For Capacity Building of Reading Teachers

1. Building a
Community
of Readers
Understanding Literacy with
Literacy Instruction that Works
(The Nature of READING)
Rosalina Jaducana Villaneza, PhD
Chief, Teaching and Learning Division
DepEd - CO

2. Session Objectives:
At the end of the session participants are expected to:
1. examine teaching practices that will help uncover belief in
reading process;
2. explain the nature of reading;
3. realize that the reader has a significant role in the reading
process and that his/her attitude and motivation affect his/her
reading performance;
4. apply research – based practices in teaching children learn to
read and read to learn

3. Anticipation Guide
Your belief and what you know affect how you teach your learners. Study each statement below
and respond to it by checking “Agree” or “Disagree”
AGREE DISAGREE
________1. Before children learn to read they should know the sounds of most _________
letters.
________2. The more symbols (letter or words) there are in a text, the longer _________
it will take to read it.
________3. We gather meaning from what we read. _________
________4. When one reads one tries to find some cues in an effort to make _________
sense of the written text.
________5. Visual information provided by maps, charts, or pictures help _________
young readers store and retrieve information they have read.
________6. A reader who is familiar with the subject matter of a text already. _________
has a basis for making sense of it.

4. Anticipation Guide
BEFORE
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
AFTER
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______

5. A child’s success or failure in school begins
with their earliest literacy experiences at home.
But is not solely up to the parents to provide
these rich experiences.
As it has been said, ”It takes a village to
raise a child.” All those with vested interest in a
child’s success must take responsibility for that
child’s success in school – families, teachers,
school heads.
Jacqueline Kenney
Why READING Matters ……

6. Why READING Matters …..

7. What is Reading?
. . . a dynamic process in which the
reader interacts with the text to
construct meaning. Inherent in
constructing meaning is the reader’s
ability to activate prior knowledge,
use reading strategies, and adapt
to the reading situation.

8. Why READING Matters ……
Reading isn’t just about literacy; it’s
far more than that. Reading changes
the way our brains work, how we
relate to and communicate with
other people, and how we
understand the world.

9. Alternative Views About READING
1. Reading as SKILL
1. Reading as PROCESS
1. Reading as COMPREHENSION
1. Reading as DEVELOPMENT
5. Reading as STRATEGY

10. Alternative Views About READING
Reading as SKILL
While the reader’s knowledge of
language is recognized as an integral
part of reading print, reading is
viewed as a skill that is learned. In
fact, reading is a unitary skill that we
use to process texts.

11. Reading as a Skill

12. Reading as a Skill

13. Reading as a Skill

14. Alternative Views About READING

15. Alternative Views About READING
Reading as PROCESS
The reading process, also known
as the meaning – making process,
provides an explanation of “how
reading happens” (Cambourne, 1998).
To construct meaning, readers draw
on, or sample the language information
available to them.

16. Alternative Views About READING
Reading as COMPREHENSION
Comprehension occurs in the
transaction between the reader and the
text.
Reading Situation
* Purpose
* Setting (Kucer 2001; Rosenblatt, 1978)

17. Alternative Views About READING
Interactive Model of Reading Comprehension

18. Alternative Views About READING
Reading as DEVELOPMENT
Reading is an interplay of one’s experience, oral
language, and ability to interpret written symbols as
shown in the diagram.

19. Alternative Views About READING
Reading as DEVELOPMENT
Printed
Symbols
(1st
Language)
Printed
Symbols
(2nd Language)
Oral
Language
(1st
Language)
Oral
Language
(2nd
Language)
Experie
nce

20. Alternative Views About READING
Reading as STRATEGY
Strategies are conscious, flexible plans a reader
applies to a variety of texts.
The use of strategies implies awareness, reflection, and
interaction between the reader and the author.
Strategies do not operate individually or sequentially, but are
interrelated and recursive.
The goal is the active construction of meaning and the ability
to adapt strategies to varying reading demands.

21. Alternative Views About READING
Learner Strategies
Metacognitive
Cognitive
Previewing
Highlighting
Outlining
Taking notes
Mapping information
Rereading
Finding key vocabulary
Predicting/Inferring
Self-Questioning
Monitoring/Clarifying
Evaluating
Summarizing
Visualizing

22. Alternative Views About READING
1. Reading as SKILL
1. Reading as PROCESS
1. Reading as COMPREHENSION
1. Reading as DEVELOPMENT
5. Reading as STRATEGY

23. Alternative Views About READING
Reading and the Limbic System: Emotion and Memory
Reading, like other learning activities, depends on the
interconnectivity among cognition, emotion, memory, and
physiology. Affection or emotion is a cerebral process centralized
in the limbic system, especially for attention, problem solving and
support relationships. It is our emotion that re-sculpts the neural
tissue. This is the reason why the holistic approach to reading
cannot separate the interplay between emotion and cognition.
Cognitive performance will certainly suffer when there is excessive
stress and intensive fear in learning.
Neurobiology Research Findings:
How the Brain Works During Reading
Siusana Kweldju
The Southeast Asian Ministers of Education Organization (SEAMEO)
Regional Language Centre (RELC) Abst

24. Alternative Views About READING
Some stress is essential for meeting challenges and can
lead to better cognition and learning, but beyond a certain level,
stress can be counter-productive. This is because, besides
regulating emotion, the limbic system also regulates memory. The
limbic system--together with the paralimbic regions--is closely
related to the hypothalamus and brainstem nuclei. Here lies the
crucial link among emotion, cognition, and memory. This is key
evidence that show the importance of emotional development for
literary achievement, especially for children and adolescents
(Beaucousin et al., 2007; Kuhl & Rivera-Gaxiola, 2008; Hruby &
Goswami, 2011; Tucker et al., 2008).

25. Alternative Views About READING
Conclusion and Suggestion
Neuroscience findings have opened the door to evidence
based reading instruction. Reading is no longer considered a
straight-forward graph-to-sound decoding mechanism. It
consists of subprocesses that take place in different areas and
pathways of both hemispheres of the brain, including the
neocerebellum, which was once considered unlikely for higher
cognitive and linguistic functions.

26. Alternative Views About READING
Conclusion and Suggestion
Neurologically, reading is part of the general language perception and
processing that begins with letter recognition in word identification
processing in the visual cortex and extends to morpho-syntactic,
syntactic-semantic, syntactic-thematic, and discourse processing. The
process includes such components of reading skills as vocabulary skills,
grammatical skills and rhetorical skills; non-verbal cognitive processing,
which involves the interconnectivities of attention, learning processes,
memory, and inferential procedures; and emotion. It also begins with
paying attention to letters and continues with automaticity in
reading and critical and interpretive reading.
Comprehension begins at the sentential level.

27. Discussion Questions:
1. What is reading? What does dynamic process mean?
2. What are the important and/or crucial elements that the
readerneeds to be able to interact with the text.
3. What are the five alternative views about reading?
4. Using the chart provided fill in the column as indicated:
Nature of
Reading/Views
about Reading
Key points/your
take away
Its implication to
you as reading
supervisor
What do you think
are the
challenge/s met
based on what
is/are the
reality/ies in the
field?

28. DEPARTMENT OF EDUCATION
Reflection Questions:
1. Learning all these, how should learners be taught to
read?
2. Why Do you think we still have frustrated readers even
in the higher grades?

29. DEPARTMENT OF EDUCATION
Professional Development Plan
STOP SUSTAIN START
Write a PDP following the given format. As a Reading Supervisors what will you
Intent to STOP, SUSTAIN, and START doing in your usual monitoring.

30. DEPARTMENT OF EDUCATION
Children Learn to Read and Write
Good readers aren’t born.
They’re created.
Created as the evening clock stands still
And the minutes of a bedtime story reign supreme.
Good writers aren’t born.
They’re taught.
Taught to revere writing as an important tool, the nuts
and bolts linking them to the world beyond.
Guaranteed to strengthen the mind of an
Impressionable child.

31. DEPARTMENT OF EDUCATION
Children Learn to Read and Write
Good readers and writers aren’t born.
They’re inspired.
Inspired by teachers who value reading and writing, as the
keys to knowledge and success.
Who READ and WRITE like they breathe….
Continuously, steadily, and automatically.
Adapted from:
“A daughter learns to read”
by: Mardi C. Dilks, The Reading Teacher
Vol. 56 No. 3 November 2002

32. DEPARTMENT OF EDUCATION
Thank You ……