Dr2 report

- Competent reading instructors were
able to do more than just follow
explicit directions in reading
materials.

 Definition reading
 An awareness of the reading process
 A strong linguistic background which includes
developmental nature of both children and
language
 A complete awareness and acceptance of the
interrelatedness of reading and other
languages arts.

William S. Gray (1939)
- Reading consisted of four
hierarchical steps or skills

3 Cuing Systems are:
1. The grapho-phonemic or sound symbol system
2. The syntactic or word order system
3. Semantic or meaning based system

Two distinct advantages:
 They would be able to organize instruction based on
the systems that readers to read
 They should be able to more quickly spot the place
at which the reading process broke down and then
be able to provide the necessary instruction.

 Gray’s model is also called a PROCESS MODEL for it
attempts to explain what goes on in the readers
head while reading
 Not completely accurate, it is also not completely
wrong
 Children will construct/ develop their own
discrimination skills as they read, write and print
words and pictures.

 PSYCHOLOGY
- the study of how mind works
 LINGUISTICS
 The study of language and how it develops

 Good readers construct a scenario as they
read and predict what the author will say.
 Good readers will use all three cuing systems
simultaneously without mediation.
 The task of reading is more difficult than
that of the writing of the printed piece
because the reader must assign the
appropriate meaning to the passage.

 There is no reading without comprehension.
 Good readers bring wealth of world knowledge as
well as language knowledge to the printed page.
 Reading is an active process where readers
contribute as much if not more than the author.

Goodman (1976)
- Define reading as a psycholinguistic guessing game
where the reader reconstructs a message which has
been encoded by an author as a graphic display.

READING
- As an interactive activity where the reader
samples from the txt, language, knowledge,
background of experiences and their own
schema for a topic or narrative leads to teach in
interactive manners.

 Skills
 Reasoning
 Decoding
 Hypothesis generation
 Conformation or rejection

 Reading and writing are language processes.
 Literacy learning is a developmental process.
 Literacy and writing are interrelated and interactive
process and literacy instruction.
 Early in the reading process, the learner must
acquire ways of recognizing words independently.
 The use of quality literature should be an integral of
literacy instruction throughout the school
curriculum.

 Literacy instruction needs to be an integral
component in all content areas.
 Teachers need to fosters learners’ abilities to
reason and critically evaluate written ideas.
 Proper literacy instruction depends on the
ongoing assessment of each learner’s reading
strengths and weaknesses.
 Any given technique is likely to work better with
some learners than with others.
 Motivation contributes to the development of
literacy.
 The key to successful literacy instruction is the
teacher not the material or the technique.

Teachers must provide for the needs of
exceptional children in regular classroom
instruction.
Teachers must be able to create, manage
and maintain an environment conducive to
learning.
Teachers of literacy must forge partnerships
with the home and community to promote
reading growth.

Balance Reading Program
- may look different in various classrooms and
school districts
COMMON ELEMENTS ( TOMPKINS)
Literacy is viewed comprehensively
( reading & writing)
Literature is the heart of the program
Skills and strategies are taught both directly
and indirectly
Reading instruction involves learning word
recognition and identification, vocabulary and
comprehension

Writing instruction involves learning to
express meaningful idea and use of
conventional spelling, grammar and
punctuation to express ideas.
Pupils use reading and writing as tools
for learning in the content areas.
The goal of a balanced reading program
is to develop lifelong readers and
writers.

BASIC TRUTH:
 Readers need to know how to decode
printed symbols into meaningful
words.
 Readers need to be able to assign
meaning to words based on the
context.
 Readers need to read in meaningful
texts that are free of artificial
constraints such as limited to
phonological controls or restricted
vocabulary.

Readers need to have prior knowledge
of text topic or content in order to
easily comprehend the reading
material.
Readers need more opportunity to read
text and less fragmented “practice” of a
drill nature.

*All forms of decoding SHOULD be taught
to readers. Both direct and indirect
method of teaching are appropriate.
Phonics
Sight words
Use of context clues
Structural analysis
Dictionary and glossary skills

Dechant and Smith (1977)
– stated that there were certain principles
of psychology of reading that
teachers need to be aware of and use
when planning and implementing
reading instruction.

The following is a summary of those findings:
 Reading is a sensory process. As a sensory
process it is influenced by perception, growth,
visual readiness, auditory readiness and
maturation.
 Reading is a perceptual process. Perceptions
of the graphic symbols of our language are
dependent upon the pupil’s background of
experiences .Words suggest meaning rather
than transmit exact messages.

 Reading is response. The performance of
reading is influenced by motivation, fatigue,
physical well being and habit. Consequently,
teachers need to carefully observe pupils to
monitor such factors.
 Reading is learned process. As a learned
process reading ability influences the degree
of interpretation; frequently and accuracy of
responding and associating; efficiency in
organizing level of cognitive learning and
reasoning ability.

 Reading is a growth process.
Growth in reading is dependent upon both
hereditary and environment factors. The child’s
unique intellectual, emotional, physical and
social developments have a bearing on the child’s
reading development.

 In summary:
-the factors that seem to influence the
learning of reading are the child’s general
intelligences, socio-economic level, language
facility/ability, motivation to read, physical and
social development and opportunity to
practice.

 Generally brighter students learn more than
less bright students do.
 Pupil’s who come from homes which have
provided them with opportunities to do and
see the community or world will have an
advantage over pupils who come from homes
that have not provided such opportunities.
 Pupil’s who have advantage of being healthy,
well-fed, and rested will be able to achieve
more in reading than pupils who do not have
that advantage.

 Pupil’s who come from homes that have read
to them and have print materials around and
about the home are more likely to be
motivated to learn reading.
 Pupil’s who have been read to and allowed to
have their own books are more likely to be
ready to learn than students without these
advantages.

Reading Models
A graphic attempt “ to depict how
an individual perceives a word, processes
a clause and comprehends a text”.

Kinds of Reading Models
1. Top-down
 Emphasizes what the reader brings to
the text, such as prior knowledge and
experiences.
 Suggest that processing of a text begins
in the mind of the readers with
meaning-driven processes or an
assumption about the meaning of the
text.

Comprehension
- Begins in the mind of the reader,
who already has some ideas about the
meaning of the text; proceeds from
whole to part.
- The basis for decoding skills not a
singular result, and meaning is brought
to print, not derived from print.

Views of some researchers about the top-
down reading models;
Frank Smith
A journalist turned reading researcher,
stated that reading is not decoding written
language to spoken language; reading does
not involve the processing of each letter
and each word.

Reading is a matter of bringing meaning
to print, not extracting meaning from
print.
The goal of reading is constructing
meaning response to text

2. Bottom-up
 Emphasizes the written or printed text.
 It proceeds from part to whole.
In the beginning stages it gives little
emphasizes to the influences of the
reader’s world knowledge, contextual
information, and other higher-order
processing strategies. (Dechant 1991)

Proponents of the bottom-up reading
model:
1. Flesch 1955
2. Gough 1985
3. LaBerge and Samuels 1985

Some views of researchers about the
bottom-up reading model:
Leonard Bloomfield
The first task of reading is
learning the code or the alphabetic
principle by which “ written marks..
Conventionally represent.. Phonemes”

Emerald Dechant
Bottom-up models operate on the
principle that the written text is
hierarchically organized and that the
reader first processes the smallest
linguistic unit, gradually compiling the
smaller units to decipher and comprehend
the higher units ( sentence syntax).

Charles Fries
The reader must learn to transfer
from the auditory signs for language
signals.. To a set of visual signs for the
same signals. (1962)
Philip B. Gough
Reading is a strictly serial process:
letter-by-letter visual analysis, leading to
positive recognition of every word
through phonemic encoding.

3. Interactive Reading Model
A reading model that recognizes the
interaction of bottom-up and top-down
processes simultaneously throughout the
reading process.
Attempts to combine the valid insights of
bottom-up and top-down models.
Attempts to take into account the strong
points of the bottom-up and top-down
models.

Some proponents of the Interactive
Reading model:
1. Rumelhart, D. 1985
2. Barr, Sadow, and Blachowicz 1990
3. Ruddell and Speaker 1965

Views of the Researchers about the
Interactive Reading Model:
A. Emerald Dechant
The reader construct meaning by the
selective use of information from all
sources of meaning.
Simultaneously uses all levels of
processing even through one source of
meaning can be primary at a given time.

B. Kenneth Goodman
One which uses print a input and has
meaning as output.
C. David E. Rumelhart
Reading is at once a perceptual and
a cognitive process. Process which
bridges and blurs these two traditional
distinctions.

 An interactive instructional program is a
program for teaching reading and
writing. It focuses on teacher-directed
interaction between whole language and
phonics activities.

Reading Theories:
1. Readers construct meaning from texts by
selective use of information from a variety
of sources of meaning such as:
a. Prior Knowledge
b. Experience
c. Print
d. Context

2. A reader can choose to draw more heavily
on any source of meaning at any time.

Theoretical Orientation:
1. Plenty of interesting texts which people
are highly motivated to read.
2. A phonics or syllable-based primer
w/lessons linked to meaningful texts,
3. A teacher’s guide listing the sounds or
syllables to be taught.

Parts of the Program:
1. Reading readiness
2. Language experience activities or themes
3. Shared reading experiences
4. Primer lessons
5. Writing lessons to teach letter formation
6. Writing lessons to encourage process
writing
7. Opportunities to develop fluency

Features
The major focus of the reading program is
to assist readers to construct meaning
from texts.

A central component of Piaget’s
development theory of learning and thinking is
that both involve the participation of the
learner. Knowledge is not merely transmitted
verbally but must be constructed and
reconstructed by the learner. The learner must
be active; he is not vessel to be filled with
facts.

Reading approach- It is emphasizes that
children cannot learn something until
maturation gives the child certain pre-
requisites.
Intellectual growth involves three fundamental
processes:
a. Assimilation
b. Accommodation
c. Equilibrium

Children must study grammar in order to
write correctly and to help them make full use
of all the parts of speech in composition and in
order to read with appreciation.
They are not ready for rules and definition but
by using the materials provided, they are led
to understand them. A color has been chosen
for each part of speech. Each part is given the
corresponding color.

Noun- black preposition- green
Verb- red conjunction- mauve
Adjective- royal blue pronoun- pink
Adverb-orange interjection- light blue
Regular Word Meaning
Beginning decoding (phonological recoding) is the
ability to
a. Read from left to right simply, unfamiliar words
b. Generate the sounds for all letters
c. Blend sounds into recognizable words
Decodable text- text in which majority of words
can be identified using their most common sounds.

1. Decoding- the process of using letter-sounds
correspondences to recognize wods.
2. Nonsense or psuedoword- a word I which
the letters make their most common sounds
but the word has no commonly meaning.
3. Phonological recording- translation of
letters to sounds to words to gain lexical
access to the word.

4. Regular word- word in which all the letters
represent their most common sound.
5. Sight word reading- the process of reading
words at a regular rate without vocalizing the
individual sounds in word- reading words the
fast way
6. Sounding out- the process of saying each
sound that represent a letter in a word without
stopping between sounds.

There are several ways to teach
beginning readers. First is initiate instruction
by teaching the alphabet. More than a few
beginning readers have experienced difficulty
decoding words due to a strong association
established between letters of the alphabet
and their corresponding names.

Children have opportunities to:
1. Expand their use and appreciation of oral language.
2. Expand their use and appreciation of printed
language.
3. Hear good stories and information books read aloud
daily.
4. Understand and manipulate the building blocks of
spoken language.
5. Learn about and manipulate the building blocks of
written language.
6. Learn the relationship between the sounds of
spoken language and the letters of written
language.
7. Learn decoding strategies.

8. Write and relate their writing to spelling and
reading.
9. Practice accurate and fluent reading in
decodable stories.
10. Develop new vocabulary through wide
reading and direct vocabulary instruction.
11. Read and comprehend a wide assortment
of books and other texts.
12. Learn and apply comprehension strategies.

1. Initiate instruction by teaching the
alphabet.
For example, when such learners are
presented with the word bat, the letters fail to
trigger the anticipated response because what
the child perceives as “bee-aye-tee: sounds
nothing at all like the desired /ae/.
2. Phonemic awareness
This starts by practicing and manipulation of
individual phonemes—firmly establishing their
foundational letter—sound associations.

3. Five-Step Decoding System
It enables learners to determine when to use a
long or short vowel sound based on the most
common vowel patterns.
Readers learn the remaining forty-two sounds,
including diagraphs, diphthongs and r-controlled
vowels.
4. Mastery of a two-part syllabication technique.
Enables learners to break words into syllables and
apply the five-step decoding system in order to
sound out words of any legnth.

Children have opportunities to:
1. Expand their use and appreciation of oral
language.
2. Expand their use and appreciation of printed
language.
3. Hear good stories and information books read
aloud daily.
4. Understand and manipulate the building blocks
of spoken language.
5. Learn about and manipulate the building blocks
of written language.
6. Learn the relationship between the sounds of
spoken language and the letters of written
language.

7. Learn decocting strategies.
8. Write and relate their writing.
9. Practice accurate and fluent reading in
decodable stories.
10. Develop new vocabulary through wide
reading and direct vocabulary instruction.
11. Read and comprehend a wide assortment
of books and other texts.
12. Learn and apply comprehension strategies
as they reflect upon and think critically about
what they have read.

The following are ideas that help form sound
concept of literacy development.
1. The child is innately predisposed to learn
language, and reading and writing are natural
extensions of language acquisitions.
2. 2. Children’s language acquisition and interest
in extending language that includes reading
and writing is determined in large measure by
the nature of their interactions with their
environments.
3. To urge language and literacy development,
adults essentially need only to provide a print
rich environment, and ton interact with
children in ways that draw attention to print
and print artifacts (Robinsion, 1991).

4. Efforts to understand and guide emergent
literacy should be sensitive to other aspects of
child development.
5. Emergent literacy is a period of early
learning which when properly nurtured can
strengthen teaching and learning throughout
schooling.

Can be defined as a personal framework
of information about a topic.
It can be thought of, metaphorically, as a kind
of “net” in which each thread is a bit of
information that contributes to the pattern of
the whole in a certain way. The more threads
of information a person has about a topic, the
more finely woven is the “net.” The more
finely woven the net is, in turn, determines
how capable it is of “catching” new bits of
information related to the topic.

Refers to “the reading and writing
behaviors that precede and develop into
conventional literacy. Emergent literacy is
concerned with the earliest phases of literacy
development, the period between birth and
the time when children read and write
conventionally. The term emergent literacy
signals a belief that in a literate society, young
children even one and two-year-old are in the
process of becoming literate.” (Williams
(2002))

Suggested the following to address the literacy needs of
emergent and early readers.
1. Use developmentally appropriate literacy practices.
2. Read to children daily allowing them to take turns
“reading the material to each other.
3. Use a wide range of literacy materials in class.
4. Take time to listen to children to determine their
interests, language skills, and areas of need.
5. Use children’s home cultures and languages as
literacy resources.
6. Provide multiple re-readings of stories for pleasure
and explorations.
7. Create literacy-rich classroom environment.

8. Ensure that the school provides appropriate
writing materials for children.
9. Encourage children to compose stories and
informational articles in emergent forms
10. Provide writing experiences that allow the
flexibility to use non-conventional forms of
writing at first.
11. Provide balanced reading instruction as
children begin to read conventionally.
12. Sharing ideas with parents and caregivers on
creating an optimal environment.
13. Participate in professional development
activities .

Suggested ways to prevent reading problems, teachers
should:
1. Begin teaching phonemic awareness directly at an
early age (kindergarten)
2. Teach each sound-spelling correspondence
explicitly.
3. Teach frequent, highly regular sound-spelling
relationships systematically
4. Show children exactly how to sound out words
5. Use connected, decodable text for children to
practice the sound-spelling relationships they learn
6. Use interesting stories to develop language
comprehensive
7. Balance, but don’t mix.

Recommends the following to address reading
problems.
1. A comprehensive, consistent system of early
childhood preparation and ongoing professional
development.
2. Sufficient resources to ensure adequate ratios
of qualified teachers to children and small
groups for individualizing instructions
3. Sufficient resources
4. Policies
5. Appropriate assessment strategies
6. Access to regular, ongoing health care for every
child.

1. Includes the development of language and thinking skills
2. Address reading as one of several aspects of literacy
3. Builds on the cultural and linguistic diversity
4. Provides for the reading success of all pupils
5. Involves all of the child’s teachers, including parents and
resources in the community
6. Provide teachers with the instructional and assessment
tools
7. Aims to raise the achievement of the pupils
8. Acknowledge that reading, like all cognitive skills is
linked to the physical well-being of children
9. Is built on a wide range of significant research and
thinking related to both the theory and practice of
reading instruction
10. Incorporates findings of research related to several
factors in reading.

1. The reader makes a contribution to the reading process.
2. Word recognition is necessary but not sufficient
3. A strong correlation exist between vocabulary development
and reading comprehension between, developing vocabulary
does not necessarily improve reading comprehension
4. Pupils interest in, motivation for, and attitude toward reading
are vital for success
5. Text is organize into a super-ordinate, coordinate, subordinate
ideas
6. Text has a variety of relationships that can be taught to
improve comprehension
7. Reading in a study situation is much a strategic process as it is
comprehending process
8. Good readers use metacognitive strategies to prepare for,
monitor and assess their progress
9. Strategic reading must vary depending on the task demand.

 Guided Reading (30-35 minutes daily)
 Self-Selected Reading (30-35 minutes daily)
 Word Study (30-35 minutes daily)
 Writing (25-30 minutes daily)

 Three Elements:
1. Letter formation and other mechanical
aspects of writing
2. Children dictating experiences and stories
to the teacher who recorded these for
them to read
3. Basal type stories dictated to children who
were expected to write these down to
sharpen their spontaneous transfer of oral
language back to code with good
handwriting, spelling, and punctuation
skills.

1. Scribbling
2. Drawing
3. Non-phonetic lettering
4. Phonetic (but nit conventionally correct)
spelling
5. Conventional spelling

Reading is a complex cognitive process of
decoding symbols for the intention of deriving
meaning (reading comprehension) and /or
constructing meaning.

Caverly (2008) presented the following best practices in
reading.
Teachers:
 Provide explicit instruction, build word knowledge, and
directly teach skills and strategies for word analysis with
and without use of text.
 Routinely monitor and assess the reading levels and
progress of individual learners. This ongoing evaluation
directs and informs instruction.
 Plan instruction considering three phases: before, during
and after reading.
 Teachers routinely self-reflect and collaborate on
instructional practices and pupil progress within school.
 Teachers facilitate conceptual knowledge.
 Pupils have opportunities for sustained reading (oral
and/or silent) everyday to increase fluency and
vocabulary.

Pupils have:
 Broad reading and writing experiences.
 Opportunities to read at their instructional
level every day.
 Extensive opportunities to read for a variety
of purpose and to apply what is read every
day.
 Used discussion and writing to organize their
thinking, and they reflect on what they read
for specific purposes.

Some ideas for helping your child develop a love
for reading:
 Read to your child from a very young age.
 Be the role model and let your child see you as a
reader.
 Help your child make the connection that
reading is everywhere.
 Visit a library at least once a week.
 Buy favorite books and set up a bookshelf for
your child to display their favorite books.
 In elementary school, it is important that you
are aware of your child’s independent reading
level.

 Use your child’s elementary teacher as a
valuable resource.
 Visit a bookstore, once you have determined
your child’s reading level and try to interest your
child in a reading series.
 Provide a time each day where reading is focus.
 In middle and high school, students may not
have the time for pleasure reading, as their time
is often spent reading current for classes.
 Successful people are readers.
 Keep the favorite books of your child during the
different stages of their lives.

THANK YOU! 
Goup 1 Members:
Melody Faustino
Rhea Aparicio
Loida Adlaon
Conchita Camporedondo
Janilyn Cabatan
May Ann Alfante
Frelyn Limosnero
Ristel Joy Osorio
Fatima Sultan
Maecar Ramos
James Romiel Cabrera
Analiza Lumanas
Mary Rose Camansi
Daphne Secretaria
July Piedad
Jinky Leigh Lamique

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