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WHAT IS READING?
. . . a dynamic process in which the reader interacts with the text to construct meaning. Inherent in constructing meaning is the readers ability to activate prior knowledge, use reading strategies, and adapt to the reading situation.
3. Reading as COMPREHENSION
4. Reading as DEVELOPMENT 5. Reading as STRATEGY
Reading as SKILL
While the readers 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.
GLOBAL SKILLS
WORD IDENTIFICATION
WHOLE WORD RECOGNITION
ROOTS GRAPHOPHONEME CORRESPONDENCES ANALYSIS
COMPREHENSION
MORPHEMIC ANALYSIS
PREFIXES SUFFIXES GETTING THE MAIN IDEA SUMMARIZING NOTING DETAILS
SEQUENCING OF EVENTS
PHONICS MEANING ASSOCIATION SINGLE LETTER SOUND LETTER CLUSTER TO SOUND CVC
SYLLABICATION
PREDICTING
INFLECTIONAL ENDINGS
Reading as PROCESS
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.
Predicting
Graphophonic
language cues M E A N I N G
Integrating
Confirming
INTER-ACTIVE
both concept and text-driven
BOTTOM-UP
text-driven
emphasizes both emphasizes reader and material material being read emphasizes both emphasizes comprehension and decoding decoding instruction tends to instruction tends to be balanced, allows be skills-oriented; for various forms of grouping by ability grouping
Reading as COMPREHENSION
Comprehension occurs in the transaction between the reader and the text. Reading Situation Purpose Setting
(Kucer 2001; Rosenblatt, 1978)
Background Experience Type/Organization Content Knowledge about Readability subject Concepts Vocabulary Attitudes and motivation Authors purpose FIGURE 2: Interactive Model of Reading Comprehension
Adapted from Cook, 1986, 1989
READER
THE TEXT Text Structure its genre, vocabulary, language, even the specific word choices How well text is written
Content, difficulty or readability Authors intent
Reading is an interplay of ones experience, oral language, and ability to interpret written symbols as shown in the diagram.
Experience Oral Language Written/ Printed Symbols
Reading as DEVELOPMENT
C B Figure 3. The relationships of three types of knowledge used in reading (Hermosa, 2002)
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. transfer
Oral Language
Written/ Printed Symbols
L 1
Experience
Oral Language
transfer
L 2
Reading as STRATEGY
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. 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.
Learner Strategies
Cognitive
Previewing Highlighting Outlining Taking notes Mapping information Rereading Finding key vocabulary
Metacognitive
Predicting/Inferring Self-Questioning Monitoring/Clarifying Evaluating Summarizing Visualizing
Reading
Making meaning from print
Guided Reading: Making It Work Schulman and Payne
Reading is development
Reading is a skill