developmental reading prelim reviewer

8/3/2019 Developmental Reading Prelim Reviewer

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DEVELOPMENTAL READING

ENG105A

Erika Agustin

3PSED2



READING An active language process in which the reader uses the familiar language

clues of syntax, semantics and phonology to aggressively and purposefullyanticipate and access meaning in printed language

Depends on interest and prior knowledge

Closely related to language

An active process

Anticipation Not just a basic skill (we cant do away with it)

A complex process (comprehension?)

Is problem solving

Not the same as decoding

Is situationally bound

* phonology- sound

*syntax- structure

*semantics - meaning



Good Readers are:

Mentally engaged (focused)

Motivated to read and to learn

Strategic in monitoring the interactiveprocesses that assist comprehension

Setting goals that shape their reading

processes Coordinating a variety of comprehension

strategies to control the reading process



Goals of Reading:

To acquire meaning from the ordered

arrangement of symbols

To obtain understanding To obtain information



Importance of Reading:

Simple reading or writing will have animportant for a future job, position or even agame show

It helps us learn things that are not taught inschool or by a teacher

Writing or reading can increase vocabulary

Informs us with what is going on in theoutside world and our country

Increase our writing skills



Types of Reading->close reading or reading according to purpose

1. Sk imming

a. Pay attention closely to the title, headings, u=index,aspects of the reading material to get a general

understanding of the whole text2. Scanning

a. Requires you to look for particular or specificinformation in the text

3. Intensive or Functional Readinga. word-for-word type of reading requires you to readmaterials related to your course or research



Types of Reading->close reading or reading according to purpose

4. Extensive or recreational reading

a. light type of reading

b. resort to reading as your way of spending your leisure time

5. Literature reading

a. exposes you to various types of written works that express mans bestthoughts and feeling on a certain subject matter

6. Detailed study reading

a. purpose: understand the content of the reading material by practicingSQ3R

S- survey

Q- questionR- read

R- recite

R- review



Types of Reading-> accord. to reading performance or rate of understanding the text

1. S peed reading

a. Makes you absorb information at an extra speedy

reading act

2. Sub-vocalized reading

a. Reading occurs when you recognize the form of the

word and internally sound it in your mind the way

one pronounces it as a spoken word

3. Proofreading

a. Object of your eyes here are the typographical errors



Types of Reading-> accord. to reading performance or rate of understanding the text

4. SPE ( Structure Proposition Evaluation)

Three Stages:

a. recognizing language structures

b. making inferences

c. evaluating ideas, reasons or conclusion

5. Multiple Intelligences

a. musical intelligence

b. bodily-kinesthetic intelligence

c. spatial intelligenced. interpersonal intelligence

e. intra-personal intelligence



Types of Reading-> accord. to reading-instruction program

1. read-aloud - Teachers should model this to let students learn your

good expressions, proper pacing and correctpronunciation

2. Shared reading ± instructions on reading are given through an alternative

reading by your teacher and you, the reader. Both of youtake turns in reading portions of the texts

3. Guided reading- Reading strategies for independent reading such as using

contextual clues, examining illustrations, activatingschemata, discussing things about the story

- Semi-independent reading




4. Fluency reading

- main concern is on language (pronunciation,

pausing, phrasing, intonation)5. Independent reading

- reading alone or by yourself

6. Developmental reading- refinement of reading




7 . Selective or k eyword reading

- you only read things that interest you

- skimming, scanning

8. Remedial reading

- for correction and follow-up

- reading enhancement

9. Strategic reading- you spend time reading aloud what you arereading or thinking of



Views of Reading

Reading as a Physiological Process

- The basic step: for the eyes to see,identify and recognize the printedwords

- The light patterns from the printed

symbols hit the foveal areas or closelypacked sensory cell of the retina

- In turn, this induces chemical changesthat create patterns of nerve currentsinto the optic nerve fiber

- These currents travel to a center in

the midbrain- Finally using the currents that travel

to the midbrain, the cerebral cortexinterprets the symbols

Reading

Physiological

(organic)

Mental

process/

cognitive

process



Eye Movements Fixation

± The eyes are stopping on the word/s

± The duration of fixation the length of time eyes have to pause (3 forgood readers)

Inter-fixation

± The eyes are moving from stopping point to the other

Return sweeps

± The eyes are swinging back from the end of the line to the beginningof the next line

Saccades

± Short, quick hop & jump movement

Regressions ± Backward right-to-left movement

S pan of recognition

± Eyes recognition of a group of words



COGNITIVE PROCESS

Reading depends on vocabulary,memory, verbal reasoning,generalization and critical judgment

*metacognition (refers to highercomprehension skill characterizedby)-self -awareness

- careful reading & greaterretention

-making previousassumptions/hypothesis

- the deliberate and combinedability to reflect, question,classify, summarize and predict

-information reading which givesattention to SQ3R

Psychological process of

reading:

Schemata (stored knowledge)

± Background knowledge

± Views

± Concepts

± Experiences

Schema ± Symbol or mental representation

of this knowledge in your brain

C omprehension/meaningidentification:

- Serves as the core, the essence,the heart, bottom line of the finaloutcome of any reading act

- act of understanding or makingthe text meaningful



Reading Process

Recognize the printed language symbols

Attach meaning to the symbols based on your

stock/prior knowledge

Fuse or relate the schemata or concepts of the

symbols with the authors ideas represented with

words

Adjust, modify, create/construct new knowledgeabout the text based in the schemata and the

knowledge expressed by printed words



Methods of Processing Meaning:

Bottom-up reading

± If you have very limited background knowledge aboutthe reading material

T op-down reading ± Your understanding of the text is not based only on

the data explicitly stated on the page but also onthings beyond visible information

±Going beyond what the text is

Interactive or schema reading

± Deal with both top-down and bottom-up reaing



Reading as a Language Process

Language- code used by humans to

communicate



Characteristics of Language which are also conducive

to mans reading recognition and appreciation:

C larity ± Code symbols are concrete rather than abstractions and

generalizations

Simplicity

± Ideas should be expressed directly and to the point Adapted language

± Words of expression should relate to the readers age,educational attainment, ethic origin and other personal factors

Forceful

± Stimulating language provides color, interest and excitement V ivid language

± Vivid wording is descriptive and stirs the senses of the reader



Reading as a Process of Development:

Stages of Reading Development: Stage 0- prechool

± reading readiness/oral language development

± Best time to motivate the learner to read

± Child gains familiarity with the language and its speech sound

± He becomes conscious of sound similarities between words

± He learns to predict and recognize a few familiar written words especially withthe aid of pictures

Stage 1- initial reading (6-7 y .o. )

± Decoding stage

± Learner is aware of the letters that represents sound

± He has achieved an understanding of the critical concept of the alphabetic

code Stage 2- confirmation and fluency (8-10)

± Confirms the knowledge acquired in the first 2 stages which will lead tofluency skills

± Devt in speed reading is apparent



Reading as a Process of Development:

Stages of Reading Development:

Stage 3- reading for learning the new ( 11-onwards)

± He has enough reading skill to begin to read the text togain relevant information

Stage

4- multiple viewpoints (H

S )

± Reader analyzes texts critically and comprehends multipleviewpoints

Stage 5- construction and reconstruction (highest level of reading development)

± Reader learns how to read selectively and form his ownopinions about what he reads

± Understanding is based on analysis and synthesis



Factors/obstacles in reading

achievement

Physical ± Malfunction of the visual and auditory faculties

± Eye defects such as short/far sightedness, speechimperfections, etc.

± Physical discomfort among students e.g. headache,hunger, thirst

Psychological ± Childs lack of self -confidence, feelings of rejection and

other negative personality traits

± Teachers personality factors

± General emotional atmosphere at home an at school,including the attitude among parents in guiding theirchildrens progress in school



Factors/obstacles in reading

achievement

Environmental ± Conditions at home and school including conditions of

poor room lighting, ventilation, seating arrangement,etc.

Socio-economic ± Low economic status (poverty) of children of poor

families

± Sensationalism and retrogressive literacy as fostered

by commercialism in mass media ± Policies and programs of the government and of the

schools on the devt reading program.



Vocabulary DevelopmentW hy vocabulary development counts:

± Vocabulary is a basic part of reading comprehension

± Vocabulary is a major part of almost every standardized testsincluding: reading achievement tests, college entrance exams

± Studies have indicated that students with wide vocabulary are more

successful in school ± The keys to survival and success in the workplace are the ability to

communicate skillfully and learn quickly. Solid vocabulary is essentialfor both skills

WORD REC OGNITION WORD REC OGNITION SK ILLS

Ability of a reader to recognize written

words correctly and virtually effortlessly

Instant recognition

Mature readers identify words with

remarkable speed and accuracy

Beginning readers recognize very few

words



Clues to recognizing words: Sight vocabulary clues

± Consists of the words a student recognizes instantly by sight

± Structure words (suffixes)

± Content words (parts of speech)

Meaning clues ± Clues within the semantic component of language that help

readers anticipate and expect words they will meet in reading

types: Anticipatory clues

± Topics, headings, titles, events and even pictures that cause readers to expect

certain meaning from text

Context clues ± Clues found in surrounding words that allow a reader to predict the meaning of an

unfamiliar/unknown word

Picture clues ± Describe objects, clarify concepts and generate predictions about the text



Clues to recognizing words:

V isual clues ± Configuration clues (provided by the general shape of

words)

± Salient-feature clues (most important word in thegroup of words)

Structural clues ± Affixes (consist of 1 or more letters or sounds that are

attached to the beginning or end of the words and

that serve to give added meaning to words ± Compound words (single word unit formed from the

combination of 2 morphemes that can each standindependently as root words)



Clues to recognizing words:

Phonic clues

Dictionary clues



Types of context clues:

Definition or restatement

Meaning of the vocabulary word is in the

sentence itself, usu.F

ollowing thevocabulary word

Synonym

±

Sentence uses a similar word to help explain themeaning of the vocabulary word



Types of context clues:

Antonym/opposite/contrast

± Sentence used a word with an opposite definitionto give meaning to the vocabulary word

Example/explanation ± Type of context clue uses examples to help the

meaning of the vocabulary word

C

ause and effect ± Cause of an action may be stated using an

unfamiliar word



AFFIXES

Prefix

Infix

Suffix

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