This document discusses reading processes and literacy. It covers the nature of reading, steps in the reading process, characteristics of reading, types of reading materials, stages of reading, schema theory, comprehension, teaching reading, becoming literate in a second language, developing adult literacies, and family literacy programs. The key points are that reading is an active process that involves perception, comprehension, and reaction. It also discusses different types of readers such as nonliterate, preliterate, and biliterate individuals and how literacy is developed.

1. Prepared by:
Dianna May C. Macapulay

2. The NATURE of the Reading Process
READING
- is a communication skill that requires the readers to
extract meanings from a printed matter by relating their
old knowledge about this printed material to their reading
text.

3. STEPS involve in Reading
Perception
is the step involve in reading by which the reader perceived the written
symbols on the text through the use of this external senses.
Comprehension
is the step involve in reading by which the reader understands the text.
Reaction
is the step involve in reading wherein the reader evaluates the text which
is being read.

4. CHARACTERISTICS of the Reading Process
Reading is complex process
Reading is a two- way process
Reading is a largely visual process
Reading is an active process
Reading makes use of a linguistic system which enables readers to be
more effective uses of written language
Effective reading is partly dependent on the reader’s prior knowledge or
background experiences

5. TYPES of reading materials
Developmental
- Scientifically prepared materials which are aimed at developing reading skills
Remedial
- Specifically prepared to help learners overcome reading difficulties
Recreatory
-provide for the development of appreciation and enjoyment of reading material
Functional
- provide for the development of comprehension and utilization of skills in areas
of study

6. STAGES of Reading
a. Pre- reading or Before- reading stage. This happens
the teacher helps the readers do the following:
1. set their reasons or purposes for reading
2. activate their schemata or old knowledge
3. know the meanings of difficult expressions in the selection
b. Reading or While- reading Stage
the guidance or support that the teacher gives the readers to enable
them to concentrate fully on the text and understand the essential aspects of
the text

7. c. Post- reading or After- reading Stage
the teacher assists the readers in determining the
connection of their pre- reading thoughts or views to the things
they have newly learned from the selection

8. Schema Theory
States that all knowledge is organized into units. Within these
units of knowledge, or schemata, is stored information

9. Schema- meanings derived by readers from their acts of relating
ideas with one another
- Generalized description or a conceptual system for understanding
knowledge- how knowledge is represented and how it is used
Schemata- represent knowledge about concepts: objects and the
relationships they have with other objects, situations, actions, and
sequences of actions.
- Units of knowledge
Scheme- the readers’ abilities to organize their schemata or
stock knowledge in their minds

10. COMPREHENSION
What is Comprehension?
- It is the complex cognitive process involving the intentional interaction
between reader and text to extract meaning
IMPORTANCE:
- comprehension, just as reading, is integral to everyday life n our
society
- We need to understand everything we read in order to learn from the
text we interact with
- Students need to learn to extract important information and transfer
their knowledge to read and respond to different types of questions

11. What good readers do?
• Good readers use a number of strategies
-activating prior knowledge
- monitoring comprehension
- generating questions
- answering questions
- drawing inferences
- creating mental imagery
- identifying the text structure the writer has used

20. Teaching Reading

35. General components skills and knowledge areas of
complex process of reading
1. Automatic recognition skills- a virtually unconscious ability, ideally
requiring little mental processing to recognize text, especially for word
identification.
2. Vocabulary and structural knowledge- a sound understanding of
language structure and a large recognition vocabulary.
3. Formal discourse structure knowledge- an understanding of how texts
are organized and how information is put together into various genres
of texts (e.g., a report, a narrative)
4. Content/ word background knowledge- prior knowledge of text-
related information and a shared understanding of the cultural
information involved in text.

36. E N D

37. 5. Synthesis and evaluation skills/ strategies- the ability to read and compare
information from multiple sources, to think critically about what one reads,
and to decide what information is relevant or useful for one’s purpose.
6. Metacognitive knowledge and skills monitoring- an awareness of one’s
mental processes and the ability to reflect on what one is doing and strategies
one is employing while reading.

38. BECOMING LITERATE IN A SECOND
LANGUAGE
*There are many similarities in the process of learning to read for
ELL and NES children, and as will be seen later in this chapter,
similar approaches often used in classes of both native and non-
native readers; however, there are also some important
differences (Hudelson 1994; Aebersold and Field 1997). Thus,
while some researchers argue that 1.2 learners should not be
segregated from 1.1 learners (Faltis and Hudelson 1994; Van den
Branden 2000), teachers of ESL students need to be specially
prepared and may need to adjust their instructional strategies in
certain ways in order to trach 1.2 literacy skills effectively.

39. Developing Adult Literacies
Nonliterate- Soccoro, who was born in Mexico, comes from a society with a rich literary tradition, but she
herself has had little access to the formal education or native language literacy that others may enjoy,
this situation have been described in the literature as nonliterate.
Preliterate- Pao Joua Lo comes from a farming society where subsistence living posed very little need for print.
In fact, the Hmong language did not have a writtern form until just a few deacades ago, when missionaries
created a writing system to teach the Bible, Learners in this situation are often called preliterate, because they
come from a society that does not have a tradition with print
Biliterate- michela illuminates yet another dimension of a complex linguistic gesture, since she has highly
developed literacy skills in her native language, but has not had prior experience with the Roman alphabet.
has many strategies for learning in formal settings, and is comfortable with the format and discourse of formal
teaching situations. As she adds English to her repertoire, michela will become biliterate, or proficient with
in two languages.
“While we became aware of these enormous resources, it was also clear that something critical was lacking-
literacy skills that would provide these adultts with access to the English, to other information and education.’

40. Many Learners, Many Literacies
While teachers of ESL were grappling with literacy issues face-to-face in their
daily wok, many changes were going in the field of adult literacy (also called
Adult Basic Education, or ABE) as well. Among these were attempts to move
beyond the problematic notion of “grade level’ in order to define and measure
literacy in ways that were more informative and accurate for adults. The most
comprehensive attempt in recent history to survey the literacy levels of adults in
the United States was the National Adult Literacy Survey (NALS). This
was designed to measure three areas of knowledge or skill :
1. Prose literacy (understanding texts such as news stories, poems, etc.)
2. Document literacy (locating and using information found in documents like
job applications, transportation schedules, etc. )
3. Quantitative literacy ( applying arithmetic operations using numbers found in
printed materials like order forms, etc.

41. The problem for English language educators was that this assessment tool could only measure
English literacy- the results do not distinguish between the Cambodian peasant farmer who had never
held a pencil and the Russian engineer with a Ph.D who had not yet added the Roman to the Cyrillic
alphabet in her repertoire of symbol systems.
Family or Intergenerational Literacy
The terms family literacy and intergenerational literacy have been used to describe how literacy is
valued and used n the lives of children and adults.
These terms have also been used to describe educational programs designed to strengthen
literacy resources by involving at least two generations for a variety of stated goals( Weinstein 1997).
IN THE United States, the term family literacy has gained recognition through the growth of
private initiatives such as the Barbara Bush Family Literacy Foundation and Toyota Families for
Learning, as well as federal programs such as Head Start and Even Start.
Family Literacy Programs Goals and Models
Many initiatives state that their goal is to support parents in promoting children’s school
achievement, with an emphasis on parental involvement with schools. Promising progams rest a
model