1 Nature of Reading.ppt

1 Nature of Reading.ppt

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  Mary Grace M.Cuizon, LPT, Ma.ED Explains critical reading as looking for ways of thinking
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  To be ornot to be, that is the questions’ SAY IT!
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  ‘No man is anisland’ SAY IT!
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  EVERYONE HAS THEIR OWN STORY SAYIT!
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  A reader livesa thousand lives before he dies SAY IT!
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  The man whodoes not read good books has no advantage over the man who can't read them. —Mark Twain, 1895 A.D. SAY IT!
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  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.
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  Steps Involve inReading 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.
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  Psychological Theory Reading Theory Reading Strategy Behaviorism Bottom-Up Phonics CognitivismTop-Down Whole Language Social Constructivism Interactive Compensatory KWL/SQ3R
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  Reading Theories ReadingDirections Bottom-Up Uni-directional Top-Down Uni-directional Interactive Compensatory Bi-directional
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  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.
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  Rumelhart = cognitivism schemais 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.
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  Characteristics of theReading 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
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  Types of ReadingMaterials 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
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  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)
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  Levels of Reading a.Independentreading 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.
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  Techniques in Reading
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  Skimming – selectivereading 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
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  Scanning – aquick 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
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  • Skimming andscanning 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.
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  1. Read thetitle. 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:
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  1. State thespecific 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:
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  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
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  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
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  - 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
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  Critical reading • Examinethe reliability of the material • Distinguish facts from opinions • Draw inferences from the material
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  UNDERSTANDING PASSAGES A. NotingDetails – 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
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  B. Getting theMain 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
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  Inferring – mentallyexploring 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
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  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
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  INTENSIVE READING. Thisis 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
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  EXTENSIVE READING. Comprehensivereading 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
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  “Books train your mindto imagination to think big – Taylor Swift.
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  Thank you for listening!