The document discusses the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides key strategies to teach each component, such as talking to kids to develop phonemic awareness and reading practice to build fluency. The document also discusses theoretical models of reading, factors that affect reading development, and the developmental stages of reading in children from birth through high school.
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The FOUR(4) Macro Skills
REMEDIAL INSTRUCTION (ELT – 325) – Third Year Students – Module 1: The Four (4) Macro Skills: Reading, Speaking, Writing, Listening; 2021
MEMBERS:
BATIAO, REYMOND
ESCOTO, CHRISTIAN
SINAMPAGA, DIANA GRACE
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
The FOUR(4) Macro Skills
REMEDIAL INSTRUCTION (ELT – 325) – Third Year Students – Module 1: The Four (4) Macro Skills: Reading, Speaking, Writing, Listening; 2021
MEMBERS:
BATIAO, REYMOND
ESCOTO, CHRISTIAN
SINAMPAGA, DIANA GRACE
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
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.
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
This is a material intended to address the basic sight vocabulary deficit and how vocabulary is to be enhanced. Also in this material is the ways on how knowledge on sound-symbol correspondence will be corrected.
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
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.
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
This is a material intended to address the basic sight vocabulary deficit and how vocabulary is to be enhanced. Also in this material is the ways on how knowledge on sound-symbol correspondence will be corrected.
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
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
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.
Presentation focuses on how to develop reading skill among students. Listening, Speaking, Reading and Writing are four basic language skills. Reading a necessary skill of using formal language and communication. Reading skill can be developed with deliberate practice and with formal training . The presentation is an endeavour to focus on the acquisition of reading skill formerly.
This presentation is not the sole creation of the author, but it is based on the various resources available in various formats. Quality of this presentation cannot be compared with the original resources of the discipline. Students and faculty are suggested to go through the original resources for better result.
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
2
PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
3
What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
4
Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
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Instructions for Submissions thorugh G- Classroom.pptx
Reading #2
1. Name: Tomanggong, Glenda L. July 5, 2013
Year and Sec.: PET 19 Prof. Jackielou E. Cansancio
Assignment:
The Five Components of Reading
Phonemic Awareness: The Ability to identify, think about, and manipulate the sounds in words.
Key Strategies: Talking to kids, Reading to kids
Phonics: The knowledge that letters are used to represent sound- the alphabetic principle. The
known relationship between phonemes (sounds) and graphemes (letters).
Key Strategies: Reading to kids, Reading practices.
Fluency: The ability to read quickly, accurately, and with the proper expression.
Key Strategies: Reading practice (silently or aloud), Read Aloud (modelling.)
Vocabulary: A rich and flexible understanding of words and their meanings.
Key Strategies: Word walls, Word lines, Greek and Latin roots and prefixes, the "Turn it up"
challenge
Comprehension: The ability to think about a text and gain meaning from it.
Key Strategies: Think aloud (modelling, Visualizing (modelling), Sketch-to-Stretch, Anticipation
guides, Writing/journaling
Factors affect reading
A non-encouraging reading home environment( ambient lighting, temperature, comfort,
and complexity of the material )
A non-encouraging reading classroom environment
Vision problems
Lack of interest in the book
Hearing - Speech impediment, Hard of Hearing, or deafness
Lack of background knowledge
Lack of strong vocabulary base
Gender
2. Intelligence with the ability to 1) learn, 2) problem solve, or 3) see relationships in
reading
Language differences/Dialect/Cultural difference
Factors That Affect Reading
Fixation - is made when the eyes stop. Good readers have fewer fixations than poor
readers. Inter fixation movements are caused by the eyes which move from one
stopping to another.
Return sweeps - refer to the quick swinging back of the eyes from the end of the line
to the beginning of the next line.
Regression - are backward or right-to-left movements made in a reverse direction.
Readers usually regress as a result of habit, although some do so to double-check a
point. Even good readers usually fewer than those made by the poor ones. Span of
recognition - or perception span is the number of words taken every time the eyes
stop. It is synonymous with the length or distance recognize within one fixation.
Duration of fixation - is the length of the time the eye pause. Most readers make
average off our eye stops per second, but poor readers require more time to pause in
order to see accurately. A person who pause in order to see accurately. A person who
makes fewer fixations has a longer duration.
Linguistic factor. To read well, the reader must understand sound symbol
relationships intonation, stress, rhythm, and pauses. Reading efficiency is defendant
on context meaning usage, and sentence structure.
Intellectual factors. The innate capacity to clear, intelligence, and mental maturity
affect reading performance. The higher the IQ, the better the reading skills.
Social factors Reading is a social process affected by attitudes, loyalties, conflicts and
prejudices .Reading ability is enhanced by social acceptance, self- reliance, and
cooperation in group.
Psychological factors. Feelings about self and others affect reading performance.
Emotional stability leads to better concentration; interesting topics and an attractive
presentational style promote the desire to read
Theoretical Modelsof Reading
It describes and explains how readers construct meaning from written text.
According to Murray’s interactive theory he postulates that reading is an
interaction involving the reader and the text being read. Meaning is not only in the
mind of person during the reading act nor is it only in the text being read. Instead the
3. interaction between the text read and the readers various source that determine the
amount and type of comprehension that take place.
Here enumerates the various information sources as:
1. Knowledge of language which enables the reader to recognize
1.1 syntax or the way in which words put together to form a phrase ,
clauses,sentences ,harmonious arrangement of parts of elements;
1.2 semantics or the study of meaning
1.3 pragmatics or practical use of language
2. Knowledge of the word/background. Knowledge including both encyclopaediaand
experiential knowledge which supply readers with background for understanding
ideas and filling in parts that are left implicit (assumed known) rather than stated
explicitly in the text.
3. Metacognitive knowledge which enables readers to monitor their own
comprehension to ascertain whether the information make sense and meets specific
purpose. Metacognitive knowledge about corrective strategies such as reading and
questioning the self enables the reader to remedy comprehension failures
4. Knowledge of the alphabetic-phonemic (letter sound) system involves knowing
how the spelling system represents speech, including how to transfer graphemes into
phonemes, the smallest unit of sound. Lexical knowledge refers to the reader’s
dictionary of words held in memory including words known by sight .all of these
knowledge can contribute to comprehension. Memory is important for linking the
meaning of a text to previously read text.
Additional Information about reading
Five Essential Components of Reading
Under Reading First (Title I, Part B, Subpart 1), district and school reading programs for K-3
students must include instruction, curriculum, and assessment on:
1. PHONEMIC AWARENESS—the knowledge and manipulation of sounds in spoken
words.
2. PHONICS—the relationship between written and spoken letters and sounds.
3. READING FLUENCY, INCLUDING ORAL READING SKILLS—the ability to read
with accuracy, and with appropriate rate, expression, and phrasing.
4. VOCABULARY DEVELOPMENT—the knowledge of words, their definitions, and
context.
4. 5. READING COMPREHENSION STRATEGIES—the understanding of meaning in text.
Must be based on scientifically based research.
Must include classroom-based screening, and instructional and diagnostic
reading assessments.
Should provide on-going, high-quality professional development focused on essential
elements of reading.
Under Reading First, school and district reading programs for K-3 students also can focus on:
Building students’ motivation to read.
Integrating technology into students’ opportunities to learn to read.
The Five Essential Components of Reading
Reading with children and helping them practice specific reading components can dramatically
improve their ability to read. Scientific research shows that there are five essential components
of reading that children must be taught in order to learn to read. Adults can help children learn to
be good readers by systematically practicing these components:
1. Recognizing and using individual sounds to create words, or phonemic awareness. Children
need to be taught to hear sounds in words and those words are made up of the smallest parts of
sound, or phonemes.
2. Understanding the relationships between written letters and spoken sounds, or phonics.
Children need to be taught the sounds individual printed letters and groups of letters make.
Knowing the relationships between letters and sounds helps children to recognize familiar words
accurately and automatically, and "decode" new words.
3. Developing the ability to read a text accurately and quickly, or reading fluency. Children must
learn to read words rapidly and accurately in order to understand what is read. When fluent
readers read silently, they recognize words automatically. When fluent readers read aloud, they
read effortlessly and with expression. Readers who are weak in fluency read slowly, word by
word, focusing on decoding words instead of comprehending meaning.
4. Learning the meaning and pronunciation of words, or vocabulary development. Children need
to actively build and expand their knowledge of written and spoken words, what they mean, and
how they are used.
5. Acquiring strategies to understand, remember, and communicate what is read, or reading
comprehension strategies. Children need to be taught comprehension strategies, or the steps good
5. readers use to make sure they understand text. Students who are in control of their own reading
comprehension become purposeful, active readers.
Reading Models•
Anderson and Pearson Schema- theoretic view 1984-Focuses on the role of schemata,
knowledge stored in memory, in text comprehension. Believes that comprehension is the
interaction between old and new information.
Pearson and Tierney Model-There is an identified compromise of meaning between
writer and reader who both create meaning through text as the vehicle. Views readers as
composers. States that reader read with the expectation that the writer has provided
sufficient clues and meaning.
Mathewon’s Model of Attitude-Addresses the role that attitude and motivation play in
reading. States that attitude has tri-componential construct: cognitive, affective, conative.
Provides feedback on how motivation may change and how important it is to address
affective issues in teaching reading.
Developmental Reading Stages
1. Stage 0 (Birth-Age 6) Learning to recognize the alphabet,Reading Readiness/ Pre
imitation reading, experimentation Reading with letters and learning sounds
Understanding the world around them.
2. Stage 1 (Age 6-7, Grade 1-2)Initial Reading or Decoding Sounding out words from print
Utilize consonants and vowels to blend together simple words
3. Stage 2(Age 7-8, Grades 2-3) Considered to be on the ‘real’Fluency reading stage. They
are fairly good at reading and spelling and are ready to read without sounding everything
out. Re-reading allows them to concentrate on meaning and builds fluency sounding out
unfamiliar words.
4. Stage 3 (Age 9-13, Grades 4 read with fluency to 2 Year) Reading for Learning the New
Readers need to bring prior Stage knowledge to their reading Acquisition of facts.
5. Stage 4 (High School; Ages 14- Readers are instructed in reading and study 18)
skillsMultiple Viewpoints Stage Learn to analyse what they read and react critically Share
multiple views and concepts Reads materials useful to them and apply.
6. 6. Stage 5 (College; Ages 18 and up) those skillsConstruction and Reconstruction Readers
know what not to read, as well as Stage what to read They have the ability to synthesize
critically the works of others and able to defend their stand on specific issues
Reading Comprehension Strategies
1. Skimming –quickly identifying main ideas, speed 3x faster than normal reading
2. Scanning- finding a particular piece of info, running your eyes over the text looking for specific
information.
3. Extensive Reading- used to obtain general understanding of a subject and includes reading
longer text for pleasure, also business books
4. Intensive reading-used on shorter text in order to obtain specific information.
5. Visualizing- used to be able to create sensory images in the readers’ minds so they will be more
engaged with the content of the text.
6. Synthesizing- involves evaluating, sorting and sifting through information that is new and
reorganizing it into larger concept.
7. Inferring- drawing upon reader’s background knowledge and connecting this with new
information.
8. Questioning- ability to generate questions that demonstrate that’s students are synthesizing,
evaluating, and attempting to clarify what they read .
Reading Skills
• Vocabulary
• Idioms
• Structural Analysis
• Synonyms and Antonyms – Affixes
• Figures of Speech - Root words - Compound Words
• Noting Details - Context Clues
• Getting the Main Idea
a. Semantic Clues
7. • Inferring - definition clue- defining - appositive clue- synonymous
• Making Generalizations - comparison/ contrast
• Predicting Outcomes – explanation
b. Syntactic Clues- contained in the grammar of the language. Helps us identify what part of
speech they belong
References:
http://www.rif.org/us/literacy-resources/articles/the-five-essential-components-of-reading.htm
http://www.reading-activities.com/what_factors_affect_reading_
http://it.pinellas.k12.fl.us/teachers6/milfordp/5Components.html
http://www.slideshare.net/search/slideshow?lang=%2A%2A&page=5&q=theoretical+models+of
+reading&searchfrom=header&sort=relevance