This document outlines a class on the psychology of the reading process. It discusses the objectives of explaining the socio-historical development of reading and implications for instruction. Key points include that reading began with oral language and experience, which evolved into writing systems and print. Reading involves the relationship between a reader's experience, oral language, and written symbols. The document provides an introductory activity, activates prior knowledge on how reading began, and outlines stages of language development. It discusses implications like understanding the relationship between reading and language, and the importance of oral language and home experiences. Assignments include defining human attributes that foster language and describing reading theories.

1. P R O F . M A E S . B A G S I T
C O U R S E F A C I L I T A T O R
Reading 501:
Psychology of the Reading
Process
Session
1

2. Clarification
 Brightspace Classroom site is the
official classroom in GS
 You have your email ad connected to
this
 CHAT is for interaction for assignment
announcement
 Examination will be online
 Online class schedule will be provided

3. Clarification
Brightspace Classroom is our new
LMS platform
It uses your WVSU email and
student ID as password
It allows us virtual face to face
engagement and reporting

4. Reading: A Socio-Historical Perspectives

6. Objectives
 Enumerate and describe the stages of the
development of oral language and writing system
 Explain a diagram showing reading in terms of the
three-way relationship of experience, oral language
and written symbol as it applies to a reader
 Draw implications from the socio-historical view for
reading instruction

7. Introductory Activity
 Introduce yourself in 2 minutes. Include in the
introduction
 Your work and goal for taking up MAEd LT/Reading
 Your interests? If you are into reading what genre are
you interested in and who is you favorite author?
 What do you think will you learn from this course?
https://prezi.com/u_kf2w3u6qot/reading-a-socio-historical-
perspective/

8. Activating Prior Knowledge
 Reading begins even before we are born.
 Reading begins even before we learn to speak
 Reading begins when we learn our ABC.
 Reading begins when the eyes focus on the first
word on a page.
 Reading is older than writing, printing or language
itself.

9. Activating Learning
Thoughts on how reading began
 Reading begins with the wonder of the world around
us.
 Reading begins with the management and signs of
things

10. Activating Learning
The signs of things

11. The world of words
Humans have 3 important attributes
that differentiates them from animals

12. The world of words

13. The World of Words

14. Stages of the language development
Vocal symbols became the
name of the experience

15. Stages of the language development

16. Stages of the language development

17. Stages of Language Development
Language evolved
because thinking man
used oral sounds to
symbolize and fixate in
his mind what he found
significant. Had he not
found something
significant
language would not
have been invented

18. The mark of the book

19. The mark of the book

20. The mark of the book

21. The mark of the book

22. The mark of the book

24. Historical Perspective
Experience
Oral
Language
Written
Printed
Symbol
Types of Knowledge Used When Reading
"There are three great, revolutionary inventions that have
brought man from the level of animality to his present
state; speech, writing and printing."

25. Historical Perspective
 Language could not have
developed without experience
base
 The invention of writing and
printing overcame the
limitation of time and space

26. Individual Reader’s Perspective
“Reading begins in the
womb when the body
first senses the universe, and
the
message center of the brain
scans the scrambled reports
of
the senses."

27. Implication for Reading Instruction
 Reading is a linguistic process. Children being taught
to read must understand the relationship between
reading and their language.
 In second language situation, oral language
development in the oral language must be an integral
part of reading instruction.

28. Implication for Reading Instruction
 The ultimate goal of instruction is to produce
efficient readers who love to read and who will use it
for a variety of purpose all their lives
 The home has a very important role for developing
language experience

29. Assessment
1. Enumerate and define the three distinctly human
attributes that foster the development and
growth of language.
2. Describe the five stages of language development
3. Describe the stages through which writing
develops
4. What can the home do to help the child build an
experience and language base that will make it
easier for him to learn to read. Give at least 2.

30. Lesson Assignment
A. The Nature of Reading Theories and
Models
1. Reading as a Socio-Historical Perspectives
2. Viewing Reading as a Skill
3. Viewing Reading as a Process
4. Viewing Reading as Comprehension
5. Viewing Reading as Development
6. Reader Stance: Efferent and Aesthetic Reading

31. Lesson Assignment
B. Factors that Affect Reading: The Reader
1. Physiological development and Reading
2. Cognitive Development and Reading
3. Oral Language Development and Reading
4. Psychosocial Development and Reading

32. Lesson Assignment
C. Factors that Affect Reading Text and
Context
1. Text Organization and Structure
2. Readability
3. The Reading Teacher