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nature of reading.pptx
1. The Nature of Reading
Presented by:
CARRAMAE MASIBOD
New Dapitan Elementary School
2. OBJECTIVES:
1. Examine teaching practices that
will help uncover belief in the
reading process;
2. Explain the nature of reading;
3. OBJECTIVES:
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
4. Activity 1 - Anticipation Guide
Directions: For each of the following statements, write “Agree” or “Disagree” to
show how you feel on your paper.
______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.
5. Activity 2 - Let’s Think
1. How did you learn to read?
2. What do you do while reading?
3. How do your experience/s in
learning to read influenced the way
you teach your learners to read?
6.
7. What is Reading?
. . . 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
1. Reading as
SKILL
2. Reading as
PROCESS
3. Reading as
COMPREHENSION
4. Reading as DEVELOPMENT
5. Reading as STRATEGY
9. Reading as
SKILL
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.
15. Reading as
PROCESS
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.
19. FACTORS THAT AFFECT READING
COMPREHENSION
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
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
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
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
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 ha
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
Strategies are conscious, flexible
plans
a reader applies to a variety of texts.
The use of strategies implies awareness,
reflection, and interaction between the reader
and the author.
25. Reading as
STRATEGY
Strategies do not operate individually or
sequentially, but are interrelated and
recursive.
The goal is the active construction of meaning
and the ability to adapt strategies to varying
reading demands.
30. 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?
31. 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.
32. Good writers aren’t born.
They’re taught.
Taught the 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.
33. 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
Nature of reading or the basic features of reading
Dynamic process- a collection of activities or tasks without a predetermined sequence of execution.
Other ways to views reading, something different and unsual.
Skill-an ability that we acquired throughout the process, through training.
Integral-an essential or fundamental
Global skills
Morphemic analysis-using coomn LATIN AND GREEK PREFIXES, ROOTS AND SUFFIXES TO HYPOTHESIZE THE MEANING OF A WORD.
GPC- the relationship between the phoneme(units of sound)and its graphemes(or symbol,the letterl).this will help children to decode and blend words more easily.
Scaffolding, support, or variety of instruction that we use to the learners to have a stronger independence in learning process.. It is considered to be an essential element of effective teaching.it is use to bridge the gap.
Graphophonic language cues-it involve the letter-sound or sound-symbol relationship of language. Readers will identify unknown words by relating speech sounds to letters or letter patterns.. Or decoding.
Syntactic language cues-involve word order, rules and patterns of language(grammar) whether it is a noun or and punctuation.
Pragmatic language –or a social language skills that we use in our daily interactions with others. This includes what we say, how we say it, or facial expressions and etc.
Semantic language cues-the meaning in language that assists in comprehending texts, including words,speech, signs, symbols, and others. This is how we are going to integrate.
Context-
A wayt in which two or more things have an effect on each other.
Interrelated and recursive-related or connection to one another-recursive-repeated rules
