Session Presentation - The Nature of Reading without video.pptx
1. Department of Education
Bureau of Learning Delivery
Teaching and Learning Division
National Training
on Literacy Instruction
2. National Training on Literacy Instruction
The Nature of Reading
Presented by:
Rosalina J. Villaneza
Chief
Teaching and Learning Division
Bureau of Learning Delivery
Session 1
3. National Training on Literacy Instruction
OBJECTIVES:
1. Examine teaching practices that
will help uncover belief in the
reading process;
2. Explain the nature of reading;
4. National Training on Literacy Instruction
OBJECTIVES:
3. Realize that the reader has a
significant role in the reading process
and that his/her attitude and
motivation affect his/her reading
performance; and
4. Apply research – based practices in
teaching children learn to read and
read to learn
5. Activity 1 - Anticipation Guide (3 minutes)
Directions: For each of the following statements, write “Agree” or “Disagree” to
show how you feel on your paper.
Agree Disagree
______1. Before children learn to read they should know the sounds of _______
most letters.
______2. The more symbols (letters or words) there are in a text, the _______
longer it will take to read it.
______3. We gather meaning from what we read. _______
______4. When one reads one tries to find some cues in an effort to _______
make sense of the written text.
______5. Visual information provided by maps, charts, or pictures help _______
young readers store and retrieve information they have read.
______6. A reader who is familiar with the subject matter of a text _______
already has a basis for making sense of it.
National Training on Literacy Instruction
6. Activity 1 - Anticipation Guide (5 minutes)
National Training on Literacy Instruction
7. Activity 1 - Anticipation Guide (2 minutes)
National Training on Literacy Instruction
8. Activity 2 - Think-Pair-Share (2 minutes)
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9. Activity 2 - Let’s Think (2 minutes)
1. How did you learn to read?
2. What do you do while reading?
3. How do your experience/s in
learning to read influenced the way
you teach your learners to read?
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10. Activity 2 - Think-Pair-Share (8 minutes)
National Training on Literacy Instruction
11. Activity 2 - Think-Pair-Share (10 minutes)
National Training on Literacy Instruction
13. What is Reading?
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. . . a dynamic process in which the
reader interacts with the text to
construct meaning. Inherent in
constructing meaning is the reader’s
ability to activate prior knowledge,
use reading strategies, and adapt
to the reading situation.
14. ALTERNATIVE VIEWS ABOUT READING
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1. Reading as SKILL
2. Reading as PROCESS
3. Reading as COMPREHENSION
4. Reading as DEVELOPMENT
5. Reading as STRATEGY
15. Reading as SKILL
National Training on Literacy Instruction
While the reader’s 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.
16. Reading as a Skill
National Training on Literacy Instruction
21. Reading as PROCESS
National Training on Literacy Instruction
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.
23. Reading as COMPREHENSION
National Training on Literacy Instruction
Comprehension occurs in the
transaction between the reader and the
text.
Reading Situation
* Purpose
* Setting
(Kucer 2001; Rosenblatt, 1978)
24. Interactive Model of Reading Comprehension
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25. FACTORS THAT AFFECT READING COMPREHENSION
National Training on Literacy Instruction
THE READER – brings the following to the text:
Script knowledge - knowledge and beliefs about the world.
Knowledge about language - graphophonic, syntactic,
semantic, pragmatic.
Knowledge of text structure - text cohesion, general text
structure (narrative,
expository, etc.)
Pragmatic system - how language is used in social
settings.
26. FACTORS THAT AFFECT READING COMPREHENSION
National Training on Literacy Instruction
The Text
Text Structure
its genre, vocabulary, language,
even the specific word choices
How well text is written
Content, difficulty or readability
Author’s intent
27. FACTORS THAT AFFECT READING COMPREHENSION
National Training on Literacy Instruction
The Context
involves the activity that occurs
around the transaction.
Purpose
- reading a text for a specific reason.
Setting
- teacher creates the learning
opportunities to support the
construction of meaning.
28. Reading as DEVELOPMENT
National Training on Literacy Instruction
Reading is an interplay of one’s
experience, oral language, and ability to
interpret written symbols as shown in the
diagram.
Figure 3. The relationships of three types of knowledge used in
reading (Hermosa, 2002)
29. Reading as DEVELOPMENT
National Training on Literacy Instruction
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.
30. Reading as STRATEGY
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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.
31. Reading as STRATEGY
National Training on Literacy Instruction
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.
36. National Training on Literacy Instruction
My Professional Development Plan
as a Reading Teacher
As a Reading Teacher, School Head, Supervisor I plan to …………..
STOP SUSTAIN START
37. National Training on Literacy Instruction
Children Learn to Read and
Write
Good readers aren’t born.
They’re created.
Created as the evening clock stands still
and the minutes of a bedtime story
reign supreme.
Lovingly read each night.
38. National Training on Literacy Instruction
Good writers aren’t born.
They’re taught.
Taught the revere writing, as an
important tool, the nuts and bolts
linking them to the world beyond.
Guaranteed to strengthen the mind of
an impressionable child.
39. National Training on Literacy Instruction
Good readers and writers aren’t
born.
They’re inspired.
Inspired by teachers who value reading
and writing, as the keys to knowledge
and success.
Who read and write like they breathe…
Continuously, steadily, automatically.
Adapted from “A daughter learns to read”
By Mardi C. Dilks, The Reading Teacher,
Vol. 56, No. 3 November 2002
