Cawis, Cherry B.

September 26, 2015

MALED 1

Module 3: THE MEANING ASPECT OF READING

*3 Models of Reading
1) top-down concept
reader’s schemata text

Kenneth Goodman = processing meaning begins with the reader’s prior knowledge of the world
including his knowledge of how language works and is used.
Horn = the author does not really convey ideas to the reader, rather, the author merely stimulates
the reader to reconstruct them out of his own experiences.
Iser = literary texts always contain “blanks” which only the reader can fill in.
Selden = the reader actualizes what could otherwise remain only potentially meaningful

Approaches:
psycholinguistic
whole word approach

2) bottom-up theory
text reader

Gough = processing meaning begins with the print on the page; that all letters in the visual field
must be accounted for individually by the reader prior to the association of meaning to any string
of letters.

Approaches:
use of phonetic
decoding approach

Theories:
new critics
formalists

3) interactive view
reader’s schema
author’s schema text

Approach:
eclectic

Theories:
post-structuralism

*Comprehension = Perception of Meaning

Factors affecting comprehension:

1) Reader’s purpose/ motivation in reading
 2) Readiness of the reader
3) Difficulty level of the material
4) Familiarity of the reader with the style used in writing the text

Four cueing systems to aid comprehension:

1) Graphophonic cues – letter-sound cues
2) Semantic cues – word meaning & vocabulary cues = COMPREHENSION
3) Syntactic cues – grammar cues
4) Schematic cues – prior knowledge

2 Goals of a Teacher about Comprehension

1) students learn to comprehend texts and understand stories they hear
2) students develop a love for reading

Factors to consider in choosing the right reading material:

1) age
2) gender
3) reader’s interest
4) reader’s intellectual ability

Mechanical Reading Comprehension Meaningful Reading

*Reading with Real Life Experience

Methods to help students connect the text to their experience:

1) Paulo Freire’s action-reflection-action strategy

Let the students’ perform something related to the text discussion of

what the students did reading of the text

2) Create opportunities for the students to share an activity together

Grant Coiffi (1992) = readers receive information about the world that has been screened
by others which may lead to the following:
A) Readers accept the text and rely on its truth
B) Readers evaluate the validity of the text against his own experience
(if the reader is present during the event stated on the text)
C) Reader must exercise his own judgment and make his own
conclusions (if the reader read two accounts on the same event)
Note: enhancing the ability to detect discrepancies in real-life
experiences is advisable before children are asked to do the same for printed
materials.

*Developing Vocabulary Activity

3 Views on Vocabulary (Anderson and Freebody):

 1) Instrumentalist position = vocabulary as cause of comprehension
(vocabulary should be taught directly)
2) Aptitude position = good vocabulary is a demonstration of a quick mind
(vocabulary is taught through word drills)
3) Knowledge position = good vocabulary and comprehension are products of
abundant knowledge about one’s environment and culture
(vocabulary is taught by providing more experiences to
talk and write about)
4) Interactive position (May 1990) = comprehension is the end goal
(vocabulary is taught using context clues)

2 Types of words:
1) Sight vocabulary
2) Meaning vocabulary

SUMMARY:

Vocabulary knowledge putting words together into a meaningful whole

comprehension (schema based strategies) real-life experiences

Module 4: THE METACOGNITIVE ASPECT OF READING

meta = process metacognition = process of knowing

cognition = knowing

Rings (1993) = metacognition is “having an awareness of strategies as well as the ability to

control their use.

*Schema Theory and Metacognition

Schema Theory
 Rumelhart (1985)
readers reading of a text

to retrieve information from long term memory.

*How to Metacognitive Strategies :

N
O
C
T
X
A
R
E
D
activation of relevant schema

level of the text processing ( Adams & Collins, 1985)

2 Dimensions of Metacognition (Baker & Brown, 1984) :

readers hypothesize

NOTE: The background information in the mind of the reader affects comprehension at virtually every

1) Comprehension monitoring = the readers assess the match between their own concepts
and purpose to that of the details of the text.
2) Sensitivity to the text’s structure = the use of the texts’ structure to arrange details so

1) use a variety of strategies to think about the author’s message and doing do for
specific purpose.
2) establish a classroom environment where collegiality is encouraged and it is
safe to acknowledge gaps in knowledge and lack of understanding
3) use reading that is “real” and related to the purpose of the students for reading

4) having the ambience of freedom to explore new strategies that the teacher may
nit impart (How did you know that?)

5) direct instruction (Can you explain?)

Throwing back the thinking process to the students.

6) cooperative learning = let the students work together

7) Use graphic organizers (ex: schematic web)

8) KWL (by Ogle)

Know – previous knowledge of the students
Want – what the students want to know
Learned- what the students learned

9) SQ4R
Survey , Questions, Reading, Recording, Reciting , Reflecting
10) Think- Aloud Strategy
1) Introduce
2) Module
3) Guide students’ practice
a) Provide directions
b) Phase out the cues gradually
c) Remodel
4) Closure