THE

READING
PROCESS
Reading
■ a complex cognitive process of decoding symbols in
order to construct or derive meaning (reading
comprehension)
■ a means of language acquisition, communication,
and of sharing information and ideas
■ a complex interaction between the text and the
reader which is shaped by the reader’s prior
knowledge, experiences, attitude, and language
community which is culturally and socially situated.
■According to Francis Bacon, reading
maketh a full man. Reading is most
useful and important skill. It is more
important than speaking and writing.
Reading is a source of joy.
The Importance of Reading
■ Reading means to understand the meaning of
printed words that is, written symbols. It
implies reading with comprehension. The
reader understands what the writer intends to
convey. Reading is a cool of learning. Some of
its uses are:
■ Reading is needed to learn a language. Where there is
little reading, there is little language learning.
■ We need the reading ability to study text books, literature
(novels, plays, poetry) dictionaries etc.
■ In everyday life, we have to read notices, forms, bills,
direction, bus and train time table, place names and
street signs.
■ We read for pleasure. We enjoy reading letters from
friends, articles from magazines etc.
■ Reading increase our general knowledge and widens our
mental horizon.
AIMS OF TEACHING READING
■ To enable the pupils a proficiency in reading.
■ To develop proper attitude for reading among the
students.
■ To read with correct pronunciation, accuracy and
fluency.
■ To read with understanding.
■ To enable the pupils to use appropriately in other
situation the ideas gained from reading.
■ To enable the pupils to take pleasure in reading.
Methods of Teaching Reading
■ The alphabetic method
■ The syllabic method
■ The word method
■ The phrase method
■ The sentence method
■ The story method
Types of Reading
■ Oral reading or reading aloud
■ Silent reading
■ Intensive reading
■ Extensive reading
■ Supplementary reading
Types of Reading
■Oral reading or reading aloud
is a skill to be cultivated in the
early stages. It trains the pupil
to link the spoken word with
the printed symbol.
Types of Reading
■Silent reading is regarded as
most important aspect of
reading. It should there for be
encouraged as soon as
children have acquired a
certain amount of fluency
aloud.
Types of Reading
■ It is mainly concerned with
developing in the student the
skill of understanding fully and
accurately the written or
printed material.
Types of Reading
■Extensive reading is also known as
rapid reading or extensive silent
reading. It is a means of
concentrating upon pupils’ mind
the subject matter.
Types of Reading
■Supplementary reading is
subsidiary to intensive reading. It
is done under the control and
general supervision of the teacher
in-charge.
 Conclusion
■The education of a child is
imperfect, unless he is equipped
with the ability of reading.
 READING AS A
DEVELOPMENTAL
TASK
Reading as a Developmental Task

■A developmental task is a specific

responsibility that the individual
faces at certain stages of life in
order to be well-adjusted.
(Havighurst 1981)
Developmental Reading in College

■Refers to the refinement of

vocabulary, comprehension,
literary appreciation, and study
skills which are needed in both
intensive and extensive reading.
 Developmental Reading Stages
Stage 0 (Birth-Age 6) Reading Readiness/ Pre
Reading
Emerging Pre-reader
■ Learning to recognize the alphabet, imitation
reading, experimentation with letters and learning
sounds
■ Understanding the world around them
 Developmental Reading Stages
Stage 1 (Age 6-7, Grade 1-2)
Initial Reading or Decoding
■Sounding out words from print
■Utilize consonants and vowels to blend
together simple words
 Developmental Reading Stages
Stage 2(Age 7-8, Grades 2-3)
Fluency
■Considered to be on the ‘real’ reading
stage. They are fairly good at reading and
spelling and are ready to read without
sounding everything out.
■Re-reading allows them to concentrate
on meaning and builds fluency
 Developmental Reading Stages
Stage 3 (Age 9-13, Grades 4 to 2nd Year)
Reading for Learning the New Stage
■Sounding out unfamiliar words and read
with fluency
■Readers need to bring prior knowledge to
their reading
■Acquisition of facts
 Developmental Reading Stages
Stage 4 (High School; Ages 14-18)
Multiple Viewpoints
■Readers are instructed in reading and
study skills
■Learn to analyze what they read and
react critically
■Share multiple views and concepts
 Developmental Reading Stages
Stage 5 (College; Ages 18 and up)
Construction and Reconstruction Stage
■ Reads materials useful to them and apply those
skills
■ Readers know what not to read, as well as what
to read
■ They have the ability to synthesize critically the
works of others and able to defend their stand
on specific issues
 Skills Required for Proficient Reading
■ Phonemic Awareness- ability to distinguish and
manipulate the individual sounds of language
■ Phonics – study of structure of sound
■ Vocabulary-knowledge of words and word
meanings
■ Fluency-ability to read with speed, accuracy and
vocal expression
■ Reading Comprehension-engagement with text
 Phonemic Awareness
■ Phonemic awareness is understanding
words are made up of sounds and being able
to hear, recognize and manipulate the
individual sounds that form the word.
■ Phonemic awareness is primarily an auditory
skill of distinguishing and recognizing the
sound structure of language
 Phonemic Awareness
■ Phonemic awareness is realizing the word
‘puppy’ is made up of the sounds /p/ /u/ /p/
/ee/ or the word the word ‘shape’ is formed
by the sounds /sh/ /ay/ /p/.
■ Phonemic awareness is developing an ‘ear
for sounds’ and it is critically important to
reading and spelling success.
 Phonics
■ The student needs to acquire knowledge of
the complete phonetic code. Knowledge of
the basic alphabet is not sufficient. The
student needs to know the multiple vowel
sounds, consonant digraphs, vowel-
combinations, r-controlled vowels, and other
complexities that comprise the vast majority
of printed words.
 Phonics
■ To read proficiently, the student must process
print phonetically. The student needs to
accurately convert the printed phonograms
directly to sound. To maximize efficiency, the
processing of print needs to be accurate,
direct and automatic.
 Fluency
■ It is fast or automatic reading. Fluent readers
are able to read quickly and accurately
without effort. Fast oral reading with proper
expression is a trademark of fluent reading.
Fluency is critical to skilled reading and
comprehension.
■ Fluency is developed word-by-word and is
dependent on repeated accurate print to
sound (phonologic) processing.
 Fluency
■ It is fast or automatic reading. Fluent readers
are able to read quickly and accurately
without effort. Fast oral reading with proper
expression is a trademark of fluent reading.
Fluency is critical to skilled reading and
comprehension.
■ Fluency is developed word-by-word and is
dependent on repeated accurate print to
sound (phonologic) processing.
 Vocabulary
■ Vocabulary is beyond correct decoding. It is
understanding the meaning of the word.
■ Expanding the student’s knowledge bank of
vocabulary words is important to
comprehension. The greater the student’s
vocabulary the easier it is to make sense of
and understand text.
 Vocabulary
■ Vocabulary is beyond correct decoding. It is
understanding the meaning of the word.
■ Expanding the student’s knowledge bank of
vocabulary words is important to
comprehension. The greater the student’s
vocabulary the easier it is to make sense of
and understand text.
 Reading Comprehension
■ Comprehension is deriving meaning from the
text.
■ Comprehension is an active process that
requires thoughtful interaction between the
reader and the text. Vocabulary development
is critical to comprehension. Comprehension,
or reading for meaning, obviously is the goal
of reading instruction.
 Reading Comprehension
■ Comprehension is deriving meaning from the
text.
■ Comprehension is an active process that
requires thoughtful interaction between the
reader and the text. Vocabulary development
is critical to comprehension. Comprehension,
or reading for meaning, obviously is the goal
of reading instruction.
 Reading Comprehension
■ Remember, to achieve comprehension, the
student must first develop accurate
phonological decoding skills and build
fluency. Fluency and accuracy are critical to
reading comprehension.