Module 2, Reading 200 Joy Marie D. Blasco Mindanao State University-Iligan Institute of Technology Master of Arts in Education major in Reading

1. Viewing reading
as a skill

2. Hello!
I am Joy Marie D. Blasco
Module 2 Reporter
2

3. Reading as a skill
Reading is not a
natural language
process which can
be acquired without
instruction.
3

4. Reading as skills
Successful reading
ability is heavily
dependent on the
acquisition of specific
skills
4

5. 3 attributes in teaching reading as a
skill-development process
5
Identifiable
skills
Sequentially-
related
Skills are
Generalizable

6. Global reading skills
and subskills
6

7. Global reading skills and subskills
1.) Word Recognition Skills
7
2.) Comprehension Skills
3.) Study Skills

8. I like brust people.
8

9. 1.) Word Recognition Skills
- Also known as word identification
or word attack.
- Recognition of printed symbols
- Association of meaning to the word
9

10. 1.) Word Recognition Skills
Word Recognition Strategies for
Pronunciation
10
Word Recognition Strategies for
Word Meaning

11. I like brust people.
11

12. Word Recognition Strategies for
Pronunciation
12
Strategy 1: Phonic Analysis and Synthesis
Analysis
Synthesis
br ust
br ust+

13. Let’s start with the first set of slides

15. Word Recognition Strategies for
Pronunciation
15
Strategy 2:
Whole-Word or “Look
and Say Method”
-sight method

16. Word Recognition Strategies for
Pronunciation
16
Strategy 3:
Structural Analysis and Synthesis
(Word Parts)
-analysis and synthesis of
word parts

17. 17

18. 18

19. Word Recognition Strategies for
Pronunciation
19
Strategy 4:
Look up the
Pronunciation
in the
Dictionary

20. Word Recognition Strategies for
Pronunciation
20
Strategy 5: Context Clues
Refers to the word surrounding a
word that can shed light on its
meaning.

21. 21
Katniss will lead you the way.
The graphite needed to make pencil lead
was found mostly in England.

22. Word Recognition Strategies for Word Meaning22
Strategy 1: Context
This krell may be old, but I
wouldn’t wear anything else to
the party.

23. 231.) Word
Recognition Skills
Strategies for
Pronunciation
Phonic Analysis and
Synthesis
Whole Word or “Look and
Say Method”
Structural Analysis and
Synthesis
Look up the Pronunciation
in the Dictionary
Context Clues

24. Word Recognition Strategies for Word Meaning24
Quandary is the best-seller in this
restaurant, and it’s cheap, it
costs only 40 pesos per serving!

25. 1.) Word Recognition Skills
Word Recognition Strategies for
Pronunciation
25
Word Recognition Strategies for
Word Meaning

26. Word Recognition Strategies for Word Meaning26
Some flowers are
ephemeral, they wither
during winter season.

27. 27
Water is amorphous.
a. It is colorless.
b. It is tasteless
c.I t is shapeless
d. It is odorless

28. Word Recognition Strategies for Word Meaning28
Strategy 2: Structural analysis and
Synthesis for Word Meaning
- Involves analysis and synthesis

29. Word Recognition Strategies for Word Meaning29
Xenophobia
Disagree
Bilingual
Triangle
Octagon

30. 30
Configuration
-help beginning readers remember a
word because of its shape.

31. 31

32. Global reading skills and subskills
1.) Word Recognition Skills
32
2.) Comprehension Skills
3.) Study Skills

33. Comprehension Skills 33
-reading comprehension is a complex
intellectual process.
- Some experts argued that
comprehension is a matter of
vocabulary knowledge and reasoning.
- Involves thinking

34. 34
Listing of Comprehesion Subskills
(Denchant and Smith, 1977)
1. Associate experiences and meaning with the graphic symbol.
2. React to the sensory images (visual, auditory, kinesthetic, taste,
smell) suggested by words/
3. Interpret verbal connotations and denotations
4. Understand words in context and how to select the meaning that
fits the context.
5. Give meaning to units of increasing size: the phrase, clause,
sentence, pagagraph, and whole selection.

35. 35
6. Detect and understand the main ideas.
7. Recognize significant details.
8. Interpret the organization.
9. Answer the questions about a printed passage.
10. Follow directions.
11. Perceive relationships: Part whole, cause-effect, general-specific,
place, sequence, size and time.
12. Interpret figurative expressions.
13. Make inferences and draw conclusions, supply implied details, and
evaluate what is read.
14. Identify and evaluate character traits, reactions, motives.

36. 36
15. Anticipate outcomes.
16. Recognize and understand the writer’s purpose.
17. Recognize literary and semantic devices and identify the tone,
mood., and intent or purpose of the writer.
18. Determine whether the text affirms, denies, or fails to express an
opinion about a supposed fact or condition.
19. Identify the antecedents of such words as who, some, or they.
20. Retain ideas.
21. Apply ideas and integrate them with one’s experiences.

37. Global reading skills and subskills
1.) Word Recognition Skills
37
2.) Comprehension Skills
3.) Study Skills

38. STUDY/LIFE SKILLS
Advertisements
Alphabetical Order
Atlas
Card catalogue
Charts
Choosing among
resources
Content area
reading
Diagrams
Dictionary
Encyclopedia
Following
Directions
Forms
Glossary
Graphs/Index
Maps
Newspapers
Note-taking
Outlining
Parts of a book
Reader’s guide
Reading rate
Scanning
Schedules
Skimming
Tables
Telephone
Directory
Test-taking
Timelines
38

39. STUDY/LIFE SKILLS
Following Directions
Content area reading
Parts of a book
Advertisements
Index
Note-taking
Test-taking
Outlining
Scanning/Skimming/
Reading Rate
Timelines
Maps
Charts, Graphs,
tables, schedules
Diagrams
Forms
Alphabetical Order
Card Catalogue
Choosing among
resources
Encyclopedia
Newspaper
Telephone Directory
Dictionary/glossary
Atlas
Reader’s guide
39
Learning from Text
Learning from
Graphic Aids
Using Resources

40. Problems in teaching reading as a set of skills
1. Too much concern in mastering each subskill
with less opportunity to use these several skills
together.
40
2. Skills become ends in themselves, rather than a
means to an end.
3. Most comprehension questions are in the lower
level because of the need to quantify.

41. Global reading skills and subskills
1.) Word Recognition Skills
41
2.) Comprehension Skills
3.) Study Skills

42. 42
Word
Recognition
Comprehension Study Skills
1. Use guide words in a
dictionary.
2. Recognize single initial and
final consonants.
3. Give the meaning of a
phrase or a clause in a
sentence.
4. State the kinds of reference
materials found in the library
5. Use context clues to find the
meaning of unfamiliar word.

43. 43
Word
Recognition
Comprehension Study Skills
6. Find some information
quickly by skimming.
7. Recognize the effect of ‘r’ on
the preceding vowel.
8. Complete analogy
proportions.
9. Read consonant blends and
clusters.
10. Differentiate between fact
and opinion.

44. 44
Word
Recognition
Comprehension Study Skills
1. Use guide words in a
dictionary. O
2. Recognize single initial and
final consonants. O
3. Give the meaning of a
phrase or a clause in a
sentence.
O
4. State the kinds of reference
materials found in the library O
5. Use context clues to find the
meaning of unfamiliar word. O

45. 45
Word
Recognition
Comprehension Study Skills
6. Find some information
quickly by skimming. O
7. Recognize the effect of ‘r’ on
the preceding vowel. O
8. Complete analogy
proportions. O
9. Read consonant blends and
clusters. O
10. Differentiate between fact
and opinion. O

46. 46
READING AS A
HOLISTIC
PROCESS

47. 47“There is no possible
sequencing of skills in
reading instruction, since
all systems must be used
independently in the
reading process even in the
first attempts at learning to read.
-Kenneth Goodman

48. 48
From
Reading= Skill1+Skill2+…Skilln
To
Reading> Skill1+Skill2+…Skilln

49. 49
Reading= Skill1+Skill2+…Skilln
- Reading can be broken down into
component global skills

50. 50
Reading> Skill1+Skill2+…Skilln
- -Unitary
- -Integrated
- - Reading authentic or real reading
materials

51. 51
RECONCILING THE
TWO VIEWS...

52. 52
Aulls (1982)
As an observable unitary skill, we can
define reading as a level of proficiency in
reading text, or components of text,
with concomitant identifiable subskills.

53. 53
Advantages of teaching reading as
subskills
1. Testable designs for reading programs.
2. Subskills can be assessed.
3. You can teach in an orderly manner
4. You can follow a specific sequence
5. You can assess the mastery level

54. 54
Disdvantages of teaching reading as
subskills
1. Cannot ensure transfer of learning.
2. Difficulty in integrating subskills during
reading.
3. Not clear if which subskills are valid and
should be emphasized.

55. 55
Downing:
Learn to read by reading.

56. 56
Implications:
1. Subskills must be interrelated
when reading.
2. Be flexible in following
whatever sequence is natural.
3. Take into account the
learner’s subskill knowledge.

57. 57
Integration:
The Key Process

58. 58
The core of reading

59. 59
TAXONOMIES OF READING
COMPREHENSION
William S. Gray
Reading is conceived as a complex activity
with four dimensions
• The perception of words
• Clear grasp of meaning
• Thoughtful reaction
• Integration

60. 60
TAXONOMIES OF READING
COMPREHENSION
Arthur I. Gates
… to embrace all types of thinking, evaluating,
judging, imagining, reasoning and problem
solving.
-the reading act includes application.

61. 61
TAXONOMIES OF READING
COMPREHENSION
Nila Banton Smith
Four Comprehension Categories:
• Literal comprehension
• Interpretation
• Critical Reading
• Creative Reading

62. 62TAXONOMIES OF READING
COMPREHENSION
Thomas Barrett

63. 63
The Dimensions of Reading Comprehension
Creative Reading
Integration
Evaluation
Interpretation
Literal Comprehension
Level 5
Level 4
Level 3
Level 2
Level 1

64. 64
The Dimensions of Reading Comprehension
Creative Reading
Integration
Evaluation
Interpretation
Literal Comprehension
Level 5
Level 4
Level 3
Level 2
Level 1
-Recall
--recognizing words is
important

65. 65
The Dimensions of Reading Comprehension
Creative Reading
Integration
Evaluation
Interpretation
Literal Comprehension
Level 5
Level 4
Level 3
Level 2
Level 1
-- higher level of thinking
-- reading between the
lines
-inference

66. 66
The Dimensions of Reading Comprehension
Creative Reading
Integration
Evaluation
Interpretation
Literal Comprehension
Level 5
Level 4
Level 3
Level 2
Level 1
--personal judgment
-- looking at text in two
aspects: content or theme
and elements of style

67. 67
The Dimensions of Reading Comprehension
Creative Reading
Integration
Evaluation
Interpretation
Literal Comprehension
Level 5
Level 4
Level 3
Level 2
Level 1
--values clarification
-Reading for use

68. 68
The Dimensions of Reading Comprehension
Creative Reading
Integration
Evaluation
Interpretation
Literal Comprehension
Level 5
Level 4
Level 3
Level 2
Level 1
-- uses divergent thinking
skills to come up with
new ideas
-- producing the
information in a different
form

69. 69
Herber, 1978

70. 70

71. The kind of questions
teachers ask determine
the kind of answers they
receive.
71

72. Gradual
Psychological
Unfolding
(GPU)
72

73. 73
Thanks!
Any questions?
End of module 2