3. Learning Objectives
1. Examine teaching practices that will
help uncover belief in the reading
process;
2. Explain the nature of reading;
3. Realize that the reader has a
significant role in the reading process
and that his/her attitude and
motivation affect his/her reading
performance; and
4. Apply research-based practices in
teaching children learn to read and
read to learn
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4. Activity 1 - Anticipation Guide
KEY UNDERSTANDING
on READING
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5. Activity 1 -
Anticipation Guide
Possible answers
1.Agree – Awareness of the sounds of the language is a fundamental skill in learning to read. This leads to associating the sounds (phonemes) with the corresponding letter symbols (graphemes).
2.Disagree – This is actually true. But if smaller sense units (words, phrases) are combined into bigger, coherent ones (sentences, paragraphs), the whole is much faster to read than if they are separate or incoherent. Therefore, learners will read more successfully, if given whole meaningful units of text to read rather than disconnected bits.
3.Disagree – The word “gather” implies that somehow the meaning of a
text is there in the words and all we need to do is pick it up. The construction of meaning that occurs in reading is usually a combination of decoding and understanding words, phrases, and sentences – the text (bottom –up processes) and one’s previous knowledge or schema of the text content and genre (top – down processes). The more background knowledge a reader has that connects with the text being read, the more likely the reader will be able to make sense of what is being read.
4.Agree – When one reads, he tries to find some cues in an effort to make sense of the written text. The available language information consists of sounds and symbols (graphophonic cues), language structure or grammar (syntactic cues), and knowledge which is part of the reader’s background (semantic cues). These cues answer the following questions: Does it look right? Does it fit the sense of the story?
5.Agree – Sometimes, a reader does not have sufficient background information about a text. A diagram, a chart, or any picture cues can help young readers to better understand what they read.
6.Agree – The more background knowledge a reader has to connect with the text being read, the more likely the reader will be able to make sense of what is being read.
National Training on Literacy Instruction
6. Activity 1 - Anticipation Guide
Directions: For each of the following statements, write “Agree” or
“Disagree” to show how you feel.
Agree Disagree
______1. Before children learn to read they should know the sounds of _______
most letters.
______2. The more symbols (letters or words) there are in a text, the _______
longer it will take to read it.
______3. We gather meaning from what we read. _______
______4. When one reads one tries to find some cues in an effort to _______
make sense of the written text.
______5. Visual information provided by maps, charts, or pictures help _______
young readers store and retrieve information they have read.
______6. A reader who is familiar with the subject matter of a text _______
already has a basis for making sense of it.
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7. What is Reading?
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. . . a dynamic process in which the
reader interacts with the text to
construct meaning. Inherent in
constructing meaning is the reader’s
ability to activate prior knowledge,
use reading strategies, and adapt
to the reading situation.
8. ALTERNATIVE VIEWS ABOUT READING
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1. Reading as SKILL
2. Reading as PROCESS
3. Reading as COMPREHENSION
4. Reading as DEVELOPMENT
5. Reading as STRATEGY
9. Reading as SKILL
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While the reader’s knowledge
of language is recognized as an
integral part of reading print,
reading is viewed as a skill that is
learned. In fact, reading is a unitary
skill that we use to process texts.
10. Reading as a Skill
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15. Reading as PROCESS
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The reading process, also
known as the meaning – making
process, provides an explanation of
“how reading happens” (Cambourne,
1998). To construct meaning,
readers draw on, or sample the
language information available to
them.
17. Reading as COMPREHENSION
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Comprehension occurs in the
transaction between the reader and the
text.
Reading Situation
* Purpose
* Setting
(Kucer 2001; Rosenblatt, 1978)
18. Interactive Model of Reading Comprehension
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19. FACTORS THAT AFFECT READING COMPREHENSION
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THE READER – brings the following to the text:
Script knowledge - knowledge and beliefs about the world.
Knowledge about language - graphophonic, syntactic,
semantic, pragmatic.
Knowledge of text structure - text cohesion, general text
structure (narrative,
expository, etc.)
Pragmatic system - how language is used in social
settings.
20. FACTORS THAT AFFECT READING COMPREHENSION
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The Text
Text Structure
its genre, vocabulary, language,
even the specific word choices
How well text is written
Content, difficulty or readability
Author’s intent
21. FACTORS THAT AFFECT READING COMPREHENSION
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The Context
involves the activity that occurs
around the transaction.
Purpose
- reading a text for a specific reason.
Setting
- teacher creates the learning
opportunities to support the
construction of meaning.
22. Reading as DEVELOPMENT
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Reading is an interplay of one’s
experience, oral language, and ability to
interpret written symbols as shown in the
diagram.
Figure 3. The relationships of three types of knowledge used in
reading (Hermosa, 2002)
23. Reading as DEVELOPMENT
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The relationship of circles A, B, and C is
reciprocal. It is true that Circle A develops first, followed by
Circle B, then by Circle C. However, once an individual has
acquired a language, he uses it to learn more experiences.
Similarly, once he has learned to read, Circle C becomes a
very powerful tool for learning, even more so than oral
language.
24. Reading as STRATEGY
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Strategies are conscious, flexible plans a reader
applies to a variety of texts.
28. National Training on Literacy Instruction
Reflection Questions:
1.Learning all these, how should
learners be taught to read?
2. Why do you think we still have
frustrated readers even in the
higher grades?
29. National Training on Literacy Instruction
My Professional Development Plan as a
Reading Teacher in the new Normal
School: Cluster:_______
School Head: Signature: ________
Name of Reading Teacher: Signature:________
As a Reading teacher I plan to …………..
STOP SUSTAIN START
Usual Practice(before
pandemic)
1.
2.
3.
New Normal Plan
1.
2.
3.
30. National Training on Literacy Instruction
Children Learn to Read and Write
Good readers aren’t born.
They’re created.
Created as the evening clock
stands still and the minutes of a
bedtime story reign supreme.
Lovingly read each night.
31. National Training on Literacy Instruction
Good writers aren’t born.
They’re taught.
Taught to revere writing, as an important
tool, the nuts
and bolts linking them to the world
beyond.
Guaranteed to strengthen the mind of an
impressionable child.
Children Learn to Read and Write
32. National Training on Literacy Instruction
Good readers and writers aren’t
born.
They’re inspired.
Inspired by teachers who value reading
and writing, as the keys to knowledge and
success.
Who read and write like they breathe…
Continuously, steadily, automatically.
Adapted from “A daughter learns to read”
By Mardi C. Dilks, The Reading Teacher,
Vol. 56, No. 3 November 2002
Children Learn to Read and Write
