The document summarizes key concepts about the reading process from a theoretical and developmental perspective. It discusses definitions of reading, components of reading like decoding and comprehension, theoretical models of reading including bottom-up and top-down processing, and developmental stages of reading from emergent literacy to reading readiness to beginning reading. Factors that influence reading like physiological, intellectual, psychological and linguistic factors are also outlined.

1. ENGLISH 18
Prepared by: Rosmana Valencia
Instructor: Dr. Isidro Biol

2. Reading Defined:
(Smith and Dechant)-reading is a
key to success in school,and
development of out-of school
interests,to the enjoyment of
leisure time and to personal and
social adjustment .

3. (Villamin)-reading as the key that
unlocks the door to the world of
enlightenment and enjoyment
and the basic tool for learning in
the content field.
`

4. ***Reading involves much more
than recognition of the graphic
symbol;it includes even more
than the arousal of meaning or
the gaining of meaning from
printed symbols.
***Reading is the process in
which information from the text

5. and the knowledge possessed by
the reader get together to
produce meaning
***Reading consist of two major
components: recognizing and
analyzing words,often referred to
as decoding and understanding
words and ideas often called
comprehension.

6. Theoritical Models of reading
Theoritical models described
and explain how readers
construct meaning from written
texts.
*Murray's Interactive theory
postulates that reading is an
interaction involving the reader
and the text being read.

7. Ehri enumerates the various
information sources as :
1.Knowledge of language which
enables the readers to recognize
sentences and
1.1 syntax or the way in which
which words are put together to
form phrases, clauses,
harmonious arrangement of parts

8. 1.2 the study of meaning
1.3 pragmatics or the practical
use of language
2.knowledge of the world/
background,knowledge including
both encyclopedia and
experiential knowledge which
supply withnbackgroufor
understanding ideas.

9. 3. metacognitive knowledge
which enables readers to monitor
their own comprehension
4. knowledge of the alphabetic-
phonemic(letter-sound)
Gough's-bottom-up model---is
the text rather than what the
reader brings to the text.

10. Goodman's Top-down model—
focuses attention on the reader
Interactive model by Rumelhart
is a combination of the bottom-up
and top-down views of reading.
***A reader maybe top-down if he
is reading familiar material and
bottom-up when reading
unfamiliar information.

11. The Perceptual Nature of Reading
Sumarrily,the stress in the
reading act is on perception
rather than sensation and on
meaning rather than on the
symbol.The printed word itself
possesses no meaning.The
perceiver's reaction to the words
depends on the quality and

12. number of his prior experiences,and
the general nature of the culture in
which he has lived.
Perception always involves an
interpretation.This is so because
words can only “stand for”
experiences,they are substitutes
that must be interpreted in terms of
perceivers experinces.The act of
perceiving gives meaning to the

13. printed symbol.Without
perception or meaning ,there is
no reading.
Learning Principles and the
Reading Process (Hilgard)
1.In deciding who should learn
what,the capacities of the learner
are very important.

14. Brighter people cn learn things
less bright ones cannot learn;in
general,older can learn more
readily than younger ones;the
decline of ability with age,in the
adults years,depends upon what
it is that is being learned.

15. 2. A motivated learner acquires
what he learns more readily than
one who is not motivated.
Learning proceeds most
effectively and tend to be most
permanent when the learner is
motivated,that is when he has a
stake, as it were, in the activity
being undertaken.

16. 3.Motivation that is too intense
(especially pain ,fear, anxiety)
maybe accompanied by
distracting emotional states,so
that excessive motivation should
be less effective than moderate
motivation for learning some kind
of tasks,especially those
involving difficult discriminations.

17. 4.Learning under the control of
reward is usually preferable to
learning under the contorl of
punishment.Correspondingly,lear
ning motivated by success is
preferable to learning motivated
by failure.

18. 5.Learning under intrinsic
motivation is preferable to
learning under extrinsic
motivation.
6.Tolerance for failure is best
taught through providing a back-
log of success that compensates
for experience failure.

19. 7.Individuals need practice in
setting realistic goals for
themselves,goals neither so low
as to elicit little effort nor so high
as to foreordain failure.
8.The personal history of
individual ,for example his
reaction to authority,may hamper
or enhance his ability to learn.

20. 9. Active participation by a
learner is preferable to passive
reception when learning ,for
example,from a lecture or motion
picture
10.Meaningful materials and
meaningful tasks are learned
more readily than task not
understood by the learner.

21. 11.There is no substitute for
repetitive practice in the over
learning skills.
12.Information about the nature
of a good perfomance,knowledge
of his own mistakes,and
knowledge of successful
results,aid learning.

22. 13.Transfer to a new tasks will be
better,if,in learning the learner
can discover relationships for
himself,and if he has experience
during learning of applying the
principles within a variety of
tasks.

23. 14.Spaced or distributed recalls
are advantageous in fixing
material that is to be long
retained.
15.Learning is encouraged when
it takes place under conditions
that enhance the personality
adjustment of the learner.

24. Factors that Affect Reading
Physiological factors.Reading
makes constant use of the
eyes.Studies show that the eyes
should move rhythmically and
regularly along the printed line if
reading is to be effective.
According toSalazar,the eyes
move from the beginning of one
line(L)to the end of the line(R)

25. Fixation is made when the eyes
stop.Good readers have fewer
fixations than poor readers.
Interfixation movements are
caused by the eyes which move
from one stopping point to
another.
Return sweeps refer to the quick
swinging back of the eyes from

26. the end of the line to the
beginning of the next line.
Regressions are backward or
right-to left movements made in a
reverse direction.
Span of recognition or
perception span is the number of
words taken everytime the eyes
stop.

27. Duration of fixation is the length
of time the eyes pause.
Intellectual factors the innate
capacity to learn,intelligence,and
mental maturity affect reading
performance.
Psycological factors feelings
about self and others affect
reading performance.

28. Linguistic factors to read
well,the reader must understand
sound-symbol
relationships,intonation,stress,
rhythm,and pauses.
Sociological factors reading is
a social process affected by
attitudes ,loyalties,conflicts and
prejudices.

29. Reading as a Developmental Task
A developmental task is a
specific responsibility that the
individual faces at certain stages
of life in order to be well-
adjusted.It grows out of the
interaction of physical
maturity,social demands,and the
values and aspirations of the
individual.

30. Developmental reading refers to
a comprehensive reading
program which consists of
several periods or stages that
usually coincide with the
individual stages of growth,as
follows;
Reading readiness refers to
aperiod when the child is getting
ready to read. (preschool years)

31. Beginning reading is the stage
at which the child starts to
recognize certain
symbols,words,phrases,and
sentences that stands for ideas.
Period of refinement this period
is characterized by wide reading
where learners are ready to
interpret selections more intense.

32. Reading Readiness
Reading readiness is a complex
of many abilities, skills,
understandings, and interests,
each of which contributes in
some measure to the process of
learning to read.It refers to the
period when the child is getting
ready to read.

33. Theories on Readiness
(Charles Fries)Stage1: The
transfer stage it is the period
during which the child learns a
new set of signals-the visual
symbols(letters,spelling,patterns,
punctuation marks)that stand for
auditory symbols(the oral
language)that he already knows.

34. Stage2:The productive stage
this is the period during which the
child's reading becomes fluent an
automatic that he no longer pays
conscious attention to the shapes
and patterns of the letters on a
page.He can now pay more
attention to the construction of
meaning beyond the literal
information of the text.

35. Stage3:The vivid imaginative
realization of vicarious
experience (VIRVE) this occurs
when the reading process
becomes so automatic that
reading is used equally with,or
even more than live language in
the aquiring, and developing
experience.

36. Reading Readiness and
Emergent Literacy
Then:Reading readiness
1.Reading instruction should
begin only when children have
mastered a set of prerequisite
skills
2.Children should learn to read
before they write.

37. 3.Reading is a subject to be
taught,involving a sequenced
mastery of skills.The focus
should be on teaching the formal
aspect of reading;its functional
uses are generally not relevant.
4.It is not important what children
know about language before
formal teaching and practice of a
sequence of skills begin.

38. 5.Children should move through
a scope and sequence of
readiness and skills, and their
progress should be measured
with regular, formal testing.
Now: Emergent Literacy
1.Reading and writing are
language processes and thus
learned like spoken language;

39. through active engagement and the
construction of meaning.
2.Young children have been actively
engaged in functional reading and
writing experiences in real-life
settings before coming to school.
3.The literacy experiences of young
children vary across families,

40. 4.Young children actively
construct concepts about reading
and writing.
5.Reading and writing are
interrelated and develop
concurrently.
social classes,racial/ethnic groups
and age groups.

41. Indicators of Readiness
(Gray)
1.General mental ability
2.Background of previous
experiences
3.Range of speaking vocabulary
4.Accuracy of pronounciationand
related speech habits
5.Ability to express oneself
clearly to others.

42. 6.Habit of observing details and
forming associations with things
seen or heard
7.Ability to perceive likeness and
differences
8. Ability to recognize
relationships
9.Ability to keep in mind a series
of events or other items

43. 10.Ability to think clearly and in
sequence
11.Ability to make choices and
decisions
12. Good health
13.A well nourished body
14.Freedom from fatigue
15.Visual efficiency and
discrimination

44. 16.Auditory efficiency and
discrimination
17.Emotional balance
18.Social adjustment and feeling
of security
19.Ability to focus on specific
learning activities
20 Ability to follow directions

45. 21.Ability to work effectively in a
group
22. Interest in pictures and the
meaning of written printed
symbols
23. A desire to learn to read.

46. Skills of the Emergent Reader
Left-to-right progression
means reading which starts from
the left of the page going to the
right.
Visual disrimination ability to
differentiate differences in
size,shape,color, etc.

47. Auditory discrimination is the
ability to differentiate differences
in the sounds that they hear such
as animal sounds,sounds of
different musical
instruments,sounds of different
means of transportation,sounds
like people produce,and other
sounds that the children hear.

48. Sounds and letter names the
sounds of the letters of the
alphabeth are intorduced
first.The children should master
the phoneme-grapheme(sound-
letter)relationships.The sequence
in the introduction of sounds is
done by groups to make easier
for children to remember.

49. Vowels : a, e, i, o, u
Consonants:
a. Ascending lettersAscending letters: b,d,h,k,l,t
b.Descending lettersDescending letters: g,j,p,q,y
c.One-space lettersOne-space letters: c, m, n,
r, s, v, w, x, z
d.Special letterSpecial letter: f

50. Sound blending is introduced
such as the consonant
blends(gr,fl,tr,sh,etc.)and the
consonant
clusters(thr,str,spr,etc.).When the
children have mastered all the
sounds,the letter names are
introduced.The alphabeth is
taught in jumbled order first and
later in alphabetical order.

51. Comprehension skills of the
Emergent Reader.
Comprehension lessons of the
emergent learners may start with
skills in classifying pictures that
are similar,shapes that are
similar or different,colors that are
the same and those that are
different.

52. The skills in sequencing pictures
may also may taught.Another
skill is grouping pictures under
one main heading.Young as they
are the emergent readers are
capable of assimilating higher-
order thinking skills (HOTS).
They should be taught as early
as possible.

53. Teaching Beginning Reading
The alphabet is best taught after
all the sounds have been
mastered.They should be drilled
on what comes before a letter
and what comes after.

54. Teaching word recognition
Word recognition refers to the
ability to identify,read,and
analyze the meaning attached to
the word.Teaching word
recognition skills using family will
be much easierfor the teachjer.

55. at familly- bat,cat,hat,mat,etc.
an familly-ban,can,fan,man,ran
ad family- bad,dad,sad,had,pad
ar family- bar,car,far,war
ed family- Ben,den,men,ten
in family-fin,pin,sin,win
it family-bit,hit,sit
air family-fair,hair,pair
oat familty-boat,coat,goat

56. Teaching service words
includes the following:
a)articlrs:a,a,the
b)pronouns:he,she,it, I,my, mine,
our, ours,they them etc.
c)prepositions:on, in for,to,under,
over,by,with etc.
d)conjunctions: and, but,etc.
e)verbs:has,have,do,does,done.

57. Reading Phrases and Sentences
The words and the service
words are joined to form phrases
and sentences.
Phrases- *on a mat *the pen
*a fat cat *Dan and Ben
Sentences
The man has a hat.
A cat sat on a mat.
Her father is a doctor.

58. Teaching Comprehension Skills
to the Beginning Reading
Comprehension lessons of the
beginning readers may start with
simple stories.The following
stories aim to develop
comprehension skills of the
beginning readers.

59. Skill: Getting the Main Idea:
PAMELA
Pamela is a sweet little girl.She
loves to dance and sing.She
talks like an adult andknows how
to reason out.She helps her
mother take care of her little
sister.She helps in whatever her
mother does.

60. Her mother and father loves her
very much.
Answer the following questions:
1.The story talks about
a)a baby
b)a family
c)a little girl
2.Pamela is
a)a good girl b)a papa's girl
c)a bad girl

61. Skills: Inferring Meanings:
KHALIL and KIER
Khalil and Kier are twin
brothers.They are seven years
old.They live near the sea.They
go during Saturdays and
Sundays to swim.Their
parents,brothers and sisters go
there, too.

62. Answer Yes or No:
____1.Khalil and Kier were born
on the same day.
____2.They love to swim in the
sea.
____3.They are happy family.
____4.They go to the sea when
there are no classes.

63. Skill: Identifying Words that
Describe
WINSTON
Winston is a handsome boy.He
is tall for his age of two years. He
has darked complexion. His legs
are long and his feet are big.

64. Underline the words that
describe Winston:
1.Winston has the following:
feet (small,long,big)
legs (long,thin,short)
complexion (light, dark)
height (short,medium,tall)
2.Winston is (bony, ugly,
handsome)