COMMISSION ON HIGHER EDUCATION

CATAINGAN MUNICIPAL COLLEGE

CATAINGAN, MASBATE

TEACHING
AND
ASSESSMEN
EL 107 T OF
NAME:________________________________________

COURSE &YEAR:________________________________

BLOCK &BATCH NO:_____________________________

MACRO
CLASS SCHEDULE:______________________________

PERMIT NO:_______________ SKILLS

CONTACT NO:________________________ MODULE 2
 Course Packet for Teaching Macro Skills

COURSE INFORMATION

Course Code : ENG 112

Course Type : Major Subject
Course Title : TEACHING LISTENING AND READING
Credit/No. Of Units : 3
Duration : A.Y 2020 – 2021
Instructor : JESON B. DEMAPE
Rationale and Course Description

In learning, there are five macro skills that we must deal with in order to communicate
effectively. Macro skills refer to the primary, key, main, and largest skill set relatie to a particular context.
It is commonly referred to in English Language. The five Macro skills are Listening, Speaking, Reading,
Writing, and Viewing is the additional. Each skill has its reasons of why we should be knowledgeable on
how to communicate using these skills.
These skills are essential for communicating. It is tough to study a balance of the five macro
skills which are the Listening, Speaking, Reading, Writing, and the additional is the Viewing. Being ggod
at only one of these communicative skill will not help us smooth away the difficulties in communicating.
With these skills, it can make a big difference in your work place, in social situations, and personal
achievements. Learning and consistently seeking to improve these Macro skills are important for effective
communication and to be successful in many different perspectives.

OVERVIEW/INTRODUCTION
You may not understand some theoritical, and philosophical influences on the school
curriculum. This module focuses primarily on content and areas related to it. It encompassess the macro
on a wide range of programs, courses, students’ experiences. Curriculum activities are typically
conducted prior to and at a higher level than instructional development.
This module will help students learn about the importance of Macro Skills, and learning the importance
of each skill in learning the English language.

LEARNING OUTCOMES
On your succcessful completion of this module, you are expected to:
1. Define reading clearly, and scientifically;
2. Underscore the significance of reading;
3. Identify the various factors affecting reading abilities;
4. Identify and describe a number of reading comprehension strategies;
5. Characterize the different reading models

INTRODUCTION
Imagine what your life would be like if you didn‘t know how to read. Approximately only 80%
of the world‘s population is reported to be able to read (Grabe & Stoller, 2002).
Reading is a fundamental skill for learners, not just for learning but for life (Traves 1994) with
reading being defined as ―…the ability to draw meaning from the printed page and interpret this
information appropriately‖ (Grabe & Stoller, 2002, p. 9).
LET’S GET STARTED

Prior to the discussion, answer the following questions.

1. what comes into your mind when you hear the word reading?
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
______________________________________________________________________________
2. what is your own view about reading process?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________

LET’S GO DOWN TO BUSINESS

What is reading
Traditional definitions of reading state that learning to read means learning to pronounce words
and to recognize words and deduce their meaning. However, as time goes on, many
propose more appropriate definitions of reading since a g0od number still adhere to the old notion that
reading is just a very simple process.

The following presents what renowned figures have to say about the complexity of the
reading process. Examine them carefully and figure out what they have in common.

1. Reading maketh a full man, conference a ready man, and writing an exact man."
- Francis Bacon
2. Reading, after a certain age, diverts the mind too much from its creative pursuits. Any man who reads
too much and uses his own brain too little falls into lazy habits of thinking."
- Albert Einstein
3. What do we read? The message is not something given in advance or given at all -but something
created by interaction between writers and readers as participants in a particular communicative
situation."
- Roy Harris in Rethinking Writing (2000)
4. "Reading is asking questions of printed text. And reading with comprehension becomes a matter of
getting your questions answered."
- Frank Smith in Reading Without Nonsense (1997)
5. "Reading is a psycholinguistic guessing game. It involves an interaction between thought and
language. Efficient reading does not result from precise perception and identification of all elements, but
from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the
first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the
ability to anticipate what has not yet been heard is vital in listening.
- Kenneth Goodman in Journal of the Reading Specialist (1967)
6. “The greatest giftis the passion for reading. Itis cheap, it consoles, it distracts, it excites,
 it gives you knowledge of the world and experience of a wide kind. It is a moral illumination."
- Elizabeth Hardwick
7. “Literacy practices are alnmost always uly ntegrated with, interwoven into, con-
stituted as part of, the very texture of wider practices that involve talk, interaction.
values, and beliefs."
- James Gee in Social Linguistics and Literacies (1996)

8. Reading is a dynamic process in which the reader interacts with the text to construct meaning.
Inherent in constructing meaning is the reader's ability to activate prior knowledge, use reading
strategies and adapt to the reading situation."
- Ma. Cecilia Crudo (2005)
9. Reading is an interaction between the reader and the written language, through which the reader
attempts to reconstruct message from the writer. Reading is also sampling, selecting, predicting,
comparing and confirming activity in which the reader selects a sample of useful cues based on what he
sees and what he expects to see.

- W.S. Gray

Skills Required for Proficient Reading

The National Reading Panel (2002) suggests that the ability to read requires proficiency
in a number of language domains. These language domains include:
Phonemic Awareness -The ability to distinguish and manipulate the individual sounds of
language
Phonics -The understanding of how letters are linked to sounds (phonemes), patterns of letter-sound
correspondences and spelling in English, and how to apply this knowledge when readers read.
Fluency - The ability to read orally with speed, accuracy, and vocal expression; Fluency is important
because it provides a bridge between word recognition and comprehension. Fluent readers do not
have to concentrate on decoding so they can focus their efforts on making meaning of the text.
Vocabulary - The knowledge of words etymology, structure, part of speech, and what they mean; is a
large category that includes listening vocabulary, speaking vocabulary, reading vocabulary, and writing
vocabulary; can be learned indirectly (e.g., through being read to, through conversations with adults) or
directly (e.g.. throug specific word instruction or through strategies such as breaking
longer words down into familiar parts).

Reading Comprehension - The complex cognitive process in which a reader intentionally and
interactively engages with the text; the process of making sense of what is being read.

ACTIVITY

Answer the following questions. Write your answers at the back.

1. How do your own definition of reading and the experts’ compare?

2. What do the definition of reading above have in common?

3. Why do you think Kenneth Goodman considers to reading as a “psycholinguistic guessing game”?

4. How does reading make a full man?

5. Do the definitons above give you a clearer picture of the reading process? How?

FACTORS AFFECTING READING POWER

There are many factors that affect the reading ability of a person. Snow, Burn, and Griffin (1998)
classify them as follows.

FACTORS INDICATORS

1. Physical and Clinical o Is the child in good health?

Factors o Does he/she have a clear vision?
o Can the child hear sounds clearly?
o Does he/she suffer from physical discomfort?
o Does he/she have motor control?
o Does she/he have speech defects?
o Is he/she able to attend to a task
o Does he/she have neurological disorders?

2. Predictors of School
Entry o Is the child mature enough to begin formal reading
instruction?
o What does the child feel about self and about others?
o Is the child interested in studying/reading ?
o Does the child have emotional problems?
o What is the age of the child?
o Has the child received preparatory instruction?

3. Acquired Knowledge of o How may the intellectual development of the child be

Literacy described?
o Does the child have good language background?
o What is the 1Q level of the child?

4. Family-based Risk
Factors? o What is the general atmosphere at home?
o Are the child's parents supportive?
o Do the family members encourage the child to read?
o Are there books at home?
o What kinds of reading materials are read at home?
o Does the child belong to a poor or an affluent family?

o Is the school conducive for learning?

5. Neighborhood,
Community,
and School-based Factors
o Are the teachers competent? Do they have emotional maturity?
Do they lack social sense?
o Does the community show support for literacy?
o Are there enough reading materials in schools/libraries?
o Are there clear policies and projects that support develop-
mental reading programs?

Reading Models
Searchers have shown that readers process text in different ways. They have also identified
reading models that aim to explain how the complex process of reading takes place. Liu (2010) and
Boothe, Walter, and Stringer (2008) describe these models as follows.
Main Proponents
Reading Model Key Features

Bottom-up o It is a reading model that emphasizes the written or Rudolf Flesch

Reading Model printed text; says reading is driven by a process that Philip Gough
results in meaning (or, in other words, reading is driven Philip Gough
by text), and proceeds from part to whole. David LaBerge
o It stipulates that the meaning of any text must be and
"decoded" by the reader and that students are Jay Samuels
"reading" when they can out" words on a page.
o It emphasizes the ability to decode or put into sound
what is seen in a text.
o It is based on the "phoneme" or smallest meaningful
unit of sound. Readers derive meaning in a linear
manner, first decoding letters, then words, phrases,
and sentences to make sense of print.
o Rapid word recognition is important to this
approach, which emphasizes sight reading
of words in isolation. When word recognition becomes
automatic, the reader is not conscious of the process.

Kenneth
Top-down o It suggests that processing of a text begins in the mind Goodman
Reading Model of the readers with meaning- driven processes, or an Frank Smith
assumption about the meaning of a text.
o The "top down approach emphasizes readers bringing
meaning to text based on their experiential background
and inter-preting text based on their prior knowledge
or scheme.
o A model in which Top is the higher order mental
concepts such as the knowledge and expectations of
 the reader and Bottom as the physical text on the page.
o It is where meaning takes precedence over
structure. Although readers make use of
sound-letter correspondence and syntactic knowledge,
they draw on their experiential background knowledge
(schema) to predict the meaning of the text and then
read to confirm or correct their predictions.

Interactive o It is a reading model that recognizes the interaction of David Rumelhart

Reading Model bottom-up and top-down Rebecca Barr
processes simultaneously throughout the reading
process. Marilyn Sadow
o In this model, good readers are both good and Camill
decoders and good interpreters of text, their decoding Blachowicz
skills are becoming more automatic but no less
important as their reading skill develops. Robert Ruddell
o An interactive model is one which uses print as input
and has meaning as output.
o The reader and text interact as the reader uses prior
background knowledge and knowledge from the text to
derive meaning

What is comprehension?

The following provides definitions of comprehension from various sources:

 Comprehension is the capacity Comprehension is the "capacity of the mind to perceive and
understand." Reading comprehension is the competence to perceive
and understand the meanings communicated by texts. - Webster's Collegiate Dictionary
 Comprehension is the "capacity for understanding fully; the act or action of grasping with the
intellect." Webster also tells us that reading is "to receive or take in the sense of (as letters or
symbols) by scanning; to understand the meaning of written or printed matter; to learn from what
one has seen or found in writing or printing."- Webster's Dictionaryy
 A common definition for teachers might be that comprehension is a process in which readers
construct meaning by interacting with text through the combination of prior knowledge and
previous experiences, information in the text, and the stance the reader takes in relationship to the
text. - Laura S. Pardo (2004)
Comprehension Levels
R.M. Ruddell (2001) categoriés comprehension into three Levels:
Level One: LITERAL
 This level is knowing what is actually stated which includes facts and details, rote learning, and
memorization.
 This level involves surface understanding only.
 At the literal level of comprehension, readers are at the most basic of levels. readers are building
their knowledge but they do not necessarily have command it.
 When they first approach brand new information, readers are at the literal level of comprehension.
Level Two: INTERPRETIVE
 The reader gleans what is implied or meant, rather than what is actually stated.
 This level involves drawing inferences or reading between the lines.
 Readers tap into prior knowledge/experience and attach new learning to old information.
 Readers make logical leaps and educatedguesses.
 Readers read between the lines to determine what is meant by what is stated. At this level, readers
are attempting to understand what the author meant by what s/he said in the story, paragraph or
textbook. It is presumed that they have already memorized certain facts at the literal level and now
they are attempting to see the implications of the author's words.
 At this level, readers are attempting to understand that which they memorized at the literal level of
comprehension.
Level Three: APPLIED
 This involves taking what was said (literal) and then what was meant by what was said (interpretive)
and then extending (apply) the concepts or ideas beyond the situation.
 Readers analyze or synthesize information and apply it to other information.
 At this levels, the reader attempts to answer this question: How would the author's message apply
to other situations given what you memorized and understood at the other two levels?
 Readers attempt to elevate or raise their thinking one more "notch" or level to a more critical level.
This presumes that they have already reached the previous two levels. They are "reading between
the lines" and then examining the message from the author and attempting to apply that message
to other situations.

Reading Comprehension Strategies

Comprehension strategies can be categorized and labeled in different ways. Heinemann
Library (2010), English Channel (2010), Duggan and Payne (2009), Lamb and Johnson (2005),
and Schirmer (1994) outline some of the most common. These are;
Skimming
 It is used to quickly identify the main idea of a text.
 It is used when you want to see if an article may be of interest in your research.
 It is used to quickly gather the most important information, or 'gist.
Scanning
 It is used to find a particular piece of information.
 It is running your eyes over the text looking for the specific piece of information you need.
 Scanning involves moving your eyes quickly down the page seeking specific words and phrases.
 Scanning is also used when you first find a resource to determine whether it will answer your
questions.
 It is used to obtain a general understanding of a subject and includes reading longer texts for
pleasure, as well as business books.
Extensive Reading
 It is used to improve your general knowledge of business procedures.
 It is used on shorter texts in order to extract specific information. It includes very close accurate
reading for detail.
 Intensive Reading It is used to grasp the details of a specific situation. In this case, it is important
that you understand each word, number, or fact.
Visualizing
 It is used to able to create sensory images in the readers minds so they will be more engaged with
the content of the text and will better understand what they read.
Monitoring and Repairing Understanding
 This means being to aware of whether or not you understand what you read. Being able to stop and
use strategies to clarify what is confusing whether it is due to unfamiliar vocabulary or lack of
background knowledge is important to achieving comprehension.
Synthesizing
 This involves evaluating, sorting, and sifting through information that is known and new and
reorganizing it into a larger idea or concept.
Determining
 This means learning to differentiate between the main or key ideas in a important ldeas
text and information that is less essential, or that serves as supporting details.
Inferring
 It is drawing upon reader's background knowledge and connecting this with new information.
 Inferring carries readers' comprehension of the text to a new level, encouraging them to create a
deeper understanding between what is stated and what they know.
Using Background Knowledge
 This refers to the ability of readers to relate what they know to what they read; they make
connections with the text, foster their comprehension, and develop their knowledge as readers.
Questioning
 The ability to generate questions that demonstrates that students are synthesizing, evaluating, and
attempting to clarify what they read.
 This leads to greater understanding of the content and fosters further research and exploration.
End !!!
Activity 1

Research and Read the article “Texting As A Political Tool”- by Mong Palatino and answer the
questions that follow. Apply the comprehension strategies discussed in this lesson. Utilize the back part of
your module.

1. Give the meaning of the following words.

Undermining subversive disenchanment emboldening deficit
Boycott reluctant painstaking revolt impotent
2. What is the article about?
3. What makes texting very popular among Filipinos?
4. How does texting shape Philippine politics?
5. What specific instances in the article would show that texting plays a significant role in Philippine
politics?
6. What cause the “revolts” of Filipino texters?
7. Is the use of texting as medium of communication boon or bane? Why

Instructor:
John Vic C. Atendido, LPT, MAEd

Prepared by:

Jeson B. Demape, LPT

Instructor