Definition of Reading

Reading requires one to identify and understand strings of words in a fluid manner. It is
a detailed process that includes comprehension, word recognition, engagement, and
fluency.
Academic Reading is defined as reading with a specifically academic and educational
purpose. It differs from other forms of reading in not only the content of what is read, but
also in how we read it, and what the author expects the reader to do.
What Is Reading?
Reading is defined as a cognitive process that involves decoding symbols to arrive at
meaning. Reading is an active process of constructing meanings of words. Reading with
a purpose helps the readers to direct information towards a goal and focuses their
attention. Although the reasons for reading may vary, the primary purpose of reading is
to understand the text. Reading is a thinking process. It allows the reader to use what
he or she may already know, also called prior knowledge. During this processing of
information, the reader uses strategies to understand what he is reading, uses themes
to organize ideas, and uses textual clues to find the meanings of new words. Each of
the three components of reading is equally important.
Definition A
Reading is decoding and understanding written text. Decoding requires translating the
symbols of writing systems (including braille) into the spoken words they represent.
Understanding is determined by the purposes for reading, the context, the nature of the
text, and the readers’ strategies and knowledge.
Definition B
Reading is decoding and understanding text for particular reader purposes. Readers
decode written text by translating text to speech, and translating directly to meaning.
To understand written text, readers engage in constructive processes to make text
meaningful, which is the end goal or product.
Definition C
Reading is the process of deriving meaning from text. For the majority of readers, this
process involves decoding written text. Some individuals require adaptations such
as braille or auditorization to support the decoding process. Understanding text is
determined by the purposes for reading, the context, the nature of the text, and the
readers’ strategies and knowledge.
Reading is the process of looking at a series of written symbols and getting meaning
from them. When we read, we use our eyes to receive written symbols (letters,
punctuation marks and spaces) and we use our brain to convert them into words,
sentences and paragraphs that communicate something to us. Reading can be silent (in
our head) or aloud (so that other people can hear).
Reading is a receptive skill - through it we receive information. But the complex process
of reading also requires the skill of speaking, so that we can pronounce the words that
we read. In this sense, reading is also a productive skill in that we are both receiving
information and transmitting it (even if only to ourselves).
According to (Tarigan (1990) reading is a process that is carried and used by readers
who want to get the message delivered by the author through the medium of words or
written language.
According to David Nunan (1989:33) “Reading is not an invariant skill, that there are
different types of reading skills that correspond to the many different purposes we have
for reading”. So, in the classroom, in students’ reading activities, the writer is sure that
they have many purposes, among others are to graduate from their school and to
provide themselves with the knowledge to continue their studies whatever their
purposes are. In order to achieve the goal, the comprehension ability in reading is
needed.
According to Harmer (2007) reading is useful for language acquisition. Provided that
students more or less understand what they read, the more they read, the better they
get at it.
According to Grellet (2004) reading is a constant process of guessing, and what one
brings to the next is often more important than what one finds in it. In reading, the
students should be taught to use what they know to understand unknown elements,
whether these are ideas or simple words.
According to Day and Bamford (1998) reading is the construction of meaning from a
printed or written message. It means the construction of meaning involves the reader
connecting information from the written message with previous knowledge to arrive at
meaning and understanding.
Cline (2006), states that reading is decoding and understanding written texts. Decoding
requires translating the symbols of writing system (including Braille) into the spoken
words which they represent. Understanding is determined by the purposes for reading,
the context, the nature of the text, and the readers’ strategies and knowledge.
Thus we can say that reading is a complex cognitive process of decoding symbols in
order to construct or derive meaning. Reading is a means of language acquisition,
communication and of sharing information and ideas. It is a complex interaction
between the text and the reader. This interaction is shaped by the reader’s prior
knowledge, experiences, attitudes, and language community. Richard Anderson defines
reading as the process of constructing meaning from written texts. Skilled reading is skill
which enables us to get a message from a text; recognizing the written words(symbols);
getting(understanding) the meaning. Reading is complex activity that involves both
perception and thought
The Reading Process
Reading is a process that involves recognizing words, leading to the development of
comprehension. Reading is a process that negotiates the meaning between the text and
its reader. The reading process involves three stages.
The first is the pre-reading stage, which allows the reader to activate background
knowledge, preview the text, and develop a purpose for reading. A strategy for students
to utilize during this stage is to look at the title of the selection and list all the information
that comes to mind about the title.
The second stage occurs during reading, when the reader makes predictions as he
reads and then confirms or revises the predictions. For example, double-entry journal
enables the reader to write the text from the reading on one side and his personal
reaction on the other side.
The final stage occurs after reading and allows the reader to retell the story, discuss the
elements of a story, answer questions and/or compare it to another text. For example,
students can create summaries, where they take a huge selection and reduce it to its
main points for more concise understanding.
Comprehension is an intentional, active, and interactive process that occurs before,
during and after a person reads a particular piece of writing.
Types of Reading
Slow reading -----Speed reading --------Subvocalization
Reading is the complex cognitive process of decoding symbols to derive meaning. It is a
form of language processing.
Success in this process is measured as reading comprehension. Reading is a means
for language acquisition, communication, and sharing information and ideas. The
symbols are typically visual (written or printed) but may be tactile (Braille). Like all
languages, it is a complex interaction between text and reader, shaped by prior
knowledge, experiences, attitude, and the language community—which is culturally and
socially situated. The reading process requires continuous practice, development, and
refinement. Reading requires creativity and critical analysis. Consumers of literature
deviate from literal words to create images that make sense to them in the unfamiliar
places the texts describe. Because reading is a complex process, it cannot be
controlled or restricted to one or two interpretations. There are no concrete laws in
reading, but rather it provides readers an escape to produce their own products
introspectively. This promotes deep exploration of texts during interpretation. Readers
use a variety of reading strategies to decode (to translate symbols into sounds or visual
representations of speech) and comprehension. Readers may use context clues to
identify the meaning of unknown words. Readers integrate the words they have read
into their existing framework of knowledge or schema.
Currently most reading is either of the printed word from ink or toner on paper, such as
in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as
computer displays, television, mobile phones or e-readers. Handwritten text may also
be produced using a graphite pencil or a pen. Short texts may be written or painted on
an object.
The field of visual word recognition studies how people read individual words. A key
technique in studying how individuals read text is eye tracking. This has revealed that
reading is performed as a series of eye fixations with saccades between them. Humans
also do not appear to fixate on every word in a text, but instead pause on some words
mentally while their eyes are moving. This is possible because human languages show
certain linguistic regularities.
Reading is typically an individual activity, though on occasion a person reads out loud
for other listeners. Reading aloud for one's own use, for better comprehension, is a form
of intrapersonal communication:
Reading to young children is a recommended way to instill language and expression,
and to promote comprehension of text. Personalised books for children are
recommended to improve engagement in reading by featuring the children themselves
in the story.
Before the reintroduction of separated text in the late Middle Ages, the ability to read
silently was considered rather remarkable.
Reading skills
Literacy is the ability to use the symbols of a writing system. It is the ability to interpret
what the information symbols represent, and re-create those same symbols so that
others can derive the same meaning. Illiteracy is the inability to derive meaning from the
symbols used in a writing system. Dyslexia refers to a cognitive difficulty with reading
and writing. It is defined as brain-based type of learning disability that specifically
impairs a person's ability to read. The term dyslexia can refer to two disorders:
developmental dyslexia which is a learning disability. Alexia (acquired dyslexia) refers to
reading difficulties that occur following brain damage, stroke, or progressive illness.
Reading rate
Average reading rate in words per minute (wpm) depending on age and measured with
different tests in English, French and German
Many studies show that increasing reading speed improves comprehension. Reading
speed requires a long time to reach adult levels. reading-rate varies with age,
regardless of the period and the language (English, French, German).
Rates of reading include reading for memorization (fewer than 100 words per minute
[wpm]); reading for learning (100–200 wpm); reading for comprehension (200–400
wpm); and skimming (400–700 wpm). Reading for comprehension is the essence of the
daily reading of most people. Skimming is for superficially processing large quantities of
text at a low level of comprehension (below 50%).
Advice for choosing the appropriate reading-rate includes reading flexibly, slowing when
concepts are closely presented and when the material is new, and increasing when the
material is familiar and of thin concept. Speed reading courses and books often
encourage the reader to continually accelerate; comprehension tests lead the reader to
believe his or her comprehension is continually improving; yet, competence-in-reading
requires knowing that skimming is dangerous, as a default habit.
Scientific studies have demonstrated that reading—defined here as capturing and
decoding all the words on every page—faster than 900 wpm is not feasible given the
limits set by the anatomy of the eye.
Reading speed has been used as a measure in research to determine the effect of
interventions on human vision. A Cochrane Systematic Review used reading speed in
words per minute as the primary outcome in comparing different reading aids for adults
with low vision.
Skill development
Reading aloud is a common technique for improving literacy rates- making eye contact
with the audience, modulating one's voice, and pausing occasionally for dramatic effect.
Both lexical and sub-lexical cognitive processes contribute to how we learn to read.
Sub-lexical reading, involves teaching reading by associating characters or groups of
characters with sounds or by using phonics or synthetic phonics learning and teaching
methodology, which some argue is in competition with whole language methods.
Lexical reading involves acquiring words or phrases without attention to the characters
or groups of characters that compose them or by using whole language learning and
teaching methodology. Some argue that this competes with phonics and synthetic
phonics methods, and that the whole language approach tends to impair learning to
spell.
Learning to read in a second language, especially in adulthood, may be a different
process than learning to read a native language in childhood. There are cases of very
young children learning to read without having been taught.
Methods of reading
Reading is an intensive process in which the eye quickly moves to assimilate text—
seeing just accurately enough to interpret groups of symbols. It is necessary to
understand visual perception and eye movement to understand the reading process.
There are several types and methods of reading, with differing rates that can be
attained for each, for different kinds of material and purposes:
Subvocalized reading combines sight reading with internal sounding of the words as if
spoken. Advocates of speed reading claim it can be a bad habit that slows reading and
comprehension, but other studies indicate the reverse, particularly with difficult texts.
Speed reading is a collection of methods for increasing reading speed without an
unacceptable reduction in comprehension or retention. Methods include skimming or
the chunking of words in a body of text to increase the rate of reading. It is closely
connected to speed learning.
Incremental reading is a software-assisted reading method designed for long-term
memorization. "Incremental reading" means "reading in portions": in each session, parts
of several electronic articles are read inside a prioritized reading list. In the course of
reading, important pieces of information are extracted and converted into flashcards,
which are then reviewed by a spaced repetition algorithm.
Proof-reading is a kind of reading for the purpose of detecting typographical errors.
One can learn to do it rapidly, and professional proofreaders typically acquire the ability
to do so at high rates, faster for some kinds of material than for others, while they may
largely suspend comprehension while doing so, except when needed to select among
several possible words that a suspected typographic error allows. A good proofreader
needs to have a strong vocabulary and should be meticulous in his/her approach.
Rereading is reading a book more than once. "One cannot read a book: one can only
reread it," Vladimir Nabokov once said. re-reading offers mental health benefits
because it allows for a more profound emotional connection and self-reflection, versus
the first reading, which is more focused on the events and plot.
Many take notes while reading.
Structure-proposition-evaluation (SPE) method, popularized by Mortimer Adler in
How to Read a Book, mainly for non-fiction treatise, in which one reads a writing in
three passes: (1) for the structure of the work, which might be represented by an
outline; (2) for the logical propositions made, organized into chains of inference; and (3)
for evaluation of the merits of the arguments and conclusions. This method involves
suspended judgment of the work or its arguments until they are fully understood.
Survey-question-read-recite-review (SQ3R) method, often taught in public schools,
which involves reading toward being able to teach what is read, and is appropriate for
instructors preparing to teach material without referring to notes.
Multiple intelligences-based methods, which draw on the reader's diverse ways of
thinking and knowing to enrich appreciation of the text. Reading is fundamentally a
linguistic activity: one can basically comprehend a text without resorting to other
intelligences, such as the visual (e.g., mentally "seeing" characters or events
described), auditory (e.g., reading aloud or mentally "hearing" sounds described), or
even the logical intelligence (e.g., considering "what if" scenarios or predicting how the
text will unfold based on context clues). However, most readers already use several
kinds of intelligence while reading. Doing so in a more disciplined manner—i.e.,
constantly, or after every paragraph—can result in a more vivid, memorable experience.
Rapid serial visual presentation (RSVP) reading involves presenting the words in a
sentence one word at a time at the same location on the display screen, at a specified
eccentricity. RSVP eliminates inter-word saccades, limits intra-word saccades, and
prevents reader control of fixation times . RSVP controls for differences in reader eye
movement, and consequently is often used to measure reading speed in experiments.
Reading process is therefore a communication context.
Assessment
Different types of reading tests exist:
Sight word reading: reading words of increasing difficulty until they become unable to
read or understand the words presented to them. Difficulty is manipulated by using
words that have more letters or syllables, are less common and have more complicated
spelling–sound relationships.
Non-word reading: reading lists of pronounceable nonsense words out loud. The
difficulty is increased by using longer words, and also by using words with more
complex spelling or sound sequences.
Reading comprehension: a passage is presented to the reader, which they must read
either silently or out loud. Then a series of questions are presented that test the reader's
comprehension of this passage.
Reading fluency: the rate with which individuals can name words.
Reading accuracy: the ability to correctly name a word on a page.
Some tests incorporate several of the above components at once. For instance, the
Nelson-Denny Reading Test scores readers both on the speed with which they can read
a passage, and also their ability to accurately answer questions about this passage.
Recent research has questioned the validity of the Nelson-Denny Reading Test,
especially with regard to the identification of reading disabilities.
Cognitive benefits
Reading books and writing are among brain-stimulating activities shown to slow down
cognitive decline in old age, with people who participated in more mentally stimulating
activities over their lifetimes having a slower rate of decline in memory and other mental
capacities.Reading for pleasure has been linked to increased cognitive progress in
vocabulary and mathematics during adolescence. Sustained high volume lifetime
reading has been associated with high levels of academic attainment. Moreover, the
cognitive benefits of reading continue into mid-life and old age.
Effects of Reading
Night reading has benefits to calm the nerves by eliminating excess sound and vision
stimulus resulting in better sleep.
Lighting
Reading from paper and from some screens requires more lighting than many other
activities. Therefore, the possibility of doing this comfortably in cafés, restaurants,
buses, at bus stops or in parks greatly varies depending on available lighting and time
of day.
Reading from screens that produce their own light does not depend on external light,
except that external light may lessen visual fatigue. For controlling what is on the screen
(scrolling, turning the page, etc.), a touch screen or keyboard illumination further
reduces dependency on external light.
Stages Of Reading Process
Introduction:- Reading is a process of constructing meaning by interacting with text; as
individuals read, they use their prior knowledge along with clues from the text to
construct meaning. Research indicates that effective or expert readers are strategic .
This means that they have purposes for their reading and adjust their reading to each
purpose and for each reading task. Strategic readers use a variety of strategies and
skills as they construct meaning .
A strategy is a plan selected deliberately by the reader to accomplish a particular goal
or to complete a given task . When students are able to select and use a strategy
automatically, they have achieved independence in using the strategy. Along with the
strategies that expert readers use, they also use a number of comprehension and study
skills. Readers develop the use of strategies and skills by reading and writing and being
given the support they need to grow in these processes .
Stages in Reading Processes
Stage 1: Pre-reading • The pre-reading stage is where the teacher activates
background knowledge, sets purposes, introduces key vocabulary terms, and previews
the text with the students. • This involves the teacher giving students information about
the books they will be reading , informing them of the purpose for reading, the first look
at the book. It is a stage of mental as well as physical preparation for the reading task
ahead.
Stage 2: Reading • The second stage, reading, is where the students begin reading the
material through any type of reading . It includes reading strategies/skills, the
examination of illustrations, reading from beginning to end, and note taking.
Independent reading • is where a student reads independently.
Buddy reading • is where a group of 2-3 students read taking turns.
Guided reading • is where the teacher begins reading a book to a group of 4-5
students and then lets the students finish on their own. Shared reading • is similar to
guided reading only the teacher reads the entire book while the students follow along.
Reading aloud • which is where the teacher reads a book aloud to the entire class and
has the students participate in activities during the reading.
Stage 3: Responding • Responding is the stage where the students respond to what
they read through reading logs, journals, or grand conversations. • Responding deals
with what a child has learned after reading a book. This might involve reading logs
where the student writes about what they read and connects it to real life or through
discussions that can be either whole group or small group.
Stage 4: Exploring • The exploring stage is where the students go back and reread
certain things in the text, learn more vocabulary, participate in mini-lessons, examine
the author's craft (style of writing), or identify memorable quotes/passages. • Like it
sounds, exploring is where students look back over what they read by re-reading the
text. The students also observe the author's craft (genre, text structure, and literacy
devices used by the author).
Stage 5: Applying • The applying stage is where the students create projects, read
similar or related material, evaluate their experiences while reading, or use information
learned in thematic units. • This is where the students participate in after reading
activities that demonstrate comprehension of the text, reflections over their
understandings, and the value taken from the reading of the text. These activities might
include essays, reader's theatre, PowerPoint presentations, or open-mind portraits.