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L.E.T. REVIEW IN READING INSTRUCTION

By: Dr. Angel O. Pesirla, CNU 2010

READING INSTRUCTION SCENARIO: THE FILIPINO BASIC EDUCATION LEARNER

A Filipino 7- year old, non-Tagalog speaker, entering grade one where the instructional media are English and Filipino (Tagalog), instantly becomes a potential public school problem-learner because he/she: (1) must learn two second languages (English and Filipino) first as bilingual media of instruction before learning any content in all subject areas; (2) has not learned to read and write the first language, thus, LITERACY SKILLS in Filipino and English are impossible to learn initially; (3) has no pre-elementary education (kindergarten), hence, does not possess the needed preparatory READING-WRITING readiness competence for BEGINNING READING in English and Filipino. Since language is the symbolic medium of human thought and emotion (the very content of instruction), human learning depends on language ability: the ability to communicate thoughts and verbally. Language, then, can never be separate from cognitive and thinking processes. The elements of cognition are the: (1) Receptive Language Skills of Listening and reading, and (2) Productive/ Expressive Language Skills of SPEAKING and WRITING. Language as a vehicle for thinking helps organize and assimilate INPUT data and formulates and develops the OUTPUT. At the same time, the development of cognitive strategies (THINKING SKILLS) strengthens and enhances language development. Therefore, the improvement of language skills in one area will result in language improvement in other areas. The primary language skill to be learned and mastered in school (where learning heavily depends on books) is READING the decoding of the written word in books (the written form of language): RECOGNITION and COMPREHENSION. Thus, reading is a cognitive skill, a thinking process that transforms, elaborates, stores, recovers, and uses sensory input through the printed words.

WHAT IS REDING? Reading is cognition or thought-getting according to levels or depths of understanding of the written materials (TEXT) read (Andersen and Robinson in Lerner, 1991). B LEVELS/ DEPTHS OF UNDERSTANDING 1. Literal Comprehension COMPLEX COGNITIVE FUNCTIONING recognizing and understanding the direct, stated ideas of the author/ reading the lines of the print gathering implied meaning of text/ reading between the lines passing personal judgment and evaluation/ forming generalization/ drawing/ applying ideas gained in reading/ reading beyond the lines understanding/ interpreting/ evaluating authors ideas/ identifying with the material and adding thoughts from ones own experiences and imagination/ interpreting authors thinking with ones own/ changing as a result of the reading experience developing new thoughts, fresh ideas, imaginative insights resulting from the reading experiences

2. Interpretation

3. Critical Reading

4. Assimilation

5. Creative Reading

Reading (Richek, et al., 1996) is decoding/ constructing meaning from TEXT by the READER according to the READING SITUATION. MEANING (significance) of the text is actually constructed in the readers mind when the reader activates and controls the reading process, which is dramatically influenced by the readers background, interest, attitude, purpose, and ability. This readers background knowledge/ information is often called schema. The material/ text, the input from which to construct meaning sets the limits on the readers meaning construction by its form and content. THE REDING SITUATION, that dictates the manner in meaning construction, includes: (1) the task the reader must accomplish, and the (2) environment in which one reads. READING SITUATION 1. TASK the reader must accomplish ELEMENTS IN MEANING CONSTRUCTION y getting information y deriving pleasure y investigating facts y reacting to issues y judging and making opinions y appreciating y y y y actual place of the reading act how the reader is positioned while reading what time of the day when reading is done. All objects present and perceptible by the readers senses while reading

2. ENVIRONMENT in which one reads

Reading is viewed differently by different experts based on the theories dominating the minds of reading teachers, be they elementary, secondary, or tertiary: THEORIES OF READING BY READING EXPERTS 1. COGNITIVE DEVELOPMENT THEORY by Piaget & Vigotsky (1981) IDEAS ON THE READING PROCESS Reading is the interaction and complementation between language and thought, progressing thought 5 stages: (1) sensorimotor: birth 2 yrs, (2) preoperation/ preconceptual: 2 to 4 yrs, (3) intuitive thought: 4-1 yrs., (4) concrete operational: 8 to 11 yrs., (5) formal operations: 11-14 yrs. Reading is organizing multiple skills and processes underlying speed and power into working systems according to the readers purposes and demands of the task. Reading is the childs linguistic development from whole to part, perceiving general schema before details. Reading is learning stimulated by directions, questions, purposes and goals, goals to achieve in text information, goal achievement assessment. Reading is comprehension resulting from reader-andtext interaction through the readers assimilating and recalling information, showing analogies, extending knowledge structure to understand new information. Reading is the readers processing of logical organ text through the data features of cohesion, staging, and content analysis. Reading is monitoring comprehension process by the awareness of any incompatibility between available knowledge and the task to be done, and the active self-monitoring of cognitive process of the reader. Reading is the development of linguistic fluency by the reader from word to thought unit progression (phases to clauses to sentences). Reading involves a reciprocal relationship between what the readers sees (TEXT: visual information) and the readers knowledge of the world (PERSONAL EXPERIENCE: non-visual information).

2. SUBSTRATA FACTOR THEORY by Holmes (1953)

3. SCHEMA THEORY by Weir (1962) & Broron (1964)

4. MATHEMAGENIC BEHAVIOR THEORY by Rothkoff (1970)

5. INTERACTION THEORY by Rumelthart (1976), Singer (1983), Shank & Abelson (1977) & Hayes (1977)

6. TEXT DATA THEORY by Van & Kintoch (1977) 7. METACOGNITION THEORY by Flavell (1976)

8. PSYCHOLINGUISTIC THEORY by Goodman, Smith, & Coody (1982)

9. MEANING-MAKING THEORY by Smith (1982)

Reading competencies basically involves: (1) decoding/word perception/ recognition, (2) comprehension, (3) oral reading, (4) study/ utilization, and (5) literary appreciation. Stages in reading instruction include: (1) Reading Readiness: Pre-elementary, (2) Beginning Reading: Primary Grades, (3) Developmental Reading: Intermediate Grades, (4) Wide Reading: High School, (5) Reading Refinement: College.

C COMPETENCY CY 2.6: USE ACTIVITIES THAT ENHANCE CRITICAL, CREATIVE, AND METACOGNITIVE READING SKILLS Directions: Complete the ideas given by choosing the letters that correspond to them correctly. 1. The instructional linguistic media in Philippine public schools are _________________. A. English and Cebuano Visayan B. English and Ilocano C. English and Filipino D. English and Spanish 2. The average grade one learner upon entering school is only ______________________. A. seven years old B. six years old C. five years old D. four years old 3. Listening and Reading developed in a language lesson are _______________________. A. Productive language skills B. Expressive language skills C. Creative language skills D. Receptive language skills 4. Speaking and Writing developed in a language lesson are ________________________. A. Productive language skills B. Receptive language skills C. Informative language skills D. Creative language skills 5. Organizing and assimilating INPUT data and formulating and developing OUTPUT are possible through ________________________________________________________. A. language and performing medium. B. language as vehicle for thinking. C. language as a native talent. D. Language as an artistic expression. 6. The very content of instruction involve ______________________________________. A. love and hatred B. fire and ice C. thought and emotion D. books and pencils 7. The ability to communicate thoughts and emotions verbally refers to _______________. A. language ability B. mass communication C. communication gaps D. applied linguistics 8. Language development in enhanced and strengthened by the development of thinking skills called ____________________________________________________________. A. successful strategies B. military strategies C. teaching strategies D. cognitive strategies

9. Beginning reading is any language needs the preparatory phases of ________________. A. Reading Readiness B. Developmental reading C. Literature Reading D. Wide Reading 10. Reading and writing are the _______________________________________________. A. infancy skills B. compulsory skills C. oracy skills D. literacy skills 11. Listening and speaking are the _____________________________________________. A. infancy skills B. compulsory skills C. oracy skills D. literacy skills 12. The process of thought-getting according to levels of understanding refers to ________. A. writing B. reading C. listening D. speaking 13. Developing new thought, fresh, ideas, imaginative insights resulting from reading experience refer to ______________________________________________________. A. Evaluative Comprehension B. Literal Comprehension C. Critical Reading D. Creative Reading 14. Recognizing and understanding the direct, stated ideas of the author/ reading the lines of the print refers to ________________________________________________________. A. Evaluative Comprehension B. Literal Comprehension C. Critical Reading D. Creative Reading 15. Passing personal judgment and evaluation forming generalization, reading beyond the lines are involved in _____________________________________________________. A. Evaluative Comprehension B. Literal Comprehension C. Critical Comprehension D. Creative Comprehension 16. The reading situation involving the manner in meaning construction includes ________. A. task and environment B. text and task C. task and attitude D. value and task 17. The text, the input in meaning construction, sets the limits on the readers meaning construction by its ______________________________________________________. A. shape and sound B. depth and width C. foron and content D. length and size

18. Meaning or significance of the text is actually constructed in the __________________. A. readers attitude B. readers mind C. readers voice D. readers dream 19. A Filipino seven-year old entering grade one instantly becomes a potential problemlearner because of _______________________________________________________. A. absence of first language literacy skills B. absence of second language literacy skills C. absence of books and resources in school D. absence of school and home companionship 20. Reading uses sensory input through the ______________________________________. A. oracy competence B. orality of texts C. printed words D. literary appreciation 21. Learning depends heavily on books in _______________________________________. A. the home B. the church C. the school D. the meadow 22. The actual place of the reading act refers to the ________________________________. A. scenario B. environment C. blackboard D. plaza 23. Literacy skills in English and Filipino are impossible to learn by a Cebuano first grader without prior ___________________________________________________________. A. Oracy skills in Waray visayan B. Oracy skills in Ilocano C. Literacy skills in Spanish D. Literacy skills in Cebuano Visayan 24. Learning English reading-writing readiness competence is a needed prior competence for ___________________________________________________________________. A. Beginning reading for Filipino B. Beginning Reading for English C. Beginning Reading for Spanish D. Beginning Reading for Cebuano Visayan 25. Gathering implied meaning of text or reading between the lines refers to ___________. A. Interpretation B. Assimilation C. Scansion D. Narration

COMPETENCY 2.7: ANALYZE EXTRINSIC AND INTRINSIC FACTORS THAT AFFECT READING PERFORMANCE Directions: Answer the following questions by choosing the letters corresponding to the correct responses. 26. What processes are involved by reading between language and thought? A. lecture and composition B. speech and communication C. interaction and complementation D. dramatization and reaction 27. How many stages of reading development are theorized by Piaget and Vigotsky? A. ten developmental stages B. five developmental stages C. eight developmental stages D. four developmental stages 28. How do Goodman, Smith, and Coody call their theory of reading focusing on the progression from word to thought unit fluency? A. Metacognition Theory B. Meaning-making Theory C. Schema Theory D. Psycholinguistic Theory 29. How is the learners linguistic development perceived by the schema theory of reading by Weir and Brown? A. from birth to death B. from whole to part C. from specific to general D. from kindergarten to college 30. What reading theory views reading as stimulated by goals in the text, goals achievement, and goals achievement assessment? A. Mathemagenic behavior theory B. Interaction theory C. Cognitive development theory D. Schema theory 31. How is word perception skill done in reading? A. decoding B. encoding C. surfing D. texting 32. How is understanding the meaning of printed words and sentences read called? A. syllabication B. apprehension C. comprehension D. determination 33. How is oral reading without understanding called? A. utilization B. intonation C. memorization D. word-calling

34. How is the college stage in reading instruction called? A. Wide reading stage B. Reading Refinement stage C. Developmental reading stage D. Beginning Reading stage 35. What reading skill in mastered in the reading of charts and tables? A. recognition B. appreciation C. utilization D. perception 36. What reading skill involves the analysis of personality of a fictional character in a story? A. literary appreciation B. word recognition C. work study D. literal understanding 37. What reading instructional stage is involved in kindergarten? A. reading readiness B. beginning reading C. developmental reading D. wide reading 38. What reading theory is referred to in organizing multiple skills and processes underlying speed and power? A. text data theory B. B. interaction theory C. Mathemagenic behavior theory D. Substrata factor theory 39. What theory of reading focuses on the data features of cohesion, staging, and content analysis? A. metacognition theory B. text data theory C. psychologuistic theory D. meaning-making theory 40. What stage of cognitive development of the reader corresponds to 4-7 years old? A. formal operations stage B. concrete operational stage C. intuitive thought stage D. preconceptual stage 41. What reading theory is involved in extending knowledge structure to understand new information? A. meaning-making theory B. interaction theory C. schema theory D. mathemagenic behavior theory 42. In meaning-making theory, what is referred to as non-visual information? A. personal experience B. textual features C. linguistic competence D. syntactic structure

43. What theory of reading is involved in the active self-monitoring of cognitive processes of the reader? A. substrata theory B. text data theory C. psycholinguistic theory D. matecognitive theory 44. In meaning-making, what is referred to as text? A. visual information B. non-visual information C. emotional information D. national information 45. What stage of cognitive development is involved in learners between 11 to 14 years old? A. preoperational B. intuitive thought C. concrete operational D. formal operations 46. What age levels of learners are involved in the sensorimotor cognitive development? A. birth to 2 years B. 2 to 4 years C. 4 to 7 years D. 4 to 7 years 47. What dominant reading skills most be learned and mastered in the first grade? A. literary appreciation B. comprehension C. decoding D. utilization 48. What competencies are referred to as oracy skills? A. memorizing and reciting B. reading and writing C. listening and speaking D. speech and drama 49. What reading competencies are referred to as decoding of the written word? A. recognition and comprehension B. critical and interpretive skills C. sensory input in the printed page D. communicating thought and feelings 50. Which of these reading lessons is literary appreciation? A. the reaction to the message B. the moral lesson implied C. the political issue expressed D. the beauty of rhymes and rhythm WORKS CITED
Alder, M. and Van Doren, C. How to read a Book. N.Y.: Simon and Schuster, 1972. Anderson, P.S. Language Skills in Elem. Educ. N.Y.: MacMillan, 1994. Bangas, T.E. Language and Learning Disorders of the Pre-academic child. N.Y.: ApplletonCentury-Crafts, 1986. Haroris, A. How to Increase reading ability, N.Y.: David Mckay, 1990. Lerner, J.W. Children with Learning Disabilities. N.Y.: Houghton- Mifflin, 1991 Pesoila, A. Reading Across Disciplines. C.C.: NEXUS, 2004. Villamin, A. Innovative Streats. In Tehg. Reading. Quezon: Phoenix, 1984