The Nature of Reading

and
The Reading Process

OBJECTIVES:
At the end of the session, the participants should be
able to:
1. understand the reading process;
2. explain how reading comprehension is achieved;
3. evaluate their own teaching reading practices and
its implication to the development of reading
comprehension
4. understand how specific reading skills are
developed; and
5. apply knowledge and skills gained in an explicit
and systematic teaching learning process
DEPARTMENT OF EDUCATION

The questions that p__ face as

they raise ch___ from in__ to
adult life are not easy to an__.
Both fa__ and m__ can become
concerned when health
problems such as co__ arise
anytime after the e__ stage to
later life. Experts recommend
that young ch__ should have
plenty of s__ and nutritious food
for healthy growth. B__ and g__
should not share the same b__
or even sleep in the same r__.
They may be afraid of the d__.

poultrymen
chicken incubation
answer farmers
merchants
coccidiosis
egg
chicks
sunshine
Banties
barnyard
roost
dark

geese

 How did you find the activity?

Were you able to give the
appropriate term/s? Why?
Why not?
What skill/s did you use to
come up with your answer?
Department of Education

Activity: Focused Group Discussion (FGD)

Directions:
Using the same group, discuss the given questions:
Group 1 What is READING to you?
Group 2 What are your practices as a reading
TEACHER?
Group 3 What are your practices as a READER?
Group 4 - How do your teaching practices aid pupils
in comprehension?
Group 5 How do your reading practices help you
understand texts?
Group 6 - Based on your experience/s what specific
reading comprehension skills are least
learned by our learners? Why? Why not?
Write your answers on a Manila paper. Present your outputs after
10mins.
Department of Education

 What are the similarities and

differences between and among the
given responses?
Do you agree/disagree with the
given responses? Why? Why not?
What have you realized with the
responses provided are they similar
to your own beliefs and principles in
teaching reading?
Department of Education

WHAT IS READING?

. . . a dynamic process in which the

reader interacts with the text to
construct meaning. Inherent in
constructing meaning is the readers
ability to activate prior knowledge,
use reading strategies, and adapt to
the reading situation.
Department of Education

TEACHING PRACTICES ASSOCIATED WITH

THE THREE MODELS OF READING
TOP-DOWN

INTER-ACTIVE

BOTTOM-UP

concept-driven

both concept and textdriven

text-driven

emphasizes the reader

emphasizes both reader

and material

emphasizes material being

read

emphasizes
comprehension

emphasizes both
comprehension and
decoding

emphasizes decoding

instruction tends to be
holistic, literature-based,
flexible in grouping
strategies

instruction tends to be
balanced, allows for
various forms of grouping

instruction tends to be
skills-oriented; grouping by
ability

Department of Education

Alternative Views About Reading

1.Reading as SKILL
2. Reading as PROCESS
3. Reading as COMPREHENSION
4. Reading as DEVELOPMENTAL
5. Reading as STRATEGY
Department of Education

Reading as SKILL
While the readers 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.
Department of Education

UNITARY SKILLS

COMPREHENSION

WORD IDENTIFICATION
WHOLE WORD
RECOGNITION

MORPHEMIC
ANALYSIS
ROOTS

PREFIXES

SUMMARIZING

NOTING DETAILS

SUFFIXES
GETTING THE MAIN IDEA

WORD ANALYSIS
IN CONTEXT

GRAPHOPHONEME
CORRESPONDENCES
ANALYSIS
INFERENCING

VISUAL
CONFIGURATION

SEQUENCING OF EVENTS

SPELLING PATTERN
PHONICS

SYLLABICATION

MEANING
ASSOCIATION

CVC
SINGLE
LETTER
SOUND

TWO SYLLABLE
CVC + E

LETTER
CLUSTER
TO
SOUND

3 OR MORE SYLLABLE
VC

SEGMENTATION
ASSIGNING ACCENTS
TO SYLLABLE

INFLECTIONAL ENDINGS

PREDICTING

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.

Department of Education

A Language-based Model of the Reading Process

Predicting
Graphophonic
language cues

Integrating

Semantic
Language
cues

M
E
A
N
I
N
G

Syntactic
language
cues

Pragmatic language cues

Sampling

Confirming

Reading as COMPREHENSION
Comprehension occurs in the
transaction between the reader
and the text.
Reading Situation
* Purpose
* Setting
Department of Education

Interactive Model of Reading

Comprehension

Adapted from Cook, 1986, 1989

Environment
Physical Factors

Reading
Situation
Setting
Task

CONTEXT

Constructing meaning
happens here

READER
Background
Experience
Knowledge about
subject
Vocabulary
Attitudes and
motivation

TEXT
Type/Organization
Content
Readability
Concepts
Authors purpose

Reading as DEVELOPMENTAL
Reading is an interplay of ones experience,
oral language, and ability to interpret written
symbols as shown in the diagram.

Experience

Oral
Language

Written/
Printed
Symbols

The relationships of three types of knowledge used in reading (Hermosa,

2002)

The relationship of circles A, B and C is reciprocal. It

is true that Circle A develops first, followed by Circle B,
then by Circle C. However, once an individual has
acquired a language, he uses it to learn more
experiences. Similarly, once he has learned to read,
Circle C becomes a very powerful tool for learning, even
more so than oral language.
Oral
Language

Written/
Printed
Symbols

L
1

transfer

Experience

transfer

Oral
Language

Written/
Printed
Symbols

L
2

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.

In-the-Head Reading
Strategies Used by the
Reader While Engaged In
Reading

Department of Education

READING:Making Meaning from Print

Monitor
Check

Search

Predict
Confirm

Self-Correct

Guided Reading: Making It Work

Schulman and Payne

Professional Development Plan (PDP)

Stop Doing
(STOP)

Continue
Doing
(SUSTAIN)

Start Doing
(START)

Department of Education

s
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I will give a child a gift

that lasts forever, the gift
of reading and writing. I
will open eyes and ignite
dreams with stories that
make children feel,
grow, think, learn, and
love. Nothing will stop
me, because my heart
knows the power of
reading and writing.