between the given facts in order to identify an
expected outcome or a probable consequence
based on certain tendencies or trends observed
• Examine the available data and their
relationships
• Make conclusions or generalizations about
the topics presented
• Anticipate a possible outcome based on the
material read

31. INTENSIVE READING. This is a reading strategy which is
characterized by deliberate attention and deep
concentration. It is reading for details. It is aimed at
perceiving implications. It is concerned with the profound
and detailed understanding of the text.
 INTENSIVE READING ACTIVITIES:
 Analyzing variant meaning of words, sentence structures, and
paragraph organization
 Recognizing style of presentation
 Visualizing or forming images, make them come to life and take on
extra dimension
 Drawing conclusions
 Inferring meanings
 Interpreting symbols
 Exploring implication
 Evaluating ideas, information, facts

32. EXTENSIVE READING. Comprehensive reading of long
texts or books for the purpose of discerning meaning is
the art of extensive reading. It is reading imaginatively,
creatively, and critically.
EXTENSIVE READING ACTIVITIES
 Analyzing the author’s technique, his method of manipulating
material
 Studying the author’s choice and use of words, his sentence and
paragraph structure
 Digesting the context of the text from different viewpoints and
perspectives
 Re-creating the thought and experience of the author
 Evaluating the validity of ideas, accuracy of information on the
basis of experience

33. “Books train your
mind to imagination to
think big – Taylor
Swift.

34. Thank you for
listening!