Polytechnic University of the Philippines MORE VIEWS ON READING Previous researches

have shown that reading is more that recognizing printed let ters or words and that
it is also a very complex process that requires careful a ttention. Through the
years, more relevant views on reading emerge, giving us a better picture of what it
really is and how it happens. NELL DUKE AND P.DAVID PEARSON (2000) Good readers *
Are active readers * From the outset have clear goals in mind for their reading. *
Constantly evaluate whether the text, and their reading of it, is meeting goal s. *
Typically look over the text before they read, noting such things as the struc ture
of the text sections that might be most relevant to their reading goals. * As they
read, frequently make predictions about their reading - what to read carefully,
what to read quickly, what not to read, what to reread and so on. * Construct,
revise, and question the meanings they make as they read. * Try to determine the
meaning of unfamiliar words and concepts in the text, and they deal with
inconsistencies or gaps as needed. * Draw from, compare, and integrate their prior
knowledge with material in the t ext. * Think about the authors of the text, their
style, beliefs, and intentions, his torical milieu, and so on. * Monitor their
understanding of the text, making adjustments in their reading a s necessary. *
Evaluate the text quality and value, and react to the text in a range of ways, both
intellectually and emotionally. * Read different kinds of text differently. * When
reading narrative, good readers attend closely to the setting and charact ers. *
When reading expository text, they frequently construct and revise summaries o f
what they have read. * Recognize the text processing occurs not only during reading
but also during sho rt breaks taken during reading itself has ceased. * Look at
comprehension as a consuming, continuous, and complex activity, but on e that is
both satisfying and productive. ROBERT RUDDELL, MARTHA RAPP RUDDELL, AND HARRY
SINGER (1994) Reading is * Going beyond merely decoding the symbols on the page. *
The thought of making meaning. * An understanding of what the writer is saying. *
An interaction between the reader and the writer. * A dialogue between the reader
and the author in a specific situational context . * Involved with sampling the
print, predicting , and what will come next, and t hen confirming one s predictions
and then integrating the new information or going back to reread to see why one s
prediction was not confirmed. * Influenced by one s purpose of how well he/she or
how much comprehension he/she has. * Influenced by other factors that involved
knowledge, distractions, and what on e does when he/she is reading. * Indicative
that the amount of information that is known about something one is reading prior
to reading is directly proportionate to how easy or hard it is to read.
DIANE HENRY LEIPSIG (2001) Reading is * The motivated and fluent coordination of
word recognition and comprehension. * A multifaceted process involving word
recognition, comprehension, fluency and motivation. * Making meaning from print. It
requires that we: (1) identify the words in prin t, a process called word
recognition; (2) construct an understanding from them a process called
comprehension (3) coordinate identifying words and making meanin g so that reading
is automatic and accurate an achievement called fluency. * In its fullest sense
involves weaving together word recognition and comprehens ion in a fluent manner. *
Developing and maintaining the motivation to read. * An active process of
constructing meaning. CHRISTINE CZIKO, CYNTHIA GREENLEAF, LORI HURWITZ, RUTH
SCHOENBACK (2000) * Reading is not just a basic skill. Reading is not just a
process: readers deco de (figure out how to pronounce) each word in a text and then
spoken automatical ly comprehend the meaning of the words, as they do with their
everyday spoken la nguage. * Reading is a complex process. As experienced readers
read, they begin to gener ate a mental representation, or gist, of the text, which
serves as an evolving f ramework for understanding subsequent parts of the text. As
they read further, t hey test this evolving meaning and monitor their
understanding, paying attention to inconsistencies that arise as they interact with
the text. If they notice th ey are losing the meaning as they read, they draw on a
variety of strategies to read just their understandings. * Reading is a problem
solving. It is a complex process of problem solving in wh ich the reader works to
make sense of a text not just from the words and sentenc es on the page but also
from ideas, memories, and knowledge evoked by those word s and sentences. * Fluent
reading is not the same as decoding. Skillful reading does require read ers to
carry out certain tasks in a fairly automatic manner. Decoding skills quic k word
recognition and ready knowledge of relevant vocabulary, for example- are essential
to successful reading. However, they are by no means sufficient, espec ially when
texts are complex or otherwise challenging. * Reading is situationally bounded. In
other words, reading is influenced by sit uational factors,among them the
experiences readers have had with particular kin ds of texts and reading for
particular purposes. * Proficient readers share some key characteristics. They are
(1) mentally engag ed (2) motivated to read and to learn, (3) socially active
around reading tasks, (4) strategic in monitoring the interactive process that
assist comprehension. KENNETH GOODMAN (1998) Reading is . . . * A receptive
psycholinguistic process wherein the actor uses strategies creates meaning from
text. * The study of reading looks at translating linguistics surface
representation ( text) into thought. Goodman argues that basic physical sensory
information (the physiological proces s) is cycled into deeper levels of cognitive
processes. Cycles readers move from text to understanding through cycles of deeper
processi ng, moving from optical, to perceptual, to syntactic, to meaning.
Cognitive Process of the brain used in reading are: recognition/initiation the br
ain must recognize text and initiate reading: prediction anticipates and predicts
as it seeks order and significance of input; confirmation verification of predi
ctions or disconfirmation; and termination SKILLS REQUIRED FOR PROFICIENT READING

formal ending of reading act.

The National Reading Panel (2000) suggests that the ability to read requires pro
ficiency in a number of language domains. These domains are described below.
Description Language Domains The Phonemic ability awareness to distinguish and
manipulate the individual sounds of language Phonicsthat stresses the acquisition
letter-sound correspondences and their use Method in reading and spelling. This
helps beginning readers understand how letters are linked to sounds (phonemes),
patterns of letter-sound correspondences and spell ing in English, and how to apply
this knowledge when they read. Fluency The ability to read orally with speed,
accuracy, and vocal expression. If a read er is not fluent, it may be difficult to
remember what has been read and to rela te the ideas expressed in the text to his
or her background knowledge. This accu racy and automaticity of reading serves as a
bridge between decoding and compreh ension. Vocabulary is the knowledge of words
and word meanings. When a reader encounters an unfamiliar word in print and decodes
it to derive its spoken pronunciation, the reader understands the word if it is in
the reader s spoken vocabulary. Otherw ise, the reader must derive the meaning of
the word using another strategy, such as context.

Reading Comprehension The National Reading Panel describes comprehension as a

complex cognitive proces s in which a reader intentionally and interactively
engages with the text. Readi ng comprehension is heavily dependent on skilled word
recognition and decoding, oral reading fluency, a well-developed vocabulary and
active engagement with the text. SIGNFICANCE OF READING Why do we have to read?
Does it really matter if one does not know how to read? Obviously, it does. We live
in the world of print. From the daily newspapers to the road signs scatt ered all
over the place, we can glean how vital reading is. For us to survive in school, in
our workplace and even in our homes, we must have a full grasp of th e rudiments
reading. Mastering the various requisite skills is a must and from i t emanates our
sense of appreciation for the major role reading plays in our liv es. This lesson
teaches us to appreciate reading. It delves into why it is undoubted ly significant
that without the ability to read, one could hardly get by. It is important that we
understand the pivotal role it plays in a man s existence so tha t we would make it
a habit and a part of our daily life. TAKE OFF: Finish the phrase below. Write your
answer on your notebook. The More you read. . . The Importance of Reading It is a
well-known fact that when there were no televisions or computers, r eading was
primary leisure activity. People would spend hours reading books and travel to
lands far away in their minds. The only tragedy is that, with time, pe
ople have lost their skill and passion to read. There are many other exciting an d
thrilling options available, aside from books. And that is a shame because rea ding
offers a productive approach to improving vocabulary and word power. It is
advisable to indulge in at least half an hour of reading a day to keep abreast o f
the various styles of writing and new vocabulary. It is observed that children and
teenagers who love reading have comparatively h igher IQs. They are more creative
and do better in school and college. It is rec ommended that parents inculcate the
importance of reading to their children in t he early years. Reading is said to
significantly help in developing vocabulary, and reading aloud helps to build a
strong emotional bond between parents and chi ldren. The children who start reading
from an early age are observed to have goo d language skills, and they grasp the
variance in phonics much better. Reading helps in mental development and is known
to stimulate the muscles of the eyes. Reading is an activity that involves greater
levels of concentration and adds to the conversational skills of the reader. It is
an indulgence that enhanc es the knowledge acquired, consistently. The habit of
reading also helps readers to decipher new words and phrases that they come across
in everyday conversatio ns. The habit can become a healthy addiction and adds to
the information availa ble on various topics. It helps us to stay in-touch with
contemporary writers as well as those from the days of yore and makes us sensitive
to global issues. WHY SHOULD WE READ? Why does one read books? To instruct oneself,
amuse oneself, train o Certainly all this and much more. Ultimately it is to
underst ne s mind, etc. etc. and life with its thousands facets and to learn how to
live life. Our individua l experiences are so narrow and limited, if we were to
rely on them alone, we w ould also remain narrow and limited. But books give us the
experiences and thoughts of innumerable others , often the wisest of their
generation, and lift us our narrow ruts. Gradually a s we go up the mountainsides,
fresh vistas come into view, our vision extends fu rther and further, and a sense
of proportion comes to us. We are not overwhelmed by our petty and often transient
loves and hates, and we see them for what they are petty and hardly noticeable
ripples on the immense ocean of life. For all of us, it is worthwhile to develop
this larger vision for it enable s us to see life whole and to live it well. But
for those who cherished the thou ght of rising above the common herd of unthinking
humanity and playing a brave p art in life s journey, this vision and sense of
proportion are essential to keep u s on the right path and steady us when storms
and heavy winds bear down on us. FACTORS AFFECTING READING DEVELOPMENT There are
many factors that affect the reading ability of a person. Snow, Burns, and Griffin
(1998) classify them as follows. 1.Is Indicators Factor * Physical the child andin
Clinical good health? Factors * Does he/she have a clear vision? * Can the child
hear sounds clearly? * Does he/she suffer from physical discomfort? * Does he/she
have motor control? * Does he/she have speech defects? * Is he/she able to attend
to a task? 2.Is * Does Predictions the he/she childhave of School mature
neurological enough Entry to begin disorders? formal reading instruction? * What
does the child feel about self and about others? * Is the child interested in
studying/reading? * Does the child have enough emotional problems? * What is the
age of the child? 3.How * Has Acquired the the may child Knowledge intellectual
received of Literacy preparatory development instruction? of the child be
described? * Does the child have good language background? * What is the IQ level
of the child? * What 4. Familyis the Based general Riskatmosphere Factors at home?
* Are the child s parents supportive?
* Do the family members encourage the child to read? * Are there books at home? *
What kinds of reading materials are read at home? * 5.Is Does Neighborhood the the
school childconducive Community, belong tofor a poor and learning? School or
anbased affluent Factors family? * Are the teachers competent/ Do they have
emotional maturity? Do they lack soci al sense? * Does the community show support
for literacy ? * Are there enough reading materials in schools/libraries? * Are
there clear policies and projects that support developmental reading progr ams?
Developmental Reading Stages A journey of thousand miles begins with a single
step . This old adage aptly descri bes what one has to go through to become an
effective reader. Like success, read ing skills are not achieved overnight. It
takes time and much effort before a pe rson could learn how to efficiently reader.
Learning to read is like learning to walk or talk. One must not be in a hurry. I t
is a process that cannot be completed in just a minute. Every learner has to g
radually and carefully undergo the phases of reading development and readiness i s
viewed to be very significant factor. Each learner has to master the requisite
reading skills each stage or phase necessitates and can only move to the next i f
and only if he is ready or equipped with the required reading skills to cope w ith
the demands of the following reading development phase. Jean Chall (1983) proposed
a five-stage development described below. However, sh e reminds us that the ages
and grades noted for each stage are simply guidelines . Some first grades may be
operating in stage three where some fourth grades may need some instruction in
stage two. Each child will move through the stages whe n he or she is ready and not
a moment before. Stages 0 through Stage 2 are the learning to read stages of
development. These are the stages where the child is doing just that-learning to
read. Stage 3 through Stage 5 is stages where the child is reading to learn . This
is where the child is reading on his own to learn material to inflate his knowledge
based on particul ar topics. Further, while the progression from one stage to
another is dependen t upon mastery of each previous stage, many learners may
operate in as many as t wo or three stages during their school years. Descriptive
Stage Age Description Range Title Reading Stage 0 Readiness/ Pre Reading Birth-Age
* This stage 6 is characterized by learning to recognize the alphabet, imitation r
eading, experimentation with letters, and learning the sounds associated with le
tters. * The children are increasing their conceptual knowledge and beginning to
develo p an understanding of the world around them. * The children need to have
many learner-centered activities that encourage them to experiment with language
and to have an opportunity to make the connection b etween Stage Initial Age * The
6-7, 1their children Reading Grade non-visual 1-2 begin or Decoding gluing
information to printand andthe sounding visualout information words. Even of words
the txt. that wer e easily recognized in stage 0 may now be sounded out by the
stage 1 readers. * Children in this stage are beginning to utilize their knowledge
of consonants and vowels to blend together simple words. * The ability to use
consonants and vowels to blend together simple words is an integral part of
beginning reading. Some children may need to go through this st age of sounding out
longer than others. * Over time with guidance, the children at this stage will
eventually move to re ading whole words. * Patience is extremely important while
children are moving from stage 1 to stag e 2.
Stage 2

Fluency

Age * Children 7-8, Grade consider 2-3 this to be the real reading stage. They are
now fairly good at reading and spelling and are ready to read without sounding
everything out. * In this stage it helps to have children reread books frequently
because this a llows them to concentrate on meaning and also helps to build their
fluency while reading. * The learners in this stage need the opportunity to hone
the skills of reading in comfortable Stage Reading Age 9-13 3 for Learning text and
thecomfortable New Stage: A reading First Step situations. Grades * Readers 4-
Second at this Year stage have mastered the code and find easy to sound out of unf
amiliar words and read with fluency. * Learners are now ready to begin the study of
subject matter and the use of inf ormational text. Readers need to bring prior
knowledge to their reading. * The learners in this stage acquire facts. * The
readers in this stage must use reading as a tool for acquiring new knowled ge.

Stage 4

Multiple Viewpoints Stage

High School: Ages 14-18 * Readers are instructed in reading/study skills, and
reading strategies for suc cess. * The successful Stage 3 readers grows in their
ability to analyze what they rea d and react critically to the different viewpoints
they encounter. * Stage 4 readers are able to deal with layers of facts and
concepts and have th e ability to add and delete schema previously learned. This is
essentials as the learners now interact with more complex texts that share multiple
views and con cepts.
Stage 5

Construction and Reconstruction Stage

* Adult readers College Ages 18 are and taught up literacy that stresses
acquisition of skills useful t o them and the ability to apply those skills. *
Stage 5 readers know what not to read, as well what to read. * During Stage 5 the
readers have acquired the ability to construct knowledge on a high level of
abstraction and generality and to create one s own truth from the uth of others. *
Learners now have the ability to synthesize critically the works of others and
STAGES are able OF THE to form READING their PROCESS own educated stance on the
subject. Authors and reading experts have different views as regards the stages of
readin g skills development. However, they are one in saying that determining which
sta ges of the reading process one is in is paramount importance. Although there is
no clear demarcation line that divides these stages, understanding them and the
characteristics of each, will give us a greater insight on how to help a reader
progress through the stages of the reading process and become a strong, skilled
reader. E. Sutton Flynt and Robert B. Cooter, Jr. (2006) suggest the following
stages of the reading process. 1. Making Early Connections Describing pictures. 2.
Forming story by connecting pictures. 3. Transitional Picture Reading. 4. Advanced
Picture Reading. 5. Early print reading. 6. Early strategic reading. 7. Moderate
strategic reading. MAJOR STAGES OF READING SKILLS DEVELOPMENT A. Reading Readiness
This is the point at which a person is ready to learn to read and the time durin g
which a person transitions from being a non-reader into a reader. Other terms for
reading readiness include early literacy and emergent reading. Children start to
learn pre-reading at birth while they listen to the speech aro und them. In order
to learn to read, a child must first have knowledge of the or al language. The
acquisition of language is natural, but the process of learning to read is not
reading must be taught. This belief opposes basic language philo sophy, which
affirms that children learn to read while they learn to speak. The Ontario
Government also believes that reading is the foundation of success, and that those
children who struggle with reading in grades 1-3 are a disadvantage i n terms of
academic success, compared to those children who are not struggling. Reading
readiness is highly individualistic. There is no one size fits all n to teaching a
child to read. Skills that indicate whether a child is ready to learn to read
include: * Age appropriate oral language development and vocabulary. * Appreciation
of stories and books solutio

tr
* Phonemic awareness (ability to distinguish and manipulate individual sounds o f
language) * Understanding of basic print concepts. * Understanding of the
alphabetic principle (letters represent the sounds of lan guage) * Ability to
distinguish shapes (visual discrimination) * Ability to identify at least some
letters of the alphabet. B. Beginning Reading 1. Print awareness includes the
concept of book orientation. 2. Phonemic awareness understanding that the sounds
spoken language work togethe r to make words. A phoneme is a single speech sound
e.g letter b. 3. Phonics activities that use only sounds (and not print) Phonemes
the sounds of spoken language Graphemes the letters and spelling that represent
these sounds in written langua ge. 4. Vocabulary includes listening, speaking,
reading and writing vocabulary. This refers to the words that we must know in order
to communicate effectively. 5. Fluency- refers to the ability to read text
accurately and quickly. It is imp ortant because it provides a bridge between word
recognition and comprehension. Fluent readers do not have to concentrate on
decoding so they can focus their ef forts on making meaning of the text. 6.
Comprehension refers to ability to make meaning out of the text. Experiential
background (prior knowledge) will contribute to comprehension as the student beg
ins to remember facts, sequence, and main ideas of information read. C. Independent
Reading Stage > Motivation is likewise is associated with independent reading >
Readers read more willingly * Kinds of Readers * * * * * * * * Emergent readers
Developing readers Beginning readers Expanding readers Bridging readers Fluent
readers Proficient readers Independent readers

WATCH ME GROW First you babble and then you talk You begin to crawl, before you
walk And once you walk, you start to run And soon you ll find, to fly is fun But
The And You as you soar, you have to know things you need to help you grow since
this process cannot be rushed ll have to wait don t be crushed!

Like learning to talk and walk and run Reading is supposed to be fun So don t be
worried if I cannot read More time may be what I need to succeed
You cannot run before you walk You have to babble before you talk And reading is
the same indeed Time and Patience is all I need One day I will learn how to read
And I may even take the lead But for now the process may too slow Just encourage me
and watch me grow. Answer the following: 1. In the poem, to what is reading
compared? 2. What does the poem say about learning how to read? 3. Explain the
following lines of the poem: a. And since this process cannot be rushed You ll have
to wait don t be crushed! b. You cannot run before you walk You have to babble
before you talk c. But for now the process may to slow Just encourage me and watch
me grow! 4. How does the poem exemplify the reading stages COMPREHENSION AND LEVELS
OF COMPREHENSION Reading is game that every person plays. It is puzzle game since
we guess what ind ividual words mean and the whole picture they create in our
minds. However, mere ly sounding words without