Introduction: Reading is not just as simply reading

a selection or a text. Basically,readers are required to acquaint and master certain skills for them to grasp the meaning of the content, and appreciate the value of reading.

Reading as SkillMajority of the teachers take the

position of that reading involves a skills-development process. And they are convinced that the successful acquisition of reading ability is heavily dependent on the acquisition of specific skills.

Teachers teach reading by helping

students master a series of skills: for instance, word recognition through phonics, structural analysis, context clues, as well as an array of comprehension skills.

Skills-development has three

attributes that make it particularly appealing. Otto and Chester (1976) mention the following: 1.The skills essential for success in reading can be identified and described in a reasonably objective manner. 2. The skills generally tend to be sequentially related.

Aulls (1982) cites word identification and

comprehension as the two most global reading skills.Others (Otto & Chester,1976;Rubin,1982) include study skills and vocabulary development and expansion.

Word Recognition Skills (also

Global skills and known as Word Identification or Word Attack) Subskills

Refers to the ability to identify, read,

Word Recognition

and analyze the meaning attached to the word.

Is a twofold process that includes: 1.The recognition of printed symbols by some method so that the word can be pronounced, and; 2.The attachment to or association of

Word Recognition Strategies for Pronunciation:

What do you do when you encounter

an unfamiliar word?Maybe you got stumbled knowing how to pronounce the word and grasp its meaning from the context. What strategies could you use to approach the word independently?

Phonicsdependent on the students ability to make the proper grapheme-phoneme (lettersound). Analysis-

Strategy 1: Phonic analysis and synthesis is a decoding technique that is

involves breaking down something into its component parts. of something into a whole.

Synthesis- involves building up the parts

Example: Unfamiliar word brust Analysis: Break down the brust into the blend br and the phonogram (graphemic base) ust. Br pronounced as brown and brick. Ust- pronounced as just and must.

Synthesis: Blend together the br and ust.

Using this technique, you should be able to pronounce brust.

You make an association between the

oral word and the written word, and show this by actually saying the word. This technique, also called the sight method, helps you learn to pronounce words, but it will not help Strategy 2: Whole-word or you figure out the pronunciation of look-and-say method unfamiliar words independently.

Strategy 3: Structural analysis and synthesis It helps you(word parts) figure out the pronunciation of an unfamiliar word if that word is composed of familiar word parts such as prefixes, suffixes, and roots.

Structural analysis: Break down

the word into its parts to isolate the word. After you have isolated all the word parts, you may recognize them as familiar words and know how to pronounce it. un depend able

Structural synthesis:

Blend together un, depend, and able. (undependable). (if depend were not a familiar root word, you could apply phonic analysis and after that blend it together with the prefix un and the suffix able.

Strategy 4: Look up the information in the dictionary. This is useful but you may not have adictionary handy. By time you look up the pronounciation of the word, you may have lost the trend o what you were reading.

Strategy 5: Context Context refers to the words clues can shed surrounding a word thatlight on its meaning. This maybe in the form of definitions, examples, comparisons or contrats, explanations, and so on.a word recognition technique that

will help you to figure out meaning of the word through

the its

Word Recognition Your ability to pronounce does not Strategies guarantee that you will know its for word meaning meaning. If it is not part of your oralvocabulary, you would not know what the word means. What techniques would you use to help you unlock words you have never heard or met before?

Strategy 1: ContextBy context, we mean the

surrounding words a particular word that can help shed light on its meaning. Example: This krell maybe old, but I wouldnt wear anything else to the party.

Context:

Syntax - The word order or the position of the word. Krell must be a noun. Semantic clues: wear, old, and partyContext of the sentence: it refers to an item

of clothing.

Strategy 2: Structural It is useful when the context clues analysis and synthesis are not enough and if the word is for word meaningmade up of a number of word parts. Example: There is a lot of xenophobia among the citizens.

Analysis: Xeno means stranger or

foreign. Phobia means fear or hatred.Synthesis: Xenophobia means fear

of strangers or fear of things that are foreign.

Reading comprehension is a complex

B. Comprehension (core of

intellectual involving many skills. Some experts argued that reading comprehension is primarily a matter of vocabulary knowledge and reasoning, rather than a long series of component subskills.It

reading) process

involves various levels in the

C. Study skillsYou know that some students do

poorly in school because they have never learned to study? Maybe this is because teachers usually do not spend time helping children acquiring study skills, which are skills that help the students study more efficiently.

Here are some lists of study/life skills: Encyclopedia

Skimming Telephone

TablesAtlas

Readers guide Note-taking Index Forms Glossary skimming

Almanac

DirectoryMaps Newspaper Parts of a book Dictionary

Test-taking Card catalogue Advertisements Alphabetical

order

Reading as Skill, not Skills Two Views in Reading SkillsA. Component global skills and subskills B. Complex unitary skill

scope and sequence charts. Reading subskills are to be mastered one at a time, beginning with the simpler subskills and moving toward the larger, more complex skills.

A. Component global skills These skills are usually listed in and subskills

The philosophy expressed in these

programs is: By giving the child plenty of practice in using one discrete skill after another, we are making him into a good reader.The philosophy can be expressed

through this equation:(Reading = Skill1+ Skill2 +Skill3 + skilln)

B. Complex unitary This is learned through the skill integration of various sets ofresponses---cognitive, affective, and psychomotor.. In this view, the concomitant subskills function simultaneously, not separately. The key word in this view is integration(the key process), which is achieved not through practice in separate skills but by reading authentic or real reading.

In short, when a person reads real

texts (e.g., newspaper, a poem, a recipe, a letter, a novel) for real purposes(e.g., for information or for entertainment), he or she uses as many of the so- called skills as needed and the distinction between these skills disappear. Reading becomes just one unitary skill.( Reading> Skill1 + Skill2 + Skill3 +

Meeting Point of the Two Views Aulls(1982)

says that as an observable unitary skill, we can define reading as a level of proficiency in reading a text, or components of a text, with concomitant identifiable subskills.

Two American Stalwarts of Reading William S. GrayEducationArthur I. Gates

- the first president of

the International Reading Association(IRA). - awarded the IRA

citation of merit in 1958. He was committed to the reading instruction and devoted his life to realizing that goal. - According to him,

William S. Gray

Reading is conceived

-His

about the areas in vocabulary control, reading interests, spelling, diagnosis, remediation, reading readiness, and handicapped children have influenced reading instruction and material the 1920s.

Arthur I. Gates research and writing is

-He was given the IRA Citation of Merit in

1961. He said, Reading should be developed as complex organization of patterns of higher mental processes(all types of thinking, evaluating, judging, imagining,

The Dimension of Reading Comprehension (Based on Gray. Gates, Smith, & Barret models)

L Level VCREATIVE READING Level IV INTEGRATION (Application to Self/Life) Level III EVALUATION (Critical Reading)

Level IIINTERPRETATION Level ILITERAL COMPREHENSION

Taxonomies of Literal comprehension Reading Comprehension

is the ability to obtain a lower- level type of understanding by using only information explicitly stated in the text.

Interpretation( inferenc e: demands a This category reasoning) higherlevel of thinking because the questions are concerned with answers not directly stated in the text but are suggested or implied. It is at this level that the most confusion exists when it comes to categorizing skills.

The confusion concerns the term

inference (may be defined assomething derived by reasoning: something that is not directly stated but suggested in the statement); a logical conclusion that is drawn from statements; a deduction;an induction.).

Evaluation (critical v This level involves the making of reading)

a personal judgment on the text by the reader. Critical reading may be done into two aspects: value, truthfulness, objectivity, recency, relevance; and 2) elements of style: the use of language and literacy devices.

v 1. the content or theme (accuracy,

Example: Does the author provide

adequate support for his conclusion? Is he attempting to sway your

opinion?This requires analysis and evaluation

of the readers own knowledge as well as the authors knowledge and intent.

Integration (Application to This level stresses reading or use Self/Life)

and for values clarification. The reading act nears completion as the child uses his reading in some practical way(also when his emotions are stirred; his attitudes and purposes are modified; indeed, his innermost being is involved. (Gates,1949)

Creative reading It uses divergent thinking skills to

come up with new ideas or alternate solutions to those presented by the writer. Creative readers can reproduce text information in a different form through dramatization, oral or musical interpretation, personal narrative, visual expression, or

Conclusion:

Reading skill is a tool to significant and comprehensive reading. Reading helps you to unlock the door to the world of enlightenment and enjoyment as a basic tool for learning (Villamin). However, the readers should consider such concomitant skills in order to perform a purposive reading and internalize its value. Therefore, teachers must scrutinize and understand well the things expected to them to whom, what, when and how they are going to do and perform such reading skills especially on the

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