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8/3/2019 Developmental Reading Prelim Reviewer
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DEVELOPMENTAL READING
ENG105A
Erika Agustin
3PSED2
8/3/2019 Developmental Reading Prelim Reviewer
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READING An active language process in which the reader uses the familiar language
clues of syntax, semantics and phonology to aggressively and purposefullyanticipate and access meaning in printed language
Depends on interest and prior knowledge
Closely related to language
An active process
Anticipation Not just a basic skill (we cant do away with it)
A complex process (comprehension?)
Is problem solving
Not the same as decoding
Is situationally bound
* phonology- sound
*syntax- structure
*semantics - meaning
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Good Readers are:
Mentally engaged (focused)
Motivated to read and to learn
Strategic in monitoring the interactiveprocesses that assist comprehension
Setting goals that shape their reading
processes Coordinating a variety of comprehension
strategies to control the reading process
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Goals of Reading:
To acquire meaning from the ordered
arrangement of symbols
To obtain understanding To obtain information
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Importance of Reading:
Simple reading or writing will have animportant for a future job, position or even agame show
It helps us learn things that are not taught inschool or by a teacher
Writing or reading can increase vocabulary
Informs us with what is going on in theoutside world and our country
Increase our writing skills
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Types of Reading->close reading or reading according to purpose
1. Sk imming
a. Pay attention closely to the title, headings, u=index,aspects of the reading material to get a general
understanding of the whole text2. Scanning
a. Requires you to look for particular or specificinformation in the text
3. Intensive or Functional Readinga. word-for-word type of reading requires you to readmaterials related to your course or research
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Types of Reading->close reading or reading according to purpose
4. Extensive or recreational reading
a. light type of reading
b. resort to reading as your way of spending your leisure time
5. Literature reading
a. exposes you to various types of written works that express mans bestthoughts and feeling on a certain subject matter
6. Detailed study reading
a. purpose: understand the content of the reading material by practicingSQ3R
S- survey
Q- questionR- read
R- recite
R- review
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Types of Reading-> accord. to reading performance or rate of understanding the text
1. S peed reading
a. Makes you absorb information at an extra speedy
reading act
2. Sub-vocalized reading
a. Reading occurs when you recognize the form of the
word and internally sound it in your mind the way
one pronounces it as a spoken word
3. Proofreading
a. Object of your eyes here are the typographical errors
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Types of Reading-> accord. to reading performance or rate of understanding the text
4. SPE ( Structure Proposition Evaluation)
Three Stages:
a. recognizing language structures
b. making inferences
c. evaluating ideas, reasons or conclusion
5. Multiple Intelligences
a. musical intelligence
b. bodily-kinesthetic intelligence
c. spatial intelligenced. interpersonal intelligence
e. intra-personal intelligence
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Types of Reading-> accord. to reading-instruction program
1. read-aloud - Teachers should model this to let students learn your
good expressions, proper pacing and correctpronunciation
2. Shared reading ± instructions on reading are given through an alternative
reading by your teacher and you, the reader. Both of youtake turns in reading portions of the texts
3. Guided reading- Reading strategies for independent reading such as using
contextual clues, examining illustrations, activatingschemata, discussing things about the story
- Semi-independent reading
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Types of Reading-> accord. to reading-instruction program
4. Fluency reading
- main concern is on language (pronunciation,
pausing, phrasing, intonation)5. Independent reading
- reading alone or by yourself
6. Developmental reading- refinement of reading
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Types of Reading-> accord. to reading-instruction program
7 . Selective or k eyword reading
- you only read things that interest you
- skimming, scanning
8. Remedial reading
- for correction and follow-up
- reading enhancement
9. Strategic reading- you spend time reading aloud what you arereading or thinking of
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Views of Reading
Reading as a Physiological Process
- The basic step: for the eyes to see,identify and recognize the printedwords
- The light patterns from the printed
symbols hit the foveal areas or closelypacked sensory cell of the retina
- In turn, this induces chemical changesthat create patterns of nerve currentsinto the optic nerve fiber
- These currents travel to a center in
the midbrain- Finally using the currents that travel
to the midbrain, the cerebral cortexinterprets the symbols
Reading
Physiological
(organic)
Mental
process/
cognitive
process
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Eye Movements Fixation
± The eyes are stopping on the word/s
± The duration of fixation the length of time eyes have to pause (3 forgood readers)
Inter-fixation
± The eyes are moving from stopping point to the other
Return sweeps
± The eyes are swinging back from the end of the line to the beginningof the next line
Saccades
± Short, quick hop & jump movement
Regressions ± Backward right-to-left movement
S pan of recognition
± Eyes recognition of a group of words
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COGNITIVE PROCESS
Reading depends on vocabulary,memory, verbal reasoning,generalization and critical judgment
*metacognition (refers to highercomprehension skill characterizedby)-self -awareness
- careful reading & greaterretention
-making previousassumptions/hypothesis
- the deliberate and combinedability to reflect, question,classify, summarize and predict
-information reading which givesattention to SQ3R
Psychological process of
reading:
Schemata (stored knowledge)
± Background knowledge
± Views
± Concepts
± Experiences
Schema ± Symbol or mental representation
of this knowledge in your brain
C omprehension/meaningidentification:
- Serves as the core, the essence,the heart, bottom line of the finaloutcome of any reading act
- act of understanding or makingthe text meaningful
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Reading Process
Recognize the printed language symbols
Attach meaning to the symbols based on your
stock/prior knowledge
Fuse or relate the schemata or concepts of the
symbols with the authors ideas represented with
words
Adjust, modify, create/construct new knowledgeabout the text based in the schemata and the
knowledge expressed by printed words
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Methods of Processing Meaning:
Bottom-up reading
± If you have very limited background knowledge aboutthe reading material
T op-down reading ± Your understanding of the text is not based only on
the data explicitly stated on the page but also onthings beyond visible information
±Going beyond what the text is
Interactive or schema reading
± Deal with both top-down and bottom-up reaing
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Reading as a Language Process
Language- code used by humans to
communicate
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Characteristics of Language which are also conducive
to mans reading recognition and appreciation:
C larity ± Code symbols are concrete rather than abstractions and
generalizations
Simplicity
± Ideas should be expressed directly and to the point Adapted language
± Words of expression should relate to the readers age,educational attainment, ethic origin and other personal factors
Forceful
± Stimulating language provides color, interest and excitement V ivid language
± Vivid wording is descriptive and stirs the senses of the reader
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Reading as a Process of Development:
Stages of Reading Development: Stage 0- prechool
± reading readiness/oral language development
± Best time to motivate the learner to read
± Child gains familiarity with the language and its speech sound
± He becomes conscious of sound similarities between words
± He learns to predict and recognize a few familiar written words especially withthe aid of pictures
Stage 1- initial reading (6-7 y .o. )
± Decoding stage
± Learner is aware of the letters that represents sound
± He has achieved an understanding of the critical concept of the alphabetic
code Stage 2- confirmation and fluency (8-10)
± Confirms the knowledge acquired in the first 2 stages which will lead tofluency skills
± Devt in speed reading is apparent
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Reading as a Process of Development:
Stages of Reading Development:
Stage 3- reading for learning the new ( 11-onwards)
± He has enough reading skill to begin to read the text togain relevant information
Stage
4- multiple viewpoints (H
S )
± Reader analyzes texts critically and comprehends multipleviewpoints
Stage 5- construction and reconstruction (highest level of reading development)
± Reader learns how to read selectively and form his ownopinions about what he reads
± Understanding is based on analysis and synthesis
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Factors/obstacles in reading
achievement
Physical ± Malfunction of the visual and auditory faculties
± Eye defects such as short/far sightedness, speechimperfections, etc.
± Physical discomfort among students e.g. headache,hunger, thirst
Psychological ± Childs lack of self -confidence, feelings of rejection and
other negative personality traits
± Teachers personality factors
± General emotional atmosphere at home an at school,including the attitude among parents in guiding theirchildrens progress in school
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Factors/obstacles in reading
achievement
Environmental ± Conditions at home and school including conditions of
poor room lighting, ventilation, seating arrangement,etc.
Socio-economic ± Low economic status (poverty) of children of poor
families
± Sensationalism and retrogressive literacy as fostered
by commercialism in mass media ± Policies and programs of the government and of the
schools on the devt reading program.
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Vocabulary DevelopmentW hy vocabulary development counts:
± Vocabulary is a basic part of reading comprehension
± Vocabulary is a major part of almost every standardized testsincluding: reading achievement tests, college entrance exams
± Studies have indicated that students with wide vocabulary are more
successful in school ± The keys to survival and success in the workplace are the ability to
communicate skillfully and learn quickly. Solid vocabulary is essentialfor both skills
WORD REC OGNITION WORD REC OGNITION SK ILLS
Ability of a reader to recognize written
words correctly and virtually effortlessly
Instant recognition
Mature readers identify words with
remarkable speed and accuracy
Beginning readers recognize very few
words
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Clues to recognizing words: Sight vocabulary clues
± Consists of the words a student recognizes instantly by sight
± Structure words (suffixes)
± Content words (parts of speech)
Meaning clues ± Clues within the semantic component of language that help
readers anticipate and expect words they will meet in reading
types: Anticipatory clues
± Topics, headings, titles, events and even pictures that cause readers to expect
certain meaning from text
Context clues ± Clues found in surrounding words that allow a reader to predict the meaning of an
unfamiliar/unknown word
Picture clues ± Describe objects, clarify concepts and generate predictions about the text
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Clues to recognizing words:
V isual clues ± Configuration clues (provided by the general shape of
words)
± Salient-feature clues (most important word in thegroup of words)
Structural clues ± Affixes (consist of 1 or more letters or sounds that are
attached to the beginning or end of the words and
that serve to give added meaning to words ± Compound words (single word unit formed from the
combination of 2 morphemes that can each standindependently as root words)
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Clues to recognizing words:
Phonic clues
Dictionary clues
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Types of context clues:
Definition or restatement
Meaning of the vocabulary word is in the
sentence itself, usu.F
ollowing thevocabulary word
Synonym
±
Sentence uses a similar word to help explain themeaning of the vocabulary word
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Types of context clues:
Antonym/opposite/contrast
± Sentence used a word with an opposite definitionto give meaning to the vocabulary word
Example/explanation ± Type of context clue uses examples to help the
meaning of the vocabulary word
C
ause and effect ± Cause of an action may be stated using an
unfamiliar word
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AFFIXES
Prefix
Infix
Suffix