1. The kingdom of Kay Oss was ruled by King Kay Oss who wanted to be liked by all his people. He decided that no one in the kingdom would be responsible for anything and all workers could rest from their daily labors. 2. Over time, as the kingdom of Kay Oss began to dissolve, it looked like this: Bcx dqufghj klzm nqxp qqt rqst Vqxwxxz bqxc dqf ghj kqlxmnxp. 3. Reading is an active process of constructing and reconstructing meaning through the interaction between the reader, the text, and the reader's prior knowledge. Readers use various strategies to build meaning

1. FOUNDATIONS OF READING

2. THE KINGDOM OF KAY OSS
Once in the land of Serenity there ruled a king called Kay Oss. The
King wanted to be liked by all his people.
So onx day thx bxnxvolxnt dxspot dxcidxe that no onx in thx country
would bx rxsponsiblx for anything. Zll of thx workxrs rxstxd from thxir
dzily lxbors. “Blxss Kzy Oss.” Thxy xxclzimxd. Now, thx lzw mzkxrs wxry
wvsx. But zs wvsx zs thxy wxrx, thxy dxcvdxd thzt thx bxst form of
govxrnmxnt wzs nonx zt zll.
Zs tvmx wxnt qn, thx kvngdqm og Kzy qss bxgzn tq splvt zt thx
Sxzms znd vt lqqkxd lvkx thvs: Bcx dqufghj klzm nqxp qqt rqst
Vqxwxxz bqxc dqf ghj kqlxmnxp.
Vacca, R.T. and Vacca, J.A. (1989)

3. THE READING PROCESS
Peter led Bridget into the waiting room.
He realized that she was extremely nervous, so he gently suggested that she sit
down.
Bridget ignored him and began to pace frantically.
The other patients watched her warmly, and several also began pacing.
As a cream rang out from the inner office, Peter angrily forced Bridget to sit
down.
Bridget moved closer to Peter who leaned down and tenderly scratched her
ears.

4. GOOD READER BEHAVIORS
 Before, during, and after reading, good readers…
 Pronounce unfamiliar words accurately.
 Pronounce words automatically.
 Read fluently—that is, accurately, quickly, and
expressively.
 Learn new words and refine the meanings of known
ones.
 Connect what they know with the information in the text.
 Determine what is important in the text.
 Recognize the structure of the text.

5.  Summarize and reorganize ideas in the text.
 Make inferences and predictions.
 Construct visual predictions.
 Construct visual images.
 Ask questions of themselves and the author, and read to find
answers.
 Synthesize information from different sources.
 Form and support opinions on ideas in the text.
 Recognize the author’s purpose/point of view/style.
 Monitor comprehension and repair comprehension
breakdowns.
 Choose to read for enjoyment and enrichment

6. 1. Reading is thinking. It is an active process
that is stimulated and directed by written
language. When individuals read, they think
about what they know and are in control of
their thinking.
Goodman, 1967; Piaget, 1969; Smith,
1971; Rumelhart, 1977; Stanovich, 1980

7. 2. Reading is the construction and
reconstruction of meaning through the active
involvement of the reader who makes use of
knowledge that he/she brings to the reading
and of the information supplied by the text
being read. In this process, the reader is an
active hypothesis tester and builder of
meaning.
Goodman, 1967; Piaget, 1969; Smith, 1971;
Rumelhart, 1977; Stanovich, 1980

8. 3. Reading is interactive. Readers rely on both
visual and non-visual information to construct
meaning, i.e., they combine what they can
visualize from print with the non-visual already
in their minds to make or create sense of what
they read.
Goodman, 1967; Piaget, 1969; Smith, 1971;
Rumelhart, 1977; Stanovich, 1980

9. 4. Every act of reading involves one’s prior
knowledge of the world. This doctrine formalized
as Schema Theory says that comprehending a
text is matching readers’ background knowledge
with text input. Compatibility of information from
the readers and from the text results in facilitated
comprehending; a mismatch leads to
comprehension bog down.
 Goodman, 1967; Piaget, 1969; Smith, 1971; Rumelhart, 1977; Stanovich, 1980

10. OLD AND NEW DEFINITIONS OF READING
Traditional Views New Definition of Reading
Research Base Behaviorism Cognitive sciences
Goals of Reading Mastery of isolated facts Constructing meaning and
and skills self-regulated learning
Reading as Process Mechanically decoding An interaction among the
words; memorizing by rote reader, the text, and the
context
Learner role/Metaphor Passive; vessel receiving Active; strategic reader,
knowledge from external good strategy user,
sources cognitive apprentice
Knuth, R.A. & Jones, B.F. 1991

11. CLASSES OF SCHEMA
 Content Schema refers to the systems of factual
knowledge, values, beliefs and cultural conventions
 Formal schema, also called as textual schema, refers to
knowledge of rhetorical structures of texts and genres
like novels, short stories, play, recipes, advertisements,
letters, journal, articles, etc.
 Language schema, also known as linguistic schema
refers to knowledge of language structure, vocabulary,
grammatical inflections and cohesive structures
Carrell 1983

12. CHARACTERISTICS OF
POOR/SUCCESSFUL READERS
Characteristics of poor Readers Characteristics of Successful Readers
Think understanding occurs from “getting the Understand that they must take responsibility
words right," rereading for construction meaning using their prior
knowledge
Use strategies such as rote memorization, Develop a repertoire of reading strategies,
rehearsal, simple categorization organizational patterns, and genre
Are poor strategy users: Are good strategy users:
•They do not think strategically about how to •They think strategically, plan, monitor their
read something or solve a problem comprehension, and revise their strategies
•They do not have an accurate sense of when •They have strategies for what to do when they
they have good comprehension readiness for do not know what to do
assessment
Have relatively low self-esteem Have self-confidence that they are effective
learners; see themselves as agents able to
actualize their potential
See success and failure as the result of luck or See success as the result of hard work and
teacher bias efficient thinking
Knuth, R.A. & Jones, B.F. 1991

13. Grapho- Semantic
Content Formal
phonic cues INTERACT
cues
Language
Syntactic
cues (L1 & L2)
MEANING
Sound Using prior
analysis knowledge
Text- Syntactic
Inferring Monitoring Reader-
initiated Analysis Predicting Translating
initiated
strategies Attending to Questioning Code
switching
strategies
Vocabulary Confirming
Repeating Etc.
etc.
Etc.
Interactive strategies
Arias 2004 Figure 1. Reading: A meaning-construction process

14. Thank You
and
Godbless!