ENGLISH REVIEWER

READING

Not a basic skill decode and comprehend

Complex process generate mental representation

Problem solving make sense of ideas, memories

and knowledge from sentences

Fluent reading multiple reading to broaden fluency

Situationally bounded not all people can read all

text types
CHARACTERISTICS OF A GOOD READER

Mentally engaged

Motivated to learn

Socially active around reading tasks

Strategic in monitoring the interactive processes

that assist comprehension
o Setting goals to shape reading processes
o Monitoring emerging understanding
o Coordinating variety of comprehension
strategies
ESSENTIAL COMPONENTS OF READING

Phonics
o compatibility of letter to sound

Phonemic Awareness
o Schematic
o Language based
o Association of sound

Vocabulary Development
o Comprehend words meaning
o Increased vocabulary = good reading speed
and fluency

Reading Fluency
o Speed of reading
o Ability to decode written text

Reading Comprehension
o Create or make meaning
o Express idea in own words
NATURE AND SCOPE

Orthography
o Structure and arrangement
o Writing system of a given language
o Culturally-dependent
o Reading depends on writing

Cognition
o Schemata or background knowledge
o Reading is a matter of cognition
o Intelligence influences speed and
comprehension
o Includes attention and memory

Linguistic
o Unnecessary words or inconsistency of
language
o Language-based
o Sentences from texts and discourses
o Association of letters from words when
combined turn as phrases/clauses/sentences
READING STAGES OF DEVELOPMENT

Prof. Jeanne Chall (Harvard reading expert and

psychologist)
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Elementary

Middle School

High School

College

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0: Pre-reading
reading readiness
oral language development
Sound letter
Conscious of sound
Familiarity
Aid of pictures
1: Initial Reading
Decoding
Aware of phonics
Sound-symbol correspondence
2: Confirmation and Fluency
Accuracy in word recognition
Development in speed reading
Critical stage
Glued to the print
Fluency
Able to decode reading materials
Recognize language patterns
Developed speed of reading
3: Reading for Learning the New
Expand vocabulary
Gaining knowledge
Capable of reading relevant materials for
successful information gathering
4: Multiple Viewpoints
Analyze texts critically
Comprehend multiple POVs
Analytical readers
5: Construction and Reconstruction
Highest level
Selective reading
Opinions
Analysis and synthesis
Creative writers/ learners

IMPORTANCE OF READING

Learn things that are not taught in school or by a

teacher (reading newspapers)

Enhance writing (writing e-mails or friendly letters)

Knowledge of poetry (reading short poems)

Increase vocabulary

Increase writing skills (reading novels and subtitles

in movies)
TYPES OF READING
(for Purpose)

Skimming
o Main idea
o Gist, overview
o Fast reading (fastest type)
o Rapid-survey reading

Title, headings, index, table of contents,

illustrations, first and last paragraphs/
sentences
Scanning
o Specific information in the text
o Quick reading
o Skip text more than read
Intensive
o Functional
o Word for word
o Academic and scholarly tasks
o Materials related to course
o Content area reading (CAR)
o Textbooks, periodicals, references, etc.
Extensive
o Recreational
o Light type
o Leisure time
Literature
o Expose to various types of written work
o Familiarize to different genres
o Novels, short stories, biography, drama,
ballad, lyrics, sonnet, epic, etc.
Detailed Study
o SQ3R (Survey, Question, Reading, Recall,
Review)
o Serious, concentrated
o Proper note taking
o Most needed in academic study
o

(Performance, Rate of Understanding)

Speed reading
o Super rapid rate
o Skimming and scanning
o Not for deep understanding of text

Sub-vocalized
o Sounding words in mind
o Stress, intonation, phrasing
o Prevents quick reading

Proofreading
o Looking for typographical errors
o Delays understanding
o Prevents comprehending fully

SPE (Situation Proposition Evaluation)

o Recognizing language structures
o Making interferences
o Evaluating ideas, reasons, conclusions

Multiple Intelligence
o Understanding/ appreciation for text is also
enhanced by practical intelligence

Musical - music

Bodily-kinesthetic sports and

dance

Spatial - art

Interpersonal needs of others

Intrapersonal self knowledge

SIMPLE VIEW OF READING

Reading = Decoding x Comprehension

Fluency depends on word recognition and

comprehension
CHARACTERISTICS OF READING SKILLS

One basic, rarely requires instruction in school

Two high-frequency from mature language users,

adds productivity to users language ability
Three frequency is quite low, specific domains,
best learned in a content area

TEXT TYPES
(Literary)

Narrative
o Tells a story (myths, fairytales, science
fiction)

Poetry
o Tells a story of the feelings or ideas of the
author (epic, ballad, ode)

Drama
o Tells a story that needs to be performed
(tragedy, comedy, dramatic monologue)
(Factual)

Procedural/Instructional
o Instructions (manual, recipes)

Explanatory
o Explains (essays, debates, articles)

Expository/ Argumentative
o Presents both sides of an issue (editorials,
legal documents)

Information Report
o Classify, describe, and present information
(technical, business and police reports)

Recount
o Retell series of events in chronological order
(narrative reports, diaries, journals)

Persuasive
o Persuades, convinces audience
FACTORS THAT INFLUENCE READING
COMPREHENSION

Reader

Text

Interaction (Strategies and Schema)

Fluency
READING PROCESSES

Bottom-up (letters letter cluster words phrasessentences paragraphs longer texts meaning
COMPREHENSION)
o builds meaning from the smallest unit to
achieve comprehension
o Analyzing structure form, stress or other
features of language to get clues to the
meaning of the text
o No stock knowledge
o Meanings only depend on data on the page
o Limited to visible symbols

Top-down (cognition/ background knowledge

COMPREHENSION)
o Schemata
o Understanding is not solely based on text
o Predictions, generalizations, assumptions,
conclusions
o What you know/ experienced helps you
understand the text

Interactive/ Schema
o Both textual and non-textual simultaneously
or alternately
o All levels of thinking interact/ influence one
another