ENG2 (02/04/2021)

metacognition —> helps one understand reading material

psychological process of reading

- visual input to the brain goes from the eye to LGN then to primary visual cortex/aka area V1, located in the
posterior of the occipital lobe
1. eyes
2. LGN
3. primary visual cortex
4. striate cortex

understanding a reading material

schema —> stored knowledge abt the topic [schemata —> plural form]
experiences = E2 E1 E3 E4 E5 E6 etc.
acquired info = AI1 AI2 AI3 AI4 AI5 etc.

I1 - I3 is the ideas/ meanings present in the text

S1-S3 is the schemata of the reader

^^ understanding
comprehensive/ meaning identification

process of reading [simplified]

1. recognize the printed language
2. assign meanings to symbols based on schemata
3. relate schemata w/ the authors ideas
4. create/ modify knowledge abt the text based on combined schemata and authors ideas.

3 ways of processing info when reading

1. bottom up —> look into the title
schemata < new info
(the schemata is less than the new ideas thats to be collected from the new material)

2. top-down —>
schema > new info

3,

types of reading: contextualized

4 P's of reading = (purpose, pisa, program, performance)

purpose —> reason

pisa —> aka program for international student assessment [survey]
program —> instruction, creating or developing shet in a classroom (more common in class settings, where the
teacher has the key function)
performance —> understanding (strategies used by the reader in an attempt to understand the reading material)

reading accdng to purpose

a.) skimming = looking for the main idea
b.) scanning = no need to read everything (looking for particular things)

c.) intensive = have to fully understand what is being read (used to learn) simply to digest the info
d.) extensive = reading for leisure (not to remember info) for personal use

e.) detailed study = more rigorous than intensive, more challenging and tasking than intensive (have to draw a
connection among the concepts) often for developing projects
f.) literature = not similar w/ extensive , not for leisure. used in analyzing and criticizing a lit piece

literature reading; remembering the lit standards

- artistry; appeals to our sense of beauty (aesthetics)
- intellectual value; stimulates thoughts (did u learn something from it?)
- spiritual value; uplifts faith in god
- suggestiveness; refers to the emotional value
- permanence; timeless and timely
- universality; cuts across gender, nationality, race, culture or age (how the authors represents the shet ^)
- style; author based

reading accdng to PISA

pisa is a funded survey to asdfghjk reading

accdng to pisa we read for...

- education [read to learn]
- work [read to advance in terms of career]
- private use [intensive & extensive reading, does not produce any output/ product]
- public use [reading newspapers, magazines, billboards, public announcements (to be updated abt current
announcements/events around you)]

reading programs and why its effective

- read aloud — it is through correct pronunciation that a reader can attach meaning to it
- shared reading — (taking turns reading a material and turns in sharing the shet learned) both readers take
responsibility for transferring the knowledge to one another
- guided reading — the teachers task is limited to providing q's before reading (guide questions, q's to be
answered after reading) so that one knows what info is needed to be known from the material
- fluency — only the student would read out loud (they would be corrected by the teacher when they
mispronounce)
- independent reading — most celebrated activity in a reading program, the reader can chose any book they
want to read from the selection given (special bc it allows the reader to pick what they want to read)
- developmental reading —
- selective reading — the student is only allowed to skim/scan depending on the question given
- remedial reading — administered to the readers if they are evaluated that they lack asdfghjk
- strategic —

reading accdng to performance

performance—> "what activities would you use to foster/ better understand the material"

- speed reading — getting as much info using the fastest manner possible (often done in cramming) drawback;
theres no guarantee that the info crammed will be retained
- sub vocalized — verbalizing the reading material at the back of ones mind (effective bc you are somewhat
hearing urself even if its not verbally)
- proof reading — correcting the material while reading (often w/ punctuations and structure) effective bc when
correcting, one is learning
- SPE — aka structure, proposition and evaluation. uses 3 steps
| structure = divide the material into parts so that its easier to absorb
| proposition = assigning meaning to each part based on how one understands it (not how the author presents
it)
| evaluation = looks at the totallity of the material
- multiple intelligences
| musical intelligence ; the reader understands the material more if the material has rhymes, pararellism,
rythm etc.
| bodily kinesthetic ; the reader can understand more if shet has proper movement/ transition from one idea to
another
| spacial intelligence ; pictures that are properly arranged, graphs and tables etc.
| interpersonal ; the reader understands it more if one discusses it w/ another individual (thru the discussion
they can understand it better)
| intrapersonal