nature and meaning of reading
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This document discusses the nature and meaning of reading. It defines reading as an active cognitive process of decoding symbols to get and interpret an author's intended meaning. Reading involves using language and world knowledge, and the goal is comprehension rather than decoding individual letters and words. The document also categorizes definitions of reading as either the decoding process or reading for meaning. It outlines components of reading as decoding, comprehension, and retention, and lists academic and other purposes for reading like learning, evaluating information, and reading for pleasure versus in-depth reading. Finally, it provides several reasons why reading is an important skill, such as its role in education, career success, mental development, learning new things, and empowering individuals.
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1 nature of reading
Reading is a communication skill that involves a series of cognitive steps. The main steps are perception, where the reader perceives written symbols; comprehension, where the reader understands the text; and reaction, where the reader evaluates the text. There are different psychological theories of reading, including bottom-up phonics, top-down whole language, and interactive compensatory approaches. Key reading theorists include Kenneth Goodman, Jean Piaget, Rumelhart, and Patricia Carrell, who discussed cognitive processes like schema and psycholinguistic guessing. The reading process is complex, active, visual, and dependent on prior knowledge and experience. Different types of reading materials aim to develop skills or provide enjoyment.
Three Reading Models
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Teaching strategic reading
This document provides information on strategic reading instruction and comprehension strategies. It discusses the key tenets of strategic reading instruction, which are to teach reading strategies explicitly, guide students in using the strategies, especially struggling students, and coach students in their reading. It also outlines several common comprehension strategies used by effective readers, such as making connections, predicting, questioning, monitoring, visualizing, and summarizing. Finally, it proposes activities to teach these strategies in the classroom, including scanning questions, skimming modified texts, using context clues, and inference riddles.
Theories of Reading Instruction
This document discusses various theories of reading instruction. It describes early theories from Thorndike, Gray, and Goodman that viewed reading as a developmental process involving word perception, comprehension, reaction, and synthesis. Later psycholinguistic theories proposed reading involves using graphophonic, syntactic, and semantic cueing systems simultaneously. The interactive and transactional theories of the late 20th century proposed reading as an interactive process where the reader interacts with text and prior knowledge. The document also discusses principles of balanced reading instruction incorporating skills, strategies, literature, and writing.
1 Nature of Reading.ppt
The document discusses various aspects of the reading process including:
- The nature of reading as a communication skill involving perception, comprehension, and reaction.
- Key theories of reading like bottom-up, top-down, and interactive approaches.
- Important reading theorists like Kenneth Goodman, Jean Piaget, and Keith Stanovich and their contributions.
- Characteristics of the reading process, types of reading materials, developmental stages of reading, and levels of reading.
- Important techniques in reading like skimming, scanning, SQ3R method, intensive reading and extensive reading.
language and literature assessment
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
Models of Reading
The document discusses several models of the reading process:
1. Bottom-up models emphasize decoding written text and deriving meaning linearly. Top researchers include P.Gough.
2. Top-down models prioritize meaning over structure. Top researcher is K.Goodman. Meaning does not require full word identification.
3. Interactive models combine bottom-up and top-down processes, recognizing that good readers are skilled decoders and interpreters. Researcher is Tierney.
4. Emerging models include Rumelhart's perceptual and cognitive process model, and Stanovich's interactive-compensatory model accounting for reading purpose. Anderson and Pearson presented a schema-theoretic view of comprehension relying
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1 nature of reading
Reading is a communication skill that involves a series of cognitive steps. The main steps are perception, where the reader perceives written symbols; comprehension, where the reader understands the text; and reaction, where the reader evaluates the text. There are different psychological theories of reading, including bottom-up phonics, top-down whole language, and interactive compensatory approaches. Key reading theorists include Kenneth Goodman, Jean Piaget, Rumelhart, and Patricia Carrell, who discussed cognitive processes like schema and psycholinguistic guessing. The reading process is complex, active, visual, and dependent on prior knowledge and experience. Different types of reading materials aim to develop skills or provide enjoyment.
Three Reading Models
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Teaching strategic reading
This document provides information on strategic reading instruction and comprehension strategies. It discusses the key tenets of strategic reading instruction, which are to teach reading strategies explicitly, guide students in using the strategies, especially struggling students, and coach students in their reading. It also outlines several common comprehension strategies used by effective readers, such as making connections, predicting, questioning, monitoring, visualizing, and summarizing. Finally, it proposes activities to teach these strategies in the classroom, including scanning questions, skimming modified texts, using context clues, and inference riddles.
Theories of Reading Instruction
This document discusses various theories of reading instruction. It describes early theories from Thorndike, Gray, and Goodman that viewed reading as a developmental process involving word perception, comprehension, reaction, and synthesis. Later psycholinguistic theories proposed reading involves using graphophonic, syntactic, and semantic cueing systems simultaneously. The interactive and transactional theories of the late 20th century proposed reading as an interactive process where the reader interacts with text and prior knowledge. The document also discusses principles of balanced reading instruction incorporating skills, strategies, literature, and writing.
1 Nature of Reading.ppt
The document discusses various aspects of the reading process including:
- The nature of reading as a communication skill involving perception, comprehension, and reaction.
- Key theories of reading like bottom-up, top-down, and interactive approaches.
- Important reading theorists like Kenneth Goodman, Jean Piaget, and Keith Stanovich and their contributions.
- Characteristics of the reading process, types of reading materials, developmental stages of reading, and levels of reading.
- Important techniques in reading like skimming, scanning, SQ3R method, intensive reading and extensive reading.
language and literature assessment
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
Models of Reading
The document discusses several models of the reading process:
1. Bottom-up models emphasize decoding written text and deriving meaning linearly. Top researchers include P.Gough.
2. Top-down models prioritize meaning over structure. Top researcher is K.Goodman. Meaning does not require full word identification.
3. Interactive models combine bottom-up and top-down processes, recognizing that good readers are skilled decoders and interpreters. Researcher is Tierney.
4. Emerging models include Rumelhart's perceptual and cognitive process model, and Stanovich's interactive-compensatory model accounting for reading purpose. Anderson and Pearson presented a schema-theoretic view of comprehension relying
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Reading models
This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
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Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
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Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Reading Approach
The document discusses several approaches to teaching reading:
1. The global reading approach assumes reading is best learned through natural text and focuses on memorization of whole words.
2. Examples given are language experience activities, neurological impress activities using books/charts, and shared reading of stories.
3. The phonics approach teaches reading through learning sound-letter correspondences and applying this to build word recognition.
4. Sight words are words that cannot be sounded out and must be memorized through repetition and context.
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The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
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The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
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This document summarizes several models of the reading process:
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Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
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Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
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The document discusses several approaches to teaching reading:
1. The global reading approach assumes reading is best learned through natural text and focuses on memorization of whole words.
2. Examples given are language experience activities, neurological impress activities using books/charts, and shared reading of stories.
3. The phonics approach teaches reading through learning sound-letter correspondences and applying this to build word recognition.
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The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
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Reading is important for mental development. It stimulates eye muscles and can help increase IQ, as children who read often tend to have higher IQs. Before television and computers, reading was a primary leisure activity. Reading expands our knowledge and experiences beyond our own narrow lives. It provides the thoughts and experiences of countless others through history. Books have the power to control time and allow us to fly into the future or retreat into the past. Reading is recommended as the best way to relax the mind.
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Edu 6 - Developmental Reading; Lesson 2: Significance of Reading
This document discusses the significance of reading and provides examples of passages and poems. It discusses how reading expands vocabulary, is important for language development in children, and exposes readers to new experiences and perspectives beyond their own narrow experiences. Reading helps develop important skills like problem solving and imagination. It also promotes mental relaxation and perspective taking.
Reading Models and Schema Theory
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
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The document discusses several topics related to developmental reading:
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2. It outlines 5 factors that affect reading development: physical/clinical issues, predictors of school entry, acquired literacy knowledge, family risks, and neighborhood/community/school factors.
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The importance of reading
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2) Children who are read to regularly and have their questions answered tend to learn to read earlier and become more proficient readers. Proficient middle school readers also spend more leisure time reading.
3) Programs to promote independent reading should provide engaging reading materials, active parent involvement, and collaboration between schools, homes, and libraries.
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This document discusses reading as a complex cognitive process involving decoding symbols and deriving meaning. It defines reading according to foreign language teaching methods as a process of reducing uncertainty about a text's meaning through negotiation between the reader and text. Several factors can affect reading comprehension, including a reader's language skills, background knowledge, use of reading strategies, and motivation. For comprehension to occur, readers must be able to build connections between what they know and what they are reading, understand word meanings, and have sufficient cognitive resources to glean meaning and monitor their understanding.
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The document discusses strategies for teaching reading and writing skills in English. It emphasizes taking a process-oriented approach focusing on scaffolding skills from words to sentences to paragraphs. Specific techniques mentioned include vocabulary enrichment, integrating the four skills of reading, writing, speaking and listening, and using expanding activities to make the learning fun, such as reader's theater, online searches and reading clubs.
Readingasaprocess
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This document discusses various patterns of development that can be used when writing across disciplines. It describes different methods for presenting and developing ideas such as narration, description, definition, classification, comparison/contrast, cause and effect, and persuasion. Skillful writers may employ a combination of these methods when constructing a well-developed paragraph. Examples are provided for some of the patterns to illustrate how they can be structured.
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The document discusses various reading skills and strategies. It identifies that reading involves recognizing letters, words, and their meanings, as well as understanding connections between sentences. It then lists and briefly describes several key reading subskills, including reading schemata, intensive reading, extensive reading, reading for gist, skimming, reading for global understanding, reading for details, inferring, graded readers, and deducing.
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The document aims to provide information on assessing different language skills based on definitions, constructs, and indicators from experts in the field. It outlines the components and frameworks used to measure reading, writing,
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The document discusses various approaches to reading and writing, including:
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Carl Sagan observed that books allow humans to work magic through imagination. Steven Roger Fischer traces the history of reading from early symbols to electronic text. He explores how reading evolved from a rare skill in Mesopotamia, where only 120 out of 12,000 could read, to a personal experience involving sight and sound. Reading involves extracting meaning from symbols and combining hearing and vision in a synesthetic process. Early reading was task-oriented while modern reading involves comprehending continuous text.
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Paraphrasing is defined as modifying original text to demonstrate understanding. It involves using synonyms while maintaining the core meaning. Paraphrasing is important for listening, speaking, reading, and writing. It helps with comprehension, vocabulary building, grammar, and integrity. Paraphrasing shows that a student understands a topic rather than just copying.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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nature and meaning of reading
- 1. NATURE AND MEANING OF READING Prepared by: Jessebel P. Palero BSED III
- 2. NATURE WE WERE NEVER BORN TO READ ACTIVE PROCESS KNOWLEDGE OF THE LANGUAGE KNOWLEDGE OF THE WORLD READ FOR MEANING DO NOT DECODE EACH LETTER/WORD COMMUNICATION SKILL
- 3. COGNITIVE PROCESS OF DECODING SYMBOLS GETTING MEANING FROM THE TEXT PUTTING MEANING INTO THE TEXT PROCESS OF INTERPRETING THE WRITTEN SYMBOLS PROCESS OF COMMUNICATION BETWEEN AUTHOR AND READER MEANING
- 4. LAPP AND FLOOD 1978 ALL DEFINITION FALL INTO TWO CATEGORIES: Decoding Process Reading for meaning
- 6. ACADEMIC PURPOSES FOR READING READING TO SEARCH INFORMATION READING FOR QUICK UNDERSTANDING READING TO LEARN READING TO INTEGRATE INFORMATION READING TO EVALUATE, CRITIQUE, AND USE READING FOR GENERAL COMPREHENSION
- 7. KINDS OF READING EXTENSIVE READING READING FOR PLEASURE. INTENSIVE READING CAREFUL OR IN-DEPTH READING
- 8. QUESTION “ WHY READING IS IMPORTANT???
- 9. ANSWERS 1. Reading is fundamental to function in today’s society. 2. Reading is a vital skill in finding a good job. 3. Reading is important because it develops the mind. 4. It is how we discover new things. 5. Reading develops the imagination. 6. Reading develops the creative side of people.
- 10. ANSWERS 7. Reading is fundamental in developing a good self image. 8. Good reading skills, especially in a phonics reading program, improve spelling. 9. Reading helps to expand the vocabulary. 10. Only by reading can we be armed in this never ending, life and death struggle. 11. The fact of the power of written ideas communicated through reading is a foundation reason why some governments oppose free and honest communication. 12. Reading is important because words-spoken and written-are the building blocks of life.