SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.

NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO

Contact Nos.: +63917-127-8500 | +63912-448-6518

Developmental
Reading
Module 4

Prepared by:
Maila M.Morales
Instructor

In this module you are going to learn the following topic

 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

Critical Reading Skills

 Theories of Reading Instruction;
 Balanced Reading Approaches and;
 Psychology of Reading.

Introduction
Gutnecht and Keenan(1978) stated that “ Competent Reading Instructor were able
to do more than just follow explicit directions in reading materials” that in point of fact
competent reading teachers have the ability to decide what appropriate instruction
should consist of and have the skills necessary to deliver such instruction. In this
module we will tackle the Theories of Reading Instruction, Balanced Reading
Approaches and the Psychology of Reading.

Objectives:
 Enumerate the Theories of Reading Instruction

 Identify the balance Reading Approaches and Psychology of Reading

 Classify certain principles of Psychology of reading that the teachers need to be
aware of.

Lesson 1
The Theories of Reading Instruction
Thorndike (1920) postulated that reading is reasoning. William S. Gray (1939) believed that
reading consisted of four hierarchical steps or skills. Viewing reading as development, Gray
identified these steps:

1. Word perception
2. Comprehension
3. Reaction and;
4. Synthesis
While this skills are all part of the reading process there is no substantial evidence that supports
the claim that they occur in a lock step order for the readers. Based on these theories, Gray
promoted the structured approach of skills based on reading programs. As a result of his work,
the first Basal reader were published.
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

Gray’s Model of the Reading Process- It is also called a process model for it attempts to
explain what goes on the reader’s head while reading. At these model teachers must recognize
that until the child is able to visually discriminate likenesses and differences then be able to
associate those perceptions into what the word is, they cannot get the meaning.
Goodman and Smith (1978) reported on research being conducted that has its
foundation the observation of children as they learned language and reading. Combining what
they know from both the fields of psychology and linguistics that defined reading as an
interaction of three basic cuing system and the readers accurate first guesses about a system.
The three cuing system were defined as:
1. The graphoss-phonemic;
2. The syntactic;
3. Semantic.
This psycholinguistic theorist postulated the reading took placed in the reader’s head where
they sampled the print and made predictions about what the author would say next.
Psycholinguistic Reading Models- is the marriage of two discipline; Psychology the study of
how the mind works and linguistic the study of language and how it is develops. Using research
from both school of thought has led to the following conclusions:
1. Good readers construct a scenario as they read and predict what the author will say.
2. Good readers use all three cuing systems simultaneously without mediation.
3. The task of reading is more difficult than that of the writing of a printed piece, because
the reader must assign the appropriate meaning to the passage.
4. There is no reading without comprehension. Readers who do not understand the text
and cannot discuss or react to the text have not read the text even if they have called
(pronounced) every word correctly.
5. Good readers bring a wealth of world knowledge as well as language knowledge to the
printed page.
6. Reading is an active process where readers contribute as much if not more than the
author.
Interactive Reading Theories-holds that reading is an active process in which to comprehend,
the reader interacts with a multitude of factors related to himself, the text being read, and the
context reading takes place. Thus, the interactive model embraces the notion of the strategic
reader who is in charge of the reading process, who monitors comprehension, and who utilizes
“fix-up strategies” when comprehension breaks down. Teachers who accept this theory would
believe in the following principles of reading instruction:
1. Reading and writing are language processes.
2. Literacy learning is a developmental process.
3. Reading and writing are interrelated and interactive processes and literacy instruction should
always capitalize on this relationship.
4. Early in the reading process, the learner must acquire ways of recognizing words
independently.
5. The use of quality literature should be integral part of literacy instruction throughout the
school curriculum.
6. Literacy instruction needs to be integral component in all content area.
7. Teachers need to foster learners’ abilities to reason and critically evaluate written ideas.
8. Proper Literacy instruction depends on the ongoing assessment of each learners’ reading
strengths and weaknesses.
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

9. Any given technique is likely to work better with some learners than with others.
10. Motivations contributes to the development of literacy.
11. The key to successful literacy instruction is the teacher not the material or technique (this
finding consistent with many research studies).
12. Teachers must provide for the needs of exceptional children in regular classroom literacy
instruction.
13. Teachers must be able to create, manage, and maintain an environment conducive to
learning.
14. Teachers of literacy must forge partnerships with the home and community to promote
reading growth.
Task 1. Choose 3 conclusions from Psycholinguistics Reading models and briefly explain it.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________.
Task 2. Based from Interactive Reading Theories, choose 5 Reading Principles Instruction
explain it briefly. You can cite some examples.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

Balanced Reading Approaches- while balance reading programs may look different in various
classrooms or school districts, there are common elements that they embody. Tompkins lists
these as:
1. Literacy is viewed comprehensively, as involving both reading and writing.
2. Literature is at the heart of the program/
3. Skills and strategies are taught both directly and indirectly.
4. Reading instruction involves learning word recognition and identification, vocabulary, and
comprehension.
5. Writing instruction involves learning to express meaningful idea and use of conventional
spelling grammar, and punctuation to express those ideas.
6. Pupils use reading and writing as a tools for learning in the content areas.
7. The goal of a balanced reading program is to develop lifelong readers and writers.

Instructional Model consist of all the decisions that the teachers makes planning and
delivering instruction. This includes but not limited to materials, activities, procedures, room
arrangement, methods and evaluation. The Teachers Instruction model is a very personal
model that has the most direct impact on pupil learning. For this reason, teachers must have
developed their instructional models from sound research based theories. There are some basic
“Truths” from which all reading programs should be designed.
1. Readers need to know how to decode printed symbols into meaningful words.
2. readers need to be able to assign meaning to words based on the context.
3. Readers need to read in meaningful texts that are free of artificial constraints such as limited
phonological controls or restricted vocabulary.
4. Readers need to have prior knowledge of text topic or content in order to easily comprehend
the reading material.
5. Readers need more opportunity to read real text and less fragmented “practice” of a drill
nature.

The Implications for Instruction

All forms of decoding should be taught to readers. Both direct and indirect methods of
teaching are appropriate.
-phonics
-Sight words
-used context clues
-Structural analysis
-dictionary and glossary skills
Teachers, parents and young readers’ lives must read aloud to them to provide not only a
quality model of reading but also to increase the young readers background of experiences.
Balanced reading programs must be the methods of reading instruction for young
readers in order not only to learn how to read but to become lifelong readers.
Task 3. Choose 2 elements of balance approach and briefly explain.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

____________________________________________________________________________
____________________________________________________________________________
The Psychology of Reading
Dechant and Smith (1977) stated that there were certain principles of psychology of
reading and teachers need to be aware of and use when planning and implementing
instruction. The following is a summary of those findings:
1. Reading is a sensory process.
2. Reading is a perceptual process.
3. Reading is a response.
4. Reading is a learned process.
5. Reading is a growth process
In summary, the factors that seems influence the learning of reading are the child’s
general intelligence, socio economic level, language facility/ability, motivation to read,
physical and social development, and opportunity to practice.

Comprehension Check
A. state and explain the reading theory of the following theorists:
1. Thorndike
2. W. Gray
3. Goodman and Smith
B. What are the factors that seems to influence the learning of reading among children? Explain
why then cite and example.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

____________________________________________________________________________
_______________________________.