Developmental-Reading L1

EDUC 111:
Developmental Reading
1
LESSON
1
OBJECTIVES:
At the end of the lesson, the learners are
expected to:
1. Define reading clearly and scientifically;
2. point out the commonalities between
and among the definition of reading
forwarded by various authors and
reading experts;
3. compare and contrast the traditional and
modern definitions of reading.
ACTIVITY: Complete the concept definition map below. Write your initial thoughts
about the given word;
READING
ANALYSIS: Pair off and share with your partner with your
answers to these questions:
1. What comes into your mind when

your hear the word reading?
2. What is your own view about the
reading process?
3. What ideas on reading do the two
of you have in common?
ABSTRACTION: What is READING?
TRADITIONAL definition:
 Learning to read means learning to
pronounce words and to recognize
words and deduce their meaning.
 OLD NOTION suggests that reading
is a simple process.
INPUT 1
Francis Bacon:
 Reading maketh a full man, conference a
ready man, and writing an exact man.
Albert Einstein
 “Reading, after a certain age, diverts the
mind too much from its creative pursuits.
Any man who reads too much and uses
his own brain too little falls into a lazy
habit of thinking.
Roy Harris in Rethinking Writing (2000)
 “What do we read? The message is
not something given in advance –or
given at all – but something created
by interaction between writers and
readers as participants in a
particular communicative situations.
Frank Smith in Reading Without Nonsense(1997)
Reading is asking questions of

printed text. And reading with
comprehension becomes a matter of
getting your questions answered.”
Kenneth Goodman in Journal of the Reading Specialist (1967)
“Reading is a psycholinguistic guessing game. It

involves an interaction between thought and
language. Efficient reading does not result from precise
perception and identification of all elements, but from
skill in selecting the fewest, most productive cues
necessary to produce guesses which are right the first
time. The ability to anticipate that which has not yet
been seen, of course, is vital in reading, just as the
ability to anticipate what has not yet been heard is
vital in listening.
Elizabeth Hardwick
“The greatest gift is the passion for
reading. It is cheap, it consoles, it
distracts, it excites, it gives you
knowledge of the world and
experience of a wide kind. It is a
moral illumination.
James Gee in Social Linguistics & Literacies (1996)
 “Literacy practices are almost
always fully integrated with,
interwoven into, constituted as part of
the very texture of wider practices
that involve talk, interaction, values,
and beliefs.
Maria Cecilia Crudo (2005)
 “Reading is 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.”
W.S. Gray
 “ Reading is an interaction between the
reader and the written language, through
which the reader attempts to reconstruct
message from the writer. Reading is also
sampling, selecting, predicting, comparing,
confirming activity in which the reader
selects a sample of useful cues based on
what he sees and what he expects to see”.
MORE VIEWS ON READING
Based on Research
 Reading is more than recognizing
printed letters or words and that is
also a very complex process that
requires careful attention.
INPUT 2
Based on National Reading panel: Reading is
a complex system of deriving meaning from
print that requires all the following:
 the skills & knowledge to understand
how phonemes, or speech sounds, are
connected to print;
 the ability to decode unfamiliar
words;
 the ability to read fluently;

 sufficient background information or schema
and vocabulary to foster reading
comprehension;
 the development of appropriate active
strategies to derive meaning from print;
 the development and maintenance of a
motivation to read.
Robert Rudell, Matha Rapp Rudell, and Harry Singer
(1994)
Reading is…
 involved with predicting and verifying predictions;
 influenced by one’s purpose of reading;
 Influenced by other factors that involve knowledge,
distractions, and what one does when he/she
reading;
 indicative that the amount of information that is
known about something one is reading prior to
reading is directly proportionate to how it is easy
and hard to read.
Robert Rudell, Matha Rapp Rudell, and Harry Singer (1994)
Reading is…
 going beyond merely decoding the symbols
on the page;
 thought as making meaning;
an understanding of what the writer is
saying;
 an interaction between the reader and the
writer in a specific context;
Nell Duke and David Pearson (2002)
Good readers are…
 active readers;
have clear goals in mind for their
reading;
 constantly evaluate whether the text
and their reading of it, is meeting their
goals.
 preview text
Good readers are…
 make predictions;
 construct, revise, and question the
meanings they make as they read;
 determine the meaning of unfamiliar
words and concepts in the text and
they deal with inconsistencies or gaps
as needed.
Good readers are…
 capitalize and fuse their prior knowledge
with material in the text;
 think about the authors of the text, their
style, beliefs and intentions, historical
milieu;
 monitor their understanding of the text,
making adjustments in their reading as
necessary;
Good readers are…
 evaluate the text quality and value and
react to the text in a range of ways, both
intellectually and emotionally;
 read different kind of text differently;
 when reading narrative, attend closely
to the setting and characters;
Good readers are…
 when reading expository text , they frequently
construct and revise summaries of what they have
read;
 recognize that text processing occurs not only
during “reading” but also during short breaks taken
during reading even after ‘reading’ itself has
ceased;
 look at comprehension as consuming; continuous
and complex activity, but one that is satisfying and
productive.
Christine Cziko, Cynthia Greenleaf, Lori Hurwitz,
Ruth Schoenbach ( 2000)
Reading is …
 not merely a basic skills;
 a very complex process;
 a problem solving and a sense making;
 is not the same as decoding;
 situationally bounded.
Christine Cziko, Cynthia Greenleaf, Lori Hurwitz,
Ruth Schoenbach ( 2000)
Proficient readers share the following
characteristics:
 mentally engaged;
 driven to read and learn;
 socially active around reading tasks;
 strategic monitoring the interactive
processes that assist comprehension.
SKILLS REQUIRED FOR PROFICIENT
READING
LANGUAGE
DOMAINS
INPUT 3
SKILLS REQUIRED FOR PROFICIENT READING
1. PHONEMIC AWARENESS
 the ability to distinguish and
manipulate the individual
sounds of language;
2. PHONICS
 the understanding of how letters are
linked to sounds (phonemes), patterns
of letter-sound correspondences and
spelling in English, and how to apply
this knowledge when readers read.
3. FLUENCY
 the ability to read orally with speed,
accuracy, and vocal expression; It is
important because it provides a bridge
between word recognition and
comprehension. Fluent readers do not
have to concentrate on decoding so
they can focus their efforts on making
meaning of the text.
4. VOCABULARY
 the knowledge of words etymology , structure,
part of speech, and what they mean, is a large
category that includes listening vocabulary,
speaking vocabulary, reading vocabulary, can
be learned indirectly (through being read to,
through conversation with adults) or directly
(through specific word instruction or through
strategies such as breaking longer words down
into familiar parts.
4. READING COMPREHENSION
 the complex cognitive process
in which a reader intentionally
and interactively engages with
the text; the process of making
sense of what is being read.
APPLICATION
Answer the following:
1.Work Sheet 1 (p.5-6)
2.Worksheet 2 (p.7)
3.Worksheet 3 ( p. 9-10).
ASSIGNMENT
Make an acronym or acrostics
poem in a 1/8 illustration board
for the word READING.
Sample:
Criteria for acrostic poem writing
Poetic form & Style : 20%

Focus(Relatedness to the topic): 15%
CREATIVITY (design/aesthetic appeal :10%
Punctuality(timely submission): 5%
Please make a Group Chat
via Messenger.
Add me: Jhingle Noypi or
fjennielyn@yahoo.com

Developmental-Reading L1

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Developmental-Reading L1

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EDUC 111:

1. What comes into your mind when

Reading is asking questions of

“Reading is a psycholinguistic guessing game. It

 the ability to read fluently;

Poetic form & Style : 20%

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