OBSTACLE IN READING

&
SELECTIVE READING
D E V E L O P M E N TA L
READING

Obstacle in reading
Define as a barrier in reading. Things that
obstruct us to have an effective reading.
Example:
People who have a small vocabulary face a
huge obstacle in reading. As people gets
older the gap in their sets of vocabulary
grows larger and becomes more apparent
in resultant reading difficulties.

FACTS DISCOVERED By
SPECIALISTS:
Children display dominance in the two spheres of
their brain.
Ex: Children who are left-handed or left eye dominant
Handicapped children may display spatial or
directional disorientation.
Ex: Difficulties in differentiating letters.
Intellectual or Emotional Maturation lag is a cause
for reading retardation.

Reading is intertwined with

language, and so non-speakers of
a language will have more
difficulties reading a second
language.

Reading and listening are

closely related. Proficiency in
listening is in conducive in
proficiency in
reading.

FACTS THAT
RELATE TO
OBSTACLES IN
READING
ACHIEVEMENT.

P
H
Y
SI
C
AL

Malfunction of the visual and

auditory faculties.
Eye defects such as
nearsightedness/ farsightedness,
speech impediments, etc.
Physical discomfort such as
headache, stomach ache, hunger,
thirst, etc.

 Child's lack of self confidence, feeling of

rejection and other negative personality
traits.
Example: (shyness, being withdrawn,
poor rapport with others, conflict with parents
and peers)

PSYCHOLOGICAL

Teacher personality
factors such as lack of
competence, emotional
immaturity, lack of social
sense, etc.

General emotional atmosphere at

home and school.
- The attitude of parents in guiding
their children's progress in school.

ENVIRONMENTAL

Conditions at Home and

at School.
Including: Conditions of
poor room lightning,
ventilation, seating
arrangement.

 Low economic status

(poverty) of children of
poor families.

SOCIOECONOMIC

Sensationalism and
Retrogressive literacy as
fostered by
commercialism in mass
media.
Policies and programs of
government and of the
schools on the
development reading
program.

ABOUT SELECTIVE READING;

Selective reading matters

for knowledge work,
education, publishing, and
an informed citizenry.

Some books are to be

tasted, others to be
swallowed, and some
few to be chewed and
digested: that is, some
books are to be read
only in parts, others to
be read, but not
curiously, and some few
to be read wholly, and
with diligence and
attention.

-Sir Francis Bacon

Sir Francis Bacon, "Of

Studies," 1625
Bacon understood the
need for selective
reading, but in nearly 400
years surprisingly little
has been done to
facilitate selective
reading within texts.
Meanwhile the need has

 In our era of information

overload, knowledge
workers have more to
read than they have time
for. Selective reading is
now a professional
survival skill.
Even leisure-time readers
appear to increasingly resist
longer texts, especially nonfiction. Smart phones
discourage extended
reading.

One solution is to publish shorter

texts (e.g., Kindle Singles), but doing
so risks superficial coverage of
complex topics. Consider a 75-page
book about US foreign policy in the
Middle East. A reader with an interest
in the Gulf War will likely not be
satisfied with the 2 or 3 pages shes
likely to find in such a book.

 Publishers should avoid superficial books on substantive

topics. Books should empower us to understand complex
issues.
Authors should recognize that their works are apt to be
read selectively and embrace designs that make selective
reading successful.
Technical communicators and information
designers should try out new designs.

Here is a
blueprint for
the future:

Instructors at all levels should teach

selective reading as an essential literacy
skill. A student who can write a first-rate
paper and score high on an exam without
reading every word youve assigned is
heading for success. At higher levels of
education, students should learn to write
texts that support selective reading.

Readers should value texts that enable selective

reading. When the topic is complex, they should favor
the 400-page book that supports selective reading
over the superficial, 75-page alternative.

1. Define obstacle in reading in your own words.

2.
3. Facts that relate to obstacles
4. in reading achievement
5.
6.
7. Give 4 reason why you have to read books
8
9.
10. Some books are to be tasted, others to be
swallowed, and some few to be chewed and
digested: that is, some books are to be read only
in parts, others to be read, but not curiously,
and some few to be read wholly, and with
diligence and attention.