The document discusses the reading process and theoretical models of reading. It describes reading as involving interaction between the reader and text, and drawing from both top-down and bottom-up processes. It also discusses factors that affect reading like physiological, intellectual, psychological, linguistic, and sociological factors. Finally, it frames reading as a developmental task that occurs in stages like reading readiness, beginning reading, rapid growth, and refinement.

1. THE READING
PROCESS
GRACE O. ELIPIAN USEP-TAGUM

2. READING
is a key to success in school, to the development of
out-of-school interest, to the enjoyment of leisure time
and to personal and social adjustment (Smith and
Dechant).
 the key that unlocks the door to the world of
enlightenment and enjoyment and the basic tool for
learning in the content field (Villamin).

3. Most significant conceptual
definition of reading…
Reading typically is bringing meaning to rather
than the gaining of meaning from the printed
page.
Effective reading includes experiencing, learning,
and thinking. It frequently requires reflection,
judgment, analysis, synthesis, selection, and
critical evaluation of what is being read.

4. Most significant conceptual
definition of reading…
Reading is the process in which information from
the text and the knowledge possessed by the
reader get together to produce meaning.
Reading consists of two major components:
recognizing and analyzing words, often referred to
as decoding and understanding words and ideas
often called comprehension.

5. Theoretical Models of Reading
Theoretical Models describe and explain how
readers construct meaning from written text.
Murray’s Interactive Theory – reading is an
interaction involving the reader and the text being
read. It is the interaction between the text being
read and the reader’s various sources that
determine the amount and type of comprehension
that takes place.

6. Theoretical Models of Reading
Various information sources according to Ehri:
1. Knowledge of language
a. Syntax – the way in which words are put
together
b. Semantics – the study of meaning
c. Pragmatics – practical use of language

7. Theoretical Models of Reading
Various information sources according to Ehri:
2. Knowledge of the word/background
knowledge including both encyclopedia and
experiential knowledge.
3. Metacognitive knowledge which enables
readers to monitor their own comprehension
to ascertain whether the information makes
sense and meets specific purposes.

8. Theoretical Models of Reading
Various information sources according to Ehri:
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.

9. Theoretical Models of Reading
Gough’s Bottom-up model – The reader pays
close attention to the words and words part,
synthesizes and gets meaning to what he is
reading.
-According to Hermosa, this model views that
reading starts with some graphic input (print).

10. Theoretical Models of Reading
Goodman’s Top-down model – focuses
attention to the reader. Readers bring
information based on past experiences with
language and their world to the act of reading.
-According to Hermosa, this model shows that
reading begins with the reader’s cognitive
structures.

11. Theoretical Models of Reading
Rumelhart’s Interactive Model – reading is a
combination of bottom-up and top-down
models. Fluent readers use both text features
and conceptual background about the
language in order to get meaning.
- According to Hermosa, this model shows
that reading draws from the top and bottom
simultaneously.

12. Theoretical Models of Reading
Rumelhart’s Interactive Model – reading is a
combination of bottom-up and top-down
models. Fluent readers use both text features
and conceptual background about the
language in order to get meaning.
- According to Hermosa, this model shows
that reading draws from the top and bottom
simultaneously.

13. Perceptual Nature of Reading
Experience is the basic prerequisite for reading
According to Gray, reading acts includes perception,
understanding, reaction, and integration.
The critical element in reading is the reader’s
meaningful response to written symbol.
Perception, says Lange, is a very personal thing, two
readers reading the same text will have different
interpretaions.

14. Perceptual Nature of Reading
The stress in reading is on perception rather that
sensation and on meaning rather than on the
symbol.
Perception always involves an interpretation,
without perception or meaning, there is no
reading.

15. Learning Principles and the
Reading Process
Reading is a process that must be learned. The
laws of learning and the facts concerning such
topics as motivation, reinforcement, practice,
interference, transfer and conditioning apply to
learning to read.

16. Learning Principles and the
Reading Process
Hilgard’s 14 principles of learning:
1. In deciding who should learn what, the
capacities of the learner are important.
2. A motivated learner acquires what he learns
more readily than the one who is not
motivated.
3. Motivation that is too intense (pain, fear
anxiety) is less effective that moderate
motivation.

17. Learning Principles and the
Reading Process
Hilgard’s 14 principles of learning:
4. Learning under the control of reward is usually
preferable to learning under the control of
punishment.
5. Learning under intrinsic motivation is preferable
to learning under extrinsic motivation.
6. Tolerance for failure is best taught through
providing a backlog of success that compensates
for experience failure.

18. Learning Principles and the
Reading Process
Hilgard’s 14 principles of learning:
7. Individuals need practice in setting realistic
goals for themselves, goals neither so low as
to elicit little effort nor so high as to foreordain
failure.
8. The personal history of the individual may
hamper or enhance his ability to learn from a
given teacher.

19. Learning Principles and the
Reading Process
Hilgard’s 14 principles of learning:
9. Active participation by the learner is preferable
to passive reception when learning.
10.Meaningful materials and meaningful tasks are
learned more readily than non-sense materials
and more readily than task not understood by
the learner.
11.There is no substitute for repetitive practice
in the over learning of skills.

20. Learning Principles and the
Reading Process
Hilgard’s 14 principles of learning:
12. Information about the nature of a good
performance, knowledge of his own mistakes,
and knowledge of successful results, aid learning.
13.Transfer in new tasks will be better, if, in learning
the learner can discover relationships for himself,
and if he has experience during learning of
applying the principles within a variety of tasks.

21. Learning Principles and the
Reading Process
Hilgard’s 14 principles of learning:
14. Spaced or distributed recalls are
advantageous in fixing material that is to be
long retained.
15. (Thorpe and Allen): Learning is encouraged
when it takes place under conditions that
enhance the personality adjustment of the
learner.

22. Factors that Affect Reading
Physiological Factors – Reading makes
constant use of the eyes.
Fixation – is made when the eyes stop. Good readers
have fewer fixations than poor readers.
Interfixation movements – are cause by the eyes which
move from one stopping point to another.
Return Sweeps – refer to the quickly swinging back of the
eyes from the end of the line to the beginning of the next
line.

23. Factors that Affect Reading
Physiological Factors – Reading makes
constant use of the eyes.
Regressions – are backward or right-to-left movements
made in reverse direction.
Span of recognition – the number of words taken every
time the eyes stop.
Duration of fixation – is the length of time the eyes
pause.

24. Factors that Affect Reading
Intellectual Factors – the innate capacity to
learn, intelligence, and mental maturity affect
reading performance.
Psychological Factors – Feelings about self
and others affect reading performance.
Linguistic Factors – Reading efficiency is
dependent on context meaning, usage, and
sentence structure.

25. Factors that Affect Reading
Sociological Factors – Reading ability is
enhanced by social acceptance, self-reliance, and
cooperation in group.

26. Reading as a Developmental
Task
Refers to a comprehensive reading
program which consists of several
periods or stages that usually coincide
with the individual’s stages of growth.

27. Reading as a Developmental
Task
Reading readiness – refers to the period when
the child is getting ready to read.
Beginning readiness – is the stage at which
the child starts to recognize certain symbols,
words, phrases and sentences that stand for ideas.
Period of rapid growth – is the stage at which
most children have mastered the techniques of
reading.

28. Reading as a Developmental
Task
Period of refinement – This period is
characterized by wide reading where learners are
ready to interpret selections more intensively.