Developmental reading involves scientifically prepared reading materials aimed at developing learners' reading skills. There are multiple definitions and models of the reading process. Reading involves an interaction between the reader and text as the reader constructs meaning by activating prior knowledge and using reading strategies. Key reading skills include phonemic awareness, phonics, fluency, vocabulary, and comprehension. Factors such as knowledge, motivation, and reading materials impact comprehension. Reading progresses through developmental stages from pre-reading to proficient reading.

1. DEVELOPMENTAL
READING

2. DEVELOPMENTAL READING
IS A KIND OF READING IN WHICH THE
MATERIALS ARE SCIENTIFICALLY
PREPARED AND AIMED AT DEVELOPING
THE READING SKILLS OF LEARNERS.

3. READING
• TRADITONAL DEFINITION: MEANS LEARNING TO
PRONOUNCE WORDS, TO IDENTIFY WORDS AND GET
THEIR MEANING AND TO BRING MEANING TO A TEXT
IN ORDER TO GET MEANING FROM IT.
• READING IS ACTUALLY A COMPLEX PROCESS THAT
REQUIRES A GREAT DEAL OF ACTIVE PARTICIPATION
ON THE PART OF THE READER. FURTHER, READING IS
AN INTRICATE COURSE OF ACTION OF UNLUCKING
CODE WHICH REPRESENT SPECIFIC MEANINGS AND

4. • ROY HARRIS: THE MESSAGE IS NOT SOMETHING GIVEN IN
ADVANCE OR GIVEN AT ALL BY SOMETHING CREATED BY
INTERACTION BETWEEN WRITERS AND READERS AS
PARTICIPANTS IN A PARTICULAR COMMUNICATIVE
SITUATION.
• FRANK SMITH: READING IS ASKING QUESTIONS OF
PRINTED TEXT. AND READING WITH COMPREHENSION
BECOMES A MATTER OF GETTING YOUR QUESTIONS
ANSWERED.
• MA. CECILIA CRUDO: READING IS A DYNAMIC PROCESS IN
WHICH THE READER INTERACTS WITH THE TEXT TO
CONSTRUCT MEANING. INHERENT IN CONSTRUCTING
MEANING IN THE READER’S ABILITY TO ACTIVATE PRIOR
KNOWLEDGE, USE READING STRATEGIES AND ADAPT TO

5. • KENNETH GOODMAN: READING IS A
PSYCHOLINGUISTIC GUESSING GAME.
• W.S. GRAY: READING IS AN INTERACTION BETWEEN
THE READER AND THE WRITTEN LANGUAGE,
THROUGH WHICH THE READER ATTEMPTS TO
RECONSTRUCT MESSAGE FROM THE WRITER.
• FRANCIS BACON: READING MAKE A FULL MAN,
CONFERENCE A READY MAN, AND WRITING AN
EXACT MAN.

6. SKILLS REQUIRED FOR
PROFICIENT READING
1. PHONEMIC AWARENESS
2. PHONICS
3. FLUENCY
4. VOCABULARY
5. READING COMPREHENSION

7. FACTORS AFFECTING READING
DEVELOPMENT
1. PHYSICAL AND CLINICAL FACTORS
2. PREDICTORS OF SCHOOL ENTRY
3. ACQUIRED KNOWLEDGE OF LITERACY
4. FAMILY-BASED RISK FACTORS
5. NEIGHBORHOOD, COMMUNITY, AND SCHOOL-
BASED FACTORS

8. FACTORS THAT AFFECT READING
COMPREHENSION
• READER’S KNOWLEDGE OF THE
TOPIC
• KNOWLEDGE OF LANGUAGE
STRUCTURES
• KNOWLEDGE OF TEXT
STRUCTURES AND GENRES
• KNOWLEDGE OF COGNITIVE
AND METACOGNITIVE
STRATEGIES
• REASONING ABILITIES
• READER’S MOTIVATION
• READER’S LEVEL OF
ENGAGEMENT
• QUALITY OF THE READING
MATERIAL
• DECODING AND
• TYPE OF INSTRUCTIONS THAT
STUDENT RECEIVE

9. DEVELOPMENTAL READING STAGE
STAGE O-READING READINESS/ PRE-READING – BIRTH TO
AGE 6
• RECOGNIZING THE ALPHABET
• IMITATION READING
• EXPERIMENTATION WITH LETTERS
• LEARNING SOUNDS ASSOCIATED WITH THE LETTERS
• INCREASING CONCEPTUAL KNOWLEDGE
• UNDERSTANDING THE WORLD AROUND THEM

10. DEVELOPMENTAL READING STAGES
• STAGE 1- INITIAL READING/ DECODING- AGE 6, 7 GRADE I- II
• STAGE 2- FLUENCY – AGE 7-8 – GRADE 2-3
• STAGE 3- READING FOR LEARNING THE NEW STAGE: A FIRST
STEP- AGE 9-13 GRADE IV- II YEAR
• STAGE 4- MULTIPLE VIEW POINT STAGE – HIGH SCHOOL , AGE
14 -18
• STAGE 5- CONSTRUCTION AND RECONSTRUCTION STAGE-
COLLEGE, AGE 18-24

11. STAGES OF THE READING PROCESS
PROCESS NO. 1: MAKING EARLY CONNECTIONS- DESCRIBING
PICTURES
PROCESS NO. 2: FORMING A STORY BY CONNECTING PICTURES
PROCESS NO. 3: TRANSITIONAL PICTURE READING
PROCESS NO. 4: ADVANCED PICTURE READING
PROCESS NO. 5: EARLY PRINT READING
PROCESS NO. 6: EARLY STRATEGIC READING
PROCESS NO. 7: MODERATE STRATEGIC READING

12. MAJOR STAGES OF READING
SKILLS DEVELOPMENT
A.READING READINESS
B.BEGINNING READING
C.INDEPENDENT READING STAGE

13. DEVELOPMENTAL READING
PROGRAM
• IS A SYSTEMATIC INSTRUCTION IN READING SKILLS
AND STRATEGIES.
• SEEKS TO GENERATE A POSITIVE ATTITUDE TOWARD
THE READING PROCESS THROUGH THE CHANGING OF
READING HABITS.

14. SKILLS LADDER BY GRACE GOODELL (1988)
USING REFERENCE ATERIALS
USING A DICTIONARY
USING PARTS OF A BOOK
FOLLOWING DIRECTIONS
INFERRING MEANINGS AND DRAWING
CONCLUSIONS
CLASSIFYING AND ORGANIZING FACTS
FINDING THE SUPPORTING DETAILS
FINDING THE MAIN IDEA
IDIOM AND FIGURATIVE LANGUAGE
USING STRUCTURAL ANALYSIS
USING PHONETIC ANALYSIS
BASIC SIGHT WORDS

15. READING PYRAMID
7
5 6
4
3
2
1
7. COMPREHENSION
6. VOCABULARY
5. FLUENCY
4. WORD IDENTIFICATION
3. DECODING
2. PHONICS
1. PHONEMIC AWARENESS

16. COMPONENTS OF A BALANCE
LITERACY PROGRAM
1.READING ALOUD
2.SHARED READING
3.GUIDED READING
4.INDEPENDENT READING

17. READING MODELS
1. TOP- DOWN STRATEGIES
2. BOTTOM-UP STRATEGIES
3. INTERACTIVE READING STRATEGIES

18. EMERGING READING MODELS
1.RUMELHART MODEL
2.STANOVICH MODEL
3.ANDERSON AND PEARSON
SCHEMATHEORITIC VIEW
4.PEARSON AND TIERNEY R/W MODEL
5.MATHEWSON’S MODEL OF ATTITUDE

19. LEVELS OF COMPREHENSION
LEVEL 1 – LITERAL
LEVEL 2 – INTERPRETIVE
LEVEL 3 – APPLIED

20. COGNITIVE FACTORS THAT AFFECT
READING COMPREHENSION
1.READERS INTEREST/ MOTIVATION FOR
READING
2.SCHEMA
3.METACOGNITION

21. READING COMPREHENSION
STRATEGIES
1. SKIMMING
2. SCANNING
3. EXTENSIVE READING
4. INTENSIVE READING
5. VISUALIZING
6. MONITORING AND REPAIRING
UNDERSTANDING
7. SYNTHESIZING
8. DETERMINING IMPORTANT
IDEAS
9. INFERRING
10.USING BACKGROUND
KNOWLEDGE
11.QUESTIONING

22. BUILDING VOCABULARY:
1.THROUGH AFFIXES
2.THROUGH ANTONYMS
3.THROUGH SYNONYMS
4.THROUGH CONTEXT CLUES

23. TYPES OF CONTEXT CLUES
1. EXAMPLE CLUES
2. COMPARISON CLUES
3. CONTRAST CLUES
4. INFERRING MEANING
FROM CONTEXT CLUES
5. SYNONYMS
6. DEFINITION
7. EXPLANATION

24. USING IDIOMATIC
EXPRESSION
-IDIOMATIC EXPRESSIONS ARE THOSE WHOSE
MEANING CANNOT BE DISCERNED FROM THE
MEANING OF INDIVIDUAL WORDS THAT COMPRISE
THEM. FAMILIARIZING YOURSELF WITH THESE
EXPRESSIONS WOULD MAKE YOU A BETTER READER
AND A WRITER AS WELL.

25. SOME COMMON IDIOMS
• ACTIONS SPEAK LOUDER
THAN WORDS
• A PENNY FOR YOUR
THOUGHTS
• A PICTURE IS WORTH A
THOUSAND WORDS
• BANANA REPUBLIC
• CALL IT A DAY
• BETWEEN THE DEVIL AND
THE DEEP BLUE SEA

26. READING TECHNIQUES- SQ3R
IS A USEFUL READING TECHNIQUE FOR EFFECTIVE
UNDERSTANDING AND ABSORBING WRITTEN
INFORMATION.
1. SURVEY
2. QUESTION
3. READ
4. RECITE
5. REVIEW

27. NOTING DETAILS
• IS THE EASIEST AND FASTEST READING SKILLS TO
DEVELOP FOR THE DETAILS OR INFORMATION
THAT ARE EXPLICITLY STATED IN THE TEXT.
PAYING ATTENTION TO IMPORTANT DETAILS CAN
HELP YOU TO BETTER UNDERSTAND THE TEXT
THAT YOU READ OR LISTEN.

28. ROZAKIS CATEGORIZE DETAILS INTO
SIX
(2002)
• EXAMPLES
• FACTS
• STATISTICS
• REASONS
• DEFINITIONS
• DESCRIPTIONS

29. MAKING INFERENCES
• ALSO KNOWN AS READING BETWEEN THE LINES.
• INVOLVES WHAT YOU KNOW TO MAKE A GUESS ABOUT YOU
DO NOT KNOW.
• INFERRING- USING HINTS OR CLUES THAT HELP YOU READ
BETWEEN THE LINES, TO GIVE YOU A DEEPER
UNDERSTANDING OF YOUR READING.
• INFERENCES ARE EVIDENCE – BASED GUESSES.
• KURLAND (2000) DESCRIBES AN INFERENCE AS A MENTAL
PROCESS BY WHICH ONE REACHES A CONCLUSION BASED ON
A SPECIFIC EVIDENCE.

30. DRAWING CONCLUSION- PUTTING TOGETHER
FACTUAL INFORMATION TO ARRIVE AT A CERTAIN
TRUTH.
• WHEN YOU DRAW A CONCLUSION YOU USE TWO THINGS-
1. SCHEMA- WHAT YOU KNOW ABOUT THE SITUATION OR ABOUT
THE WORD
2. NEW INFORMATION- WHAT YOU’VE READ IN THE TEXT
• CONCLUSION- IS THE DECISION YOU ARRIVED AT WHEN YOU FUSE
THESE TWO.
• WHEN YOU DRAW A CONCLUSION, YOU ARE MAKING JUDGMENT
OR AN OPINION OR A DECISION AFTER CONSIDERING ALL THE
INFORMATION READ.

31. SUMMARIZING
• IS A PROCESS OF CONDENSING OR
SQUEEZING TEXT OR AN EXPERIENCE INTO A
STATEMENT OF THE MOST ESSENTIAL IDEAS.
UNDERSTANDING WHAT THE AUTHOR IS
SAYING IS THE MAJOR REQUIREMENT IN THE
EXISTING SUMMARIES.

32. BEHRENS AND ROSEN (1991) SUGGEST THAT
MAKING SUMMARIES INVOLVE THE FOLLOWING
STEPS:
1. READ THE ARTICLE
2. REREAD THE ARTICLE. UNDERLINE IMPORTANT IDEAS. CIRCLE KEY TERMS. FIND THE MAIN
POINT OF THE ARTICLE.
3. DIVIDE THE ARTICLE INTO SECTIONS OR STAGES OR THOUGHT, AND LABEL EACH SECTION
OR STAGE OF THOUGHT IN THE MARGINS.
4. NOTE THE MAIN IDEA OF EACH PARAGRAPH IF THE ARTICLE IS LONG,
5. WRITE SUMMARIES OF EACH STAGE OF THOUGHT OR IF APPROPRIATE OF EACH
PARAGRAPH.
6. WRITE THE MAIN POINT OF THE ARTICLE. USE YOUR OWN WORDS. THIS SHOULD BE IN A
SENTENCE THAT EXPRESSES THE CENTRAL IDEA OF THE ARTICLE AS YOU HAVE
DETERMINED IT FROM THE STEPS ABOVE.
7. WRITE YOUR ROUGH DRAFT OF THE SUMMARY. COMBINE THE INFORMATION FROM THE
FIRST FOUR STEPS INTO PARAGRAPH.
8. EDIT YOUR VERSION. BE CONCISE. ELIMINATE NEEDLESS WORDS AND REPETITION.

33. CRITICAL THINKING
• IS THE USE OF THOSE COGNITIVE SKILLS OR
STRATEGIES THAT INCREASE THE PROBABILITY OF A
DESIRABLE OUTCOME.

34. ATTRIBUTES OF A CRITICAL THINKER
1. ASKS PERTINENT QUESTIONS
2. ASSESSES STATEMENT AND ARGUMENTS
3. IS ABLE TO ADMIT A LACK OF UNDERSTANDING OF
INFORMATION
4. HAS A SENSE OF CURIOSITY
5. IS INTERESTED IN FINDING NEW SOLUTIONS
6. IS ABLE TO CLEARLY DEFINE A SET OF CRITERIA FOR ANALYZING
IDEAS
7. IS WILLING TO EXAMINE BELIEFS, ASSUMPTIONS AND OPINIONS

35. 8. LISTENS CAREFULLY TO OTHERS AND IS ABLE TO GIVE FEEDBACKS
9. SEES THAT CRITICAL THINKING IS A LIFE LONG PROCESS OF SELF-
ASSESSMENT
10. SUSPENDS JUDGMENT UNTIL ALL FACTS HAD BEEN GATHERED AND
CONSIDERED
11. LOOKS FOR EVIDENCE TO SUPPORT ASSUMPTIONS AND BELIEFS
12. IS ABLE TO ADJUST OPINIONS WHEN NEW FACTS ARE FOUND
13. LOOKS FOR PROOFS
14. EXAMINES PROBLEMS CLOSELY
15. IS ABLE TO REJECT INFORMATION THAT IS INCORRECT OR
IRRELEVANT

36. CRITICAL READING
HARRIS AND HODGES: CRITICAL READING IS
1. THE PROCESS OF MAKING JUDGMENTS IN READING:
EVALUATING RELEVANCY AND ADEQUACY OF WHAT IS
READ.
2. AN ACT IN READING IN WHICH THE QUESTIONING
ATTITUDE, LOGICAL ANALYSIS AND INFLUENCES ARE USED
TO JUDGE THE WORTH OF WHAT IS READ ACCORDING TO
AN ESTABLISHED STANDARD.

37. AMONG THE IDENTIFIED SKILLS OF CRITICAL
READING INVOLVED IN MAKING JUDGMENT
ARE:
• THOSE HAVING TO DO WITH THE AUTHOR’S INTENT OR
PURPOSE
• WITH THE ACCURACY
• LOGIC
• RELIABILITY AND AUTHENTICITY OF WRITING
• WITH LITERARY FORMS, COMPONENTS AND DEVICES IDENTIFIED
THROUGH LITERARY ANALYSIS

38. CONSIDERATION IN CRITICAL
READING
1. CONSIDER THE AUTHORITY OF THE WRITER
2. CONSIDER THE LOGIC OF THE WRITER’S ARGUMENT
3. EXPOSE THE WAYS IN WHICH THE WRITER GETS YOUR
INTEREST
4. CONSIDER THE WRITER’S USE OF LONG AND STYLE
5. CONSIDER THE IDEOLOGY THAT INFORMS THE TEXT

39. RECOGNIZING AUTHOR’S PURPOSE AND
POINT OF VIEW:
• AUTHOR’S PURPOSE- IS THE REASON OR REASONS AN
AUTHOR HAS FOR WRITING A SELECTION.
• USUAL PURPOSE OF THE AUTHOR:
TO PROVIDE OR OBTAIN
INFORMATION
SHARE THE EXCITEMENT OF AN
EVENT
PERSUADE OR INFLUENCE
CREATE OR ENTER A PERSONAL
WORLD
STIMULATE THE IMAGINATION
CONVEY IMPORTANT CULTURAL
STORIES OR MYTHS
EXPRESS OR APPRECIATE A POINT
OF VIEW

40. AUTHOR’S PURPOSE
TYPE OF WRITING NARRATIVE AUTHOR’S PURPOSE TO TELL A STORY
DESCRIPTIVE
EXPOSITORY
PERSUASIVE
TO ELLUSTRATE A PERSON, EVENT,
PLACE; TO PORTRAY A WORD
TO EXPLAIN, ILLUSTRATE OR PRESENT
INFORMATION
TO EXPRESS AN OPINION AND
CONVINCE THE AUDIENCE TO THINK OR
FEEL A CERTAIN WAY

41. ARGUMENTS
• ARE VIEWPOINTS, CLAIMS OR LINES OF REASONING
FORWARDED BY AUTHORS OR WRITERS.
• AN ARGUMENT IS COMPOSED OF TWO KINDS OF
STATEMENTS
1. THE CONCLUSION
2. THE REASONS

42. IDENTIFYING ARGUMENTS IS A
TECHNIQUE OF MAKING NOTES
SYNTHESIZING INFORMATION
ABOUT THE DOCUMENTS YOU ARE
READING.

43. THANK YOU
!!