Public Speaking and Leadership -Process of Reading

1. PROCESSOFREADING
By: John Paul Espino
De La Salle University – Dasmarinas
Facebook.com/Johnpaul.dss

3. What is reading?
What does it involve?
Is it an active process?
Does meaning reside in the text?

4. The little girl ate candies.
Her mother slapped her.
The little girl cried.

5. Reading is a Constructive Process
Reading may be described as
“getting meaning” from written
text, and a reader’s skill in
comprehension depends on three
things:

6. 1.) the background knowledge of the
reader;
2.) the accuracy with which the
reader responds to printed or written
material; and
3.) the reader’s understanding of the
message of the text.

7. Reading involves a transaction between
the mind of the reader and the language
of the text.

8. Read the story below in parts.
Stop after each sentence and
ask yourself:
Who is Tony?
What makes me think so?

9. Tony was on his way to school
last Tuesday.
( Is he a student?
a teacher?
What makes you think so? )

10. He was really worried about
the Science lesson.
( a teacher?
a student?
What makes you think so? )

11. Last week, he had a problem
in controlling the class.
( a teacher?
a student?
What makes you think so? )

12. It was unfair for the Dean to
leave him in charge.
( a teacher?
a student?
What makes you think so? )

13. After all, it is quite unusual to
ask the janitor to take charge of
the class.

14. Were your answers correct?
Why?
Why not?
What processes did you use
to arrive at your answers?

15. The activity clearly shows that your background
knowledge determines what you expect from a text.

16. Cognitive Processes: predicting, hypothesizing, deducing,
inferring and drawing implications.

17. Reading is a constructive,
interactive process which takes
place behind the eyes.

18. Schema- the term used to describe
how people, in general, organize and
store information.
Schema activation- is the mechanism
which people access what they know
and match it to the information in a
text.
Schemata- have been called ‘the
building blocks of cognition

19. Reading is a language process that
involves a dialogue between the reader and
the author. (Widdowson, 1979 as cited by
Hedge, 2000)

20. Learning with texts is a
strategic act.

21. HOW TO RUIN AN ASSOCIATION
Once upon a time, the Midtown Chapter was one of the most active
chapters in the association. It was a smooth-running, efficient
organization that enjoyed great prestige in the community.
Then one day, things began to change. One of the members said to
himself, "No-one will miss me. I have so many other things to do, I think
I'll drop out of the chapter's activities."
So hx bxgan to avoid chaptxr functions. Hx rxfusxd to accxpt his
rxsponsibilitixs, and thx chaptxr had to limp along with onx lxss mxmbxr.
Of coursx, thx chaptxr could gxt along without him, but it mxant that
onx of thx rxmaining mxmbxrs had to doublx up and do twicx as much
work as bxforx.

22. Thxn, onx morx mxmbxr dxcidxd to givx up his sharx of chaptxr
activitixs. This mxant thzt two mxmbxrs hzd to do doublx duty.
Thxn z third mxmbxr droppxd jut, znd thrxx jf thx jthxrs hzd tj
wjrk hzrdxr thzn xvxr.
Thxn z fjurth drjppxd jut, znd mjrx jf qhx rxmzining zctivx
mxmbxrs sqzrqxd wjrking hzrdxr thzn xvxr.
Zs qimx wxnq jn, mzny mjrx jf qhx chzptxr mxmbxrs ljsq inqxrxsq,
znd prxqqy sjjn qhx chzptxr wzs bxing run by jnly z fxw mxmbxrs,
znd iq ljjkxd likx qhis: Qkj kzqxx kzjxq jxk jzkxqk kqjz xjq kzjx xjz.
Zkxq kqx zkkxq, kjz zkzxjqk zkk xkkq xxkziq kzjxq.

23. Top-down processing- reading
proceeds from whole to part;
from inside-out.
The uptake of information is guided by an
individual’s prior knowledge and
expectations.

24. Bottom-up processing- reading
proceeds from part to whole;
from text to reader; or, from
outside-inside.
The readers take in stimuli from the outside world -- letters and
words, for reading -- and deal with those information with little
recourse to higher-level knowledge.

26. In most situations, bottom-up and top-down processes work
together to ensure the accurate and rapid processing of
information.

27. Six Types of Knowledge to Make
Sense of a Text
Syntactic knowledge- rules that govern the
ways words combine to form phrases, clauses, and
sentences. It helps a reader decode meaning
through his knowledge of language features.
Morphological knowledge- identification,
analysis, and description, in a language, of the
structure of morphemes and other linguistic
units, such as words, affixes, and parts of
speech.

28. General world knowledge- this relates to
the reader’s prior knowledge and
experiential background.
Sociocultural knowledge- this is also
called schematic knowledge and is
related to the reader’s background
information of things, people, events
that make up his sociocultural
world.

29. Topic knowledge- this has to do with
knowledge of a topic, an event, a
situation that enables the reader to
make sense of a text.
Genre knowledge- this type of
knowledge enables a reader to work
with the language of the text in order
to interpret its meaning.