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TEACHING
AND
ASSESSMEN
EL 107 T OF
NAME:________________________________________
COURSE &YEAR:________________________________
COURSE INFORMATION
In learning, there are five macro skills that we must deal with in order to communicate
effectively. Macro skills refer to the primary, key, main, and largest skill set relatie to a particular context.
It is commonly referred to in English Language. The five Macro skills are Listening, Speaking, Reading,
Writing, and Viewing is the additional. Each skill has its reasons of why we should be knowledgeable on
how to communicate using these skills.
These skills are essential for communicating. It is tough to study a balance of the five macro
skills which are the Listening, Speaking, Reading, Writing, and the additional is the Viewing. Being ggod
at only one of these communicative skill will not help us smooth away the difficulties in communicating.
With these skills, it can make a big difference in your work place, in social situations, and personal
achievements. Learning and consistently seeking to improve these Macro skills are important for effective
communication and to be successful in many different perspectives.
OVERVIEW/INTRODUCTION
You may not understand some theoritical, and philosophical influences on the school
curriculum. This module focuses primarily on content and areas related to it. It encompassess the macro
on a wide range of programs, courses, students’ experiences. Curriculum activities are typically
conducted prior to and at a higher level than instructional development.
This module will help students learn about the importance of Macro Skills, and learning the importance
of each skill in learning the English language.
LEARNING OUTCOMES
On your succcessful completion of this module, you are expected to:
1. Define reading clearly, and scientifically;
2. Underscore the significance of reading;
3. Identify the various factors affecting reading abilities;
4. Identify and describe a number of reading comprehension strategies;
5. Characterize the different reading models
INTRODUCTION
Imagine what your life would be like if you didn‘t know how to read. Approximately only 80%
of the world‘s population is reported to be able to read (Grabe & Stoller, 2002).
Reading is a fundamental skill for learners, not just for learning but for life (Traves 1994) with
reading being defined as ―…the ability to draw meaning from the printed page and interpret this
information appropriately‖ (Grabe & Stoller, 2002, p. 9).
LET’S GET STARTED
The following presents what renowned figures have to say about the complexity of the
reading process. Examine them carefully and figure out what they have in common.
1. Reading maketh a full man, conference a ready man, and writing an exact man."
- Francis Bacon
2. 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 lazy habits of thinking."
- Albert Einstein
3. 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
situation."
- Roy Harris in Rethinking Writing (2000)
4. "Reading is asking questions of printed text. And reading with comprehension becomes a matter of
getting your questions answered."
- Frank Smith in Reading Without Nonsense (1997)
5. "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 been seen, of course, is vital in reading, just as the
ability to anticipate what has not yet been heard is vital in listening.
- Kenneth Goodman in Journal of the Reading Specialist (1967)
6. “The greatest giftis the passion for reading. Itis 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."
- Elizabeth Hardwick
7. “Literacy practices are alnmost always uly ntegrated with, interwoven into, con-
stituted as part of, the very texture of wider practices that involve talk, interaction.
values, and beliefs."
- James Gee in Social Linguistics and Literacies (1996)
8. Reading is a 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."
- Ma. Cecilia Crudo (2005)
9. 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 and confirming activity in which the reader selects a sample of useful cues based on what he
sees and what he expects to see.
- W.S. Gray
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.
ACTIVITY
5. Do the definitons above give you a clearer picture of the reading process? How?
FACTORS INDICATORS
2. Predictors of School
Entry o Is the child mature enough to begin formal reading
instruction?
o What does the child feel about self and about others?
o Is the child interested in studying/reading ?
o Does the child have emotional problems?
o What is the age of the child?
o Has the child received preparatory instruction?
4. Family-based Risk
Factors? o What is the general atmosphere at home?
o Are the child's parents supportive?
o Do the family members encourage the child to read?
o Are there books at home?
o What kinds of reading materials are read at home?
o Does the child belong to a poor or an affluent family?
Reading Models
Searchers have shown that readers process text in different ways. They have also identified
reading models that aim to explain how the complex process of reading takes place. Liu (2010) and
Boothe, Walter, and Stringer (2008) describe these models as follows.
Main Proponents
Reading Model Key Features
Kenneth
Top-down o It suggests that processing of a text begins in the mind Goodman
Reading Model of the readers with meaning- driven processes, or an Frank Smith
assumption about the meaning of a text.
o The "top down approach emphasizes readers bringing
meaning to text based on their experiential background
and inter-preting text based on their prior knowledge
or scheme.
o A model in which Top is the higher order mental
concepts such as the knowledge and expectations of
the reader and Bottom as the physical text on the page.
o It is where meaning takes precedence over
structure. Although readers make use of
sound-letter correspondence and syntactic knowledge,
they draw on their experiential background knowledge
(schema) to predict the meaning of the text and then
read to confirm or correct their predictions.
What is comprehension?
Comprehension is the capacity Comprehension is the "capacity of the mind to perceive and
understand." Reading comprehension is the competence to perceive
and understand the meanings communicated by texts. - Webster's Collegiate Dictionary
Comprehension is the "capacity for understanding fully; the act or action of grasping with the
intellect." Webster also tells us that reading is "to receive or take in the sense of (as letters or
symbols) by scanning; to understand the meaning of written or printed matter; to learn from what
one has seen or found in writing or printing."- Webster's Dictionaryy
A common definition for teachers might be that comprehension is a process in which readers
construct meaning by interacting with text through the combination of prior knowledge and
previous experiences, information in the text, and the stance the reader takes in relationship to the
text. - Laura S. Pardo (2004)
Comprehension Levels
R.M. Ruddell (2001) categoriés comprehension into three Levels:
Level One: LITERAL
This level is knowing what is actually stated which includes facts and details, rote learning, and
memorization.
This level involves surface understanding only.
At the literal level of comprehension, readers are at the most basic of levels. readers are building
their knowledge but they do not necessarily have command it.
When they first approach brand new information, readers are at the literal level of comprehension.
Level Two: INTERPRETIVE
The reader gleans what is implied or meant, rather than what is actually stated.
This level involves drawing inferences or reading between the lines.
Readers tap into prior knowledge/experience and attach new learning to old information.
Readers make logical leaps and educatedguesses.
Readers read between the lines to determine what is meant by what is stated. At this level, readers
are attempting to understand what the author meant by what s/he said in the story, paragraph or
textbook. It is presumed that they have already memorized certain facts at the literal level and now
they are attempting to see the implications of the author's words.
At this level, readers are attempting to understand that which they memorized at the literal level of
comprehension.
Level Three: APPLIED
This involves taking what was said (literal) and then what was meant by what was said (interpretive)
and then extending (apply) the concepts or ideas beyond the situation.
Readers analyze or synthesize information and apply it to other information.
At this levels, the reader attempts to answer this question: How would the author's message apply
to other situations given what you memorized and understood at the other two levels?
Readers attempt to elevate or raise their thinking one more "notch" or level to a more critical level.
This presumes that they have already reached the previous two levels. They are "reading between
the lines" and then examining the message from the author and attempting to apply that message
to other situations.
Research and Read the article “Texting As A Political Tool”- by Mong Palatino and answer the
questions that follow. Apply the comprehension strategies discussed in this lesson. Utilize the back part of
your module.
Instructor:
John Vic C. Atendido, LPT, MAEd
Prepared by: