I. Nature of Reading and its Developmental Stages 1.

Reading is a Tool reading tools are required to build knowledge Learning how to apply the reading tools will help you grasp the meaning of the printed pages, the visuals on screen and all the other signs around you 2. Reading is a Process Major steps: Pre-Reading, During Reading, and Post Reading Reading is a thinking (cognitive) process for it includes reconstruction and interpretation of meanings behind printed symbols. What Is Reading? 1. Reading is not just a basic skill. Many people think of reading as a skill that is taught once and for all in the first few years of school. The credit (or blame) for students reading ability goes to primary grade teachers, and upper elementary and secondary school teachers. Reading is not just a simple process in which readers decode (figure out how to pronounce) each word in a text and then automatically comprehend the meaning of the words, as they do with their everyday spoken language. 2. Reading is a complex process. If you could recapture your mental processing, you would notice that you read with reference to a particular world of knowledge and experience related to the text. The text evokes voices, memories, knowledge, and experiences from other times and places some long dormant, some more immediate. Your reading most likely is characterized by many false starts and much backtracking. How experienced readers read They begin to generate a mental representation, or gist, of the text, which serves as an evolving framework for understanding subsequent parts of the text. As they read further, they test this evolving meaning and monitor their understanding, paying attention to inconsistencies that arise as they interact with the text. If they notice they are losing the meaning as they read,

they draw on a variety of strategies to readjust their understandings. While reading a newspaper analysis of global hostilities You may silently argue with its presentation of facts, question the assertions of the writer, and find yourself revisiting heated debates with friends over U.S. foreign policy. You may picture events televised during earlier wars. 3. Reading is problem solving. Reading is not a straightforward process of lifting the words off the page. It is a complex process of problem solving in which the reader works to make sense of a text not just from the words and sentences on the page but also from the ideas, memories, and knowledge evoked by those words and sentences. 4. Fluent reading is not the same as decoding. Multiple rereading of more difficult texts help broaden a readers fluency . Fluency grows as students have opportunities, support, and encouragement to read a wide range of text types about a wide range of topics. 5. Reading is situationally bound. A person who understands one type of text is not necessarily proficient at reading all types. Proficient readers share some key characteristics. Good readers are Mentally engaged, Motivated to read and to learn, Socially active around reading tasks, Strategic in monitoring the interactive processes that assist comprehension Setting goals that shape their reading processes, Monitoring their emerging understanding of a text, and Coordinating a variety of comprehension strategies to control the reading process. II. STAGES OF READING DEVELOPMENT By: Jeanne Chall Harvard reading expert and psychologist 1. Pre-reading (pre-school) 2. Initial reading (pre-school) 3. Confirmation and fluency (elementary)

4. Reading for learning the new (middle school) 5. Multiple viewpoint (high school) 6. Construction and reconstruction (college) Each stage builds on skills mastered in earlier stages Inadequate mastery at a particular level can hinder the reading development beyond that level - Chall Stage 0: Pre-reading Often called reading readiness or oral language development The child gains familiarity with the language and its speech sounds. He becomes conscious of sound similarities between words, learns to predict and recognize a few familiar written words especially with the aid of pictures. This initial stage is the best time to motivate the learner to read because of his enthusiasm or interest on what is being read. Stage 1: Initial Reading Known to be the decoding stage Learner is aware of the letters that represent sounds and the sound-spelling relations Learner eventually begins applying the knowledge to the text Stage 2: Confirmation and Fluency A very significant stage for it confirms the knowledge acquired in stage 0 and stage 1 that will eventually end up to fluency skills. Development in speed reading is apparent when one already has good decoding skills and is accurate in word recognition. The learner gives full attention to meaning and to the printed page. For the beginning reader: this is a critical stage because if the developing reader stops to make progress, the individual remains in this stage. glued to the print Stage 3: Reading for learning the new Reader has already expanded vocabularies, built background and world knowledge, and developed strategic habits. S/He has enough reading skill to begin to read text to gain relevant information. Stage 4: Multiple viewpoints Reader analyzes texts critically and comprehends multiple points of view Usually developed during high school, 1419 yrs of age Stage 5: Construction and reconstruction

Reader has reached the highest level of reading development. One learns how to read selectively and form his/her own opinions about what s/he reads. Understanding is based on analysis and synthesis. III. The Psychological Process of Reading SCHEMATA stock knowledge, views, concepts, background knowledge or experiences When one reads a text, these schemata are brought to the reading process to help one interpret or attach meanings to the printed words. Note: The extent of your schemata is therefore the key to a better understanding of the text. Your act of understanding or making the text meaningful is called Comprehension or Meaningful Identification. Reading is not merely recognizing or pronouncing individual printed letters or words on the paper. It is more on attaching meanings or ideas to the whole text. (activated by schemata) Schemata (always plural) means stored knowledge Schema the symbol or mental representation of this knowledge in your brain Schemata are your bases in making sense of the world. Comprehension serves as the essence, bottom line, or final outcome of any reading act (the main objective of reading) No comprehension = no reading The reading process - Mc Whorter (2007) 1. Recognize the printed language symbols. 2. Attach or assign meanings to the symbols based on your schemata. 3. Fuse or relate your schemata or concepts of the symbols with the authors ideas. 4. Adjust, modify, or construct new knowledge about the text based on the merging of your schemata and the writers ideas. But what if you have very limited schemata or you rely mainly on the authors ideas? Bottom-Up Reading You spend time analyzing the structure, form, stress, or other features of the language to get clues.

Getting meanings depends on a lot of data appearing on the page, not on your expectations or anticipations about it. Bottom-Up Reading does not give importance to ones own experience. Reading is limited mainly to the visible symbols encountered on the page. This is the reason why some experts believe this method of reading thrives on low-level concepts. Top-Down Reading The direction of forming meanings proceeds from the reader to the author. Readers greatly depend on schemata to understand the text. Focuses on what the readers already know or what they have already experienced in the world. Interactive or Schema Reading Considered as the most comprehensive direction of the reading process Requires readers to deal with both textual and non-textual information (predictions, assumptions, conclusions, etc). The readers understanding of the text does not come in a linear or sequential pattern. Rather, all levels of thinking interact or influence one another. Strengthens reading abilities by giving importance also to letters or words in the total understanding of the text. This reading method allows one to shift from TD to BU reading or vice-versa for an easier comprehension of the text. Some gestures which signal poor or difficult understanding of the text: Fingers moving slowly along the lines Lips moving while sounding the words Sub-vocalization or reading silently to oneself IV. Types of Reading READING TYPES A. Reading according to purpose 1. Skimming General understanding of the whole text Fastest type of reading based on purpose Also called rapid-survey reading 2. Scanning Look for specific information in the text It makes you skip more than you read Also called search reading 3. Intensive or functional reading

Also called word for word type of reading Requires one to read materials related to his/her field of specialization The object of intensive reading demands a great deal of content-area reading 4. Extensive or recreational reading Also called light-type of reading Reading for leisure You love what you read. 5. Literature reading Not mainly for pleasure but Intends to familiarize readers with different genres of literature pieces: Novels, short stories, biography, drama, epic, etc 6. Detailed study reading Requires serious reading and proper note taking Uses the method of reading called SQ3R (Survey, Question, Reading, Recall, Review) This reading works well in research projects and academic study. B. According to reading performance / rate of understanding 1. Speed reading Information tends to stay superficially in ones mind. Not a good method if your objective is to gain a deeper understanding of the text. 2. Sub-vocalized reading One recognizes the form of the word and internally sounds it in the mind the way one pronounces it as a spoken word. Focuses primarily on the form, stress, intonation, phrasing of the language. This prevents one from quick reading and comprehension of the text. 3. Proofreading To see typographical errors Proofreading vs. editing 4. SPE (structure proposition evaluation) Three stages 1. Recognizing language structures 2. Making inferences 3. Evaluation ideas, reasons, or conclusions Judgment is withheld until the text is fully understood. 5. MI (Multiple Intelligences) Enhances not only analytical intelligent but practical intelligence as well. 1. Musical intelligence

2. Bodily-kinesthetic intelligence 3. Spatial intelligence 4. Interpersonal intelligence 5. Intra-personal intelligence C. ACCORDING TO READING-INSTRUCTION PROGRAM 1. Read aloud Many teachers use this in instruction Students will learn good expressions, proper pacing, and correct pronunciation. 2. Shared reading Both the teacher and student take turns in reading portions of the text. 3. Guided reading Reader is left alone to do silent reading. But the reader is motivated by the teacher by various strategies: Using contextual clues, examining illustrations, activating schemata Reader is not totally left alone. 4. Fluency reading Main objective: To gain mastery of the pronunciation, phrasing, pausing, intonation, or stress of the text Text is read several times. Ex: Choral reading, taped reading, timed reading Progress: measured by the number of words one can read aloud and comprehensions Qs answered correctly 5. Independent reading One chooses the material s/he wants to read 6. Developmental reading Aims to refine ones reading comprehension skills by letting reader experience different reading stages: 1. Reading readiness in the nursery and kindergarten level 2. Beginning reading in Grades 1 and 2 3. Rapid growth in Grades 3 and 4 4. Refining and widening reading in the intermediate, HS, college level and beyond the tertiary level 7. Selective or key-word reading Characterized by skimming and scanning 8. Remedial reading One submits himself/herself to a reading program that will give him/her special reading sessions under the guidance of a reading specialist. This requires one to reflect on thoughts

Reading types acc to PISA (Program for Intl Student Assessment) 1. Reading for private use 2. Reading for public use 3. Reading for work 4. Reading for education