1st Take Home Exercises

Name: Charlyn Faith C. Nogra USJR- DPE

Various experts view on Reading:

1. Partnership for Reading , National Reading Panel , Reading First Law ( 2002 )

My answer is on the other page.

2. Nell Duke and P. David Pearson (2002)

Effective Practices for Developing Reading Comprehension Nell K. Duke and P. David Pearson Reading
comprehension research has a long and rich history. There is much that we can say about both the nature of
reading comprehension as a process and about effective reading comprehension instruction. Most of what we
know has been learned since 1975. Why have we been able to make so much progress so fast? We believe that
part of the reason behind this steep learning curve has been the lack of controversy about teaching
comprehension. Unlike decoding, oral reading, and reading readiness, those who study reading comprehension
instruction have avoided much of the acrimony characteristic of work in other aspects of reading. As it should be,
much work on the process of reading comprehension has been grounded in studies of good readers. We know a
great deal about what good readers do when they read: • Good readers are active readers. • From the outset they
have clear goals in mind for their reading. They constantly evaluate whether the text, and their reading of it, is
meeting their goals. • Good readers typically look over the text before they read, noting such things as the
structure of the text and text sections that might be most relevant to their reading goals. • As they read, good
readers frequently make predictions about what is to come. • They read selectively, continually making decisions
about their reading— what to read carefully, what to read quickly, what not to read, what to reread, and so on. •
Good readers construct, revise, and question the meanings they make as they read. 205 • Good readers try to
determine the meaning of unfamiliar words and concepts in the text, and they deal with inconsistencies or gaps as
needed. • They draw from, compare, and integrate their prior knowledge with material in the text. • They think
about the authors of the text, their style, beliefs, intentions, historical milieu, and so on. • They monitor their
understanding of the text, making adjustments in their reading as necessary. • They evaluate the text’s quality and
value, and react to the text in a range of ways, both intellectually and emotionally. • Good readers read different
kinds of text differently. • When reading narrative, good readers attend closely to the setting and characters. •
When reading expository text, these readers frequently construct and revise summaries of what they have read. •
For good readers, text processing occurs not only during “reading” as we have traditionally defined it, but also
during short breaks taken during reading, even after the “reading” itself has commenced, even after the “reading”
has ceased. • Comprehension is a consuming, continuous, and complex activity, but one that, for good readers, is
both satisfying and productive.

3.) Robert Ruddell, Martha Rapp Ruddell, and Harry Singer (1994)

4.) Diane Henry Leipzig (2001)

What Is Reading?
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation.
Learn how readers integrate these facets to make meaning from print.

Reading is making meaning from print. It requires that we:

Identify the words in print – a process called word recognition
Construct an understanding from them – a process called comprehension
Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement
called fluency
Sometimes you can make meaning from print without being able to identify all the words. Remember the last time
you got a note in messy handwriting? You may have understood it, even though you couldn't decipher all the
scribbles.
Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner.
These three processes are complex, and each is important.

5.) Christine Cziko, Cynthia Greenleaf, Lori Hurwitz, Ruth Schoenbach (2000)

My answer is on the other page.

6.) Kenneth Goodman (1998) and (1981)

In the early 1960s Kenneth S. Goodman began studying the reading of authentic texts by urban and rural
young people. His earliest miscue research, published in 1965, is probably the most widely replicated study in
reading research history. But it was his article, "Reading: a Psycholinguistic Guessing Game" (1967), that began a
revolution moving away from a view of reading as rapid accurate sequential word recognition to an understanding
of reading as a process of constructing meaning - making sense - of print. That research is part of the basis for
the whole language movement and disagreements over his conclusions about the nature of reading fuel the
current "reading wars." (Stenhouse Publishers, 2003)

Goodman defined reading as a receptive psycholinguistic process wherein the actor uses strategies to create
meaning from text (Goodman, 1988). Basically, the study of reading looks at translating a linguistic surface
representation (text) into thought. Goodman based much of his theory on analyzing miscues (mistakes) in texts
being read-aloud. He believed that efficient readers minimize dependence on visual detail, but focused his
theories on the interactions of reader and text. Basic physical sensory information (the physiological process) is
cycled into deeper levels of cognitive processes.

Cycles readers move from text to understanding through cycles of deeper processing, moving from optical, to
perceptual, to syntactic, to meaning

Cognitive Processes of the brain used in reading are:

 recognition / initiation the brain must recognize text and initiate reading
 prediction anticipates and predicts as it seeks order and significance of input
 confirmation verification of predictions or disconfirmation
 correction reprocessing when it finds inconsistencies or disconfirmations
 termination formal ending of reading act

Reading is a psycholinguistics guessing game.

Reading is a receptive psycholinguistic process wherein the actor uses strategies to create meaning from the text.

The reader has to do two tasks at the same time: - produce oral language determined by graphic input
-make sense of what is being read.
The reader uses prior knowledge and depends on that knowledge they already have when reading.

7. Adams (1990)

BEGINNING TO READ: Thinking and Learning about Print by Marilyn Jager Adams A Summary Prepared by Steven
A. Stahl Jean Osborn Fran Lehr Center for the Study of Reading The Reading Research and Education Center
University of Illinois at Urbana-Champaign 1990
Words and Meanings: From an Age-Old Problem to a Contemporary Crisis

Concerns and Conflicts the question of how best to teach beginning reading may be the most politicized topic in
the field of education. One reason is that we all care passionately about the success of beginning reading
instruction. It is the key to education, and education is the key to success for both individuals and a democratic
society. But concern is not enough to politicize an issue. For this, there must also be partisanship and, indeed, the
partisanship surrounding reading instruction is fierce. On one side are those who believe that because the very
purpose of reading is comprehension, comprehension only should be emphasized from the start. On the other side
are those who believe that a central challenge of beginning reading instruction must be that of developing the
skills involved in recognizing written words; these skills, after all, are both singularly lacking in the beginner and
prerequisite to reading, however one defines it. So where is the conflict? Don't we all want our children to be able
to read words and understand them? Of course we do. Don't virtually all beginning reading programs endeavor to
help children to learn both? Of course they do. But the "sides" of the debate are deeply rooted in the nature of the
English writing system. And so, to understand the conflict, I believe some background is in order.

The Purposes versus the Methods of Writing

Writing is a system for conveying or recording language through groups of visual symbols. By this definition, any
number of such systems is conceivable. But, to be ideal, any such system must meet three criteria:
 The system must be capable of representing the range of information that its culture wishes to record
or convey.
 The symbols must be reasonably easy to produce.
 The written message must be interpretable in the sense that it must readily symbolize for the reader
what it was intended to symbolize by the writer.

Of the major writing systems that exist today, none perfectly satisfies all three of these criteria, and it is a safe bet
that none ever will. The earliest "written" records were pictures. As long as what was to be communicated
remained simple, pictures were nearly ideal. A picture of a dog may symbolize a dog to anyone, with no need of
explanation or schooling. On the other hand, for purposes of transmitting complex messages, pictures are not
:Leal. Complex pictures are too easily misinterpreted. A solution to this problem was to use a separate picture to
represent each word or idea unit. Undo, such logographic systems of writing, complex ideas can be presented
through a series of individual pictures. To interpret the message, the reader need only translate each picture in a
sequence into its corresponding word. But not all words can be made into pictures. So the custom developed of
representing such words with strings of sound-alikes from the logographic system. Toward the invention of our
own writing system, an important transition had taken place symbols were used for their phonological not their
pictorial significance. This practice gradually evolved into syllabic writing systems. Because all words in any
language can be analyzed into syllables, these systems had all the power one could ask for. Further, because the
number of syllables in a language is typically far smaller than the number of words, syllabic systems are more
economical than 4gographic systems. A syllabary is practical, however, only if the number of syllables in the
language is relatively small. By one estimate, English is comprised of about 5,000 syllables.' This is far fewer than
the number of different English words, nevertheless, a syllabic writing system would present a formidable teaching
and learning task in our language.

8.) Barr, Sadow, and Blachowicz ( 1990 )

9.) Dechant ( 1991 )

Top down reading models suggest that processing of a text begins in the mind of a reader with:
 Meaning-driven process, or
 An assumption about the meaning of a text.
From this perspective, readers identify letters and words only to confirm their assumptions about the meaning of
the text. (Dechant 1991)

A bottom-up reading model emphasis a single-direction, part-to-whole processing of a text

In the beginning stages it gives little emphasis to the influences of the reader’s world knowledge, contextual
information, and other higher-order processing strategies. (Dechant 1991)

A bottom-up reading model is a reading model that

 Emphasis the written or printed text
 Says reading is driven by a process that results in meaning (or, in other words, reading is driven by text
and proceeds from part to whole.
Also known as:
 Part to whole model

Bottom-up models operate on the principle that the written text is hierarchically organized (i.e., on the
grapho-phonic, phonemic, syllabic, morphemic, word and sentence levels) and that the reader first processes the
smallest linguistic unit, gradually compiling the smaller units to decipher and comprehend the higher units (e.g.,
sentence syntax).” (Dechant 1991)

The interactive model suggest that the reader constructs meaning by the selective use of information
from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics) without adherence to any one
set order. The reader simultaneously uses all levels of processing even though one source of meaning can be
primary at a given time (Dechant 1991)

10.) Flesch ( 1995 )

Rudolph Flesch (who is perhaps best known for developing Flesch-Kincaid readability statistics) wrote an
impassioned plea for the end to the whole language approach in American primary schools in his seminal
book Why Johnny Can't Read. It is perhaps worth quoting him at length since many of the ideas run counter
to the prevailing wisdom of ESOL.

He says that when students are trained in what he describes as whole-word guessing:

They can't read; they can't spell. Not only that, they can't even learn how to spell properly because
they have been equipped with mental habits that are almost impossible to break - except by starting all
over again from scratch and relearning to read and write English with phonics.

11.) Klein, Peterson, and Simington ( 1991 )