MODULE

In
DEVELOPMENTAL
READING

MARY JANE U. QUIBILAN, Ph.D.

 2

UNIT I
Nature and Concepts about
Reading

I. Reading as a Neuro-Physiological process

▪ General Principles of Human Information Processing
▪ Eye Movements and Directionality
II. Reading as a Communication process
• Language and Communication
• Characteristics of Language
III. Reading as a Cognitive Process
• Cognitive Development and Reading
IV. Reading as a psychosocial process
• Personality Theories and Reading
• Psychosocial Theory of Erik Erikson and Reading
V. Reading as a Developmental process
• Fries’ Stages of Reading Readiness
• Chall’s Stages of Reading
VI. Reading as a Skill
• Global Reading Skills and Subskills
• Grace Godell’s reading Skills Ladder
\
 3

LESSON I
Reading as a Neuro-physiological Process
Intended Learning Outcomes
At the end of this lesson, the learners should be able to:
a) Explain reading as a physiological process
b) Determine why reading is considered as a physiological process;
c) Illustrate the step by step process of how we read with our eyes; and
d) Identify the different eye movements involved when reading.

▪ What is reading as a Physiological process?

It is the thinking and alertness of the brain that is used to process the words that

are on a page or screen when you read.

▪ Why is reading considered as a physiological process?

Reading uses different parts and organ of the body like the eyes for seeing,

identifying, and recognizing printed word or image like illustration, diagram or picture.

Reading uses the brain to process the idea and concepts especially in

comprehension. It also uses the lips, voice box and other parts of the mouth to read

aloud.

Reading involves both an organic or physiological process and a mental or

cognitive process. These two processes overlap since the mind controls all human

activities and processes, thus reading experts refer to the process as neuro-

physiological.

▪ How do we read with our eyes?

1. The eyes see the printed text or the images.

2. Light patterns from the printed symbols hit the foveal areas or closely packed

sensory cells of the retina.

3. Chemical change is induced to create patterns of nerve impulses into the optic

nerve fibers.

4. Nerve currents travel to the center of the mid brain.

5. Using the currents as reference, the cerebral cortex interprets the symbols.
 4

Eye movements in reading involve the visual processing of written text. This was

described by French ophthalmologist Louis Emile Javal in the late 19th Century. He

reported that eyes do not move continuously along a line of text, but make short, rapid

movements (saccades) intermingled with short stops (fixation).

▪ EYE MOVEMENTS INVOLVED WHEN READING

• SACCADES- are rapid, ballistic movement of the eyes that abruptly change the

point of fixation. These are also rapid rotation of the eye, either voluntary or

reflexive.

- We make about 3 saccades in a second and 150,000 saccadic movements

in a day.

• FIXATION- a point where your eyes comes to rest as you read. It is maintaining

visual gaze in a single location. It is also called as short stops.

- Fixation, in the act of fixating, is the point between any two saccades,

during which the eyes are relatively stationary.

• SPAN OF RECOGNITON- the visual field size. It is the width of the span of

recognition at fixation points.

• INTERFIXATION- movement of the eye from one fixation to another, or the

period between two fixations

• REGRESSION- is a backward movement of the eye when reading a line of text-

good readers do it less than poor readers, who looks back to check more

frequently.

• RETURN SWEEPS- are saccadic eye movements that move a reader’s fixation to

a new line of text.

- Following a line of the text to the next one.

 5

DIRECTIONALITY- is the ability to see right and left. With Directionality, you are able

to detect how words appear left to right on a page of text.

LATERALITY/SIDEDNESS- generally refers to representation and control of a function

primarily in one hemisphere (of the brain). Delay in Lateralization to one of the

hemispheres can result in deficits which interfere with learning to read.

Post-Test

1. Based on your own understanding, discuss the ff:

▪ Reading as a Physiological process that go into the word recognition and

comprehension.

▪ Why reading is considered a Physiological process?

Reading is a physiological process because what your eyes read on the
paper, the brain will do an action on what to do with the text written on the paper.
The alertness of the brain and how the brain think is used to process the words
that are on the paper when you are reading.

2. Illustrate the step by step process of how we read with our eyes.
1. The eyes see the printed text or the images.

2. Light patterns from the printed symbols hit the foveal areas or closely packed

sensory cells of the retina.

3. Chemical change is induced to create patterns of nerve impulses into the optic

nerve fibers.

4. Nerve currents travel to the center of the mid brain.

5. Using the currents as reference, the cerebral cortex interprets the symbols.

3. Identification: Write your answers on the space provided.

__REGRESSION_____________a.) It is a backward movement of the eye when

reading a line of text- good readers do it less than poor readers, who looks back to
check more frequently.
_SACCADES______________b.) These are rapid, ballistic movement of the eyes that
abruptly change the point of fixation. These are also rapid rotation of the eye, either
voluntary or reflexive.
 6

_INTERFIXATION______________c.) It is the movement of the eye from one fixation

to another or the period between two fixations.
__150,000_____________d.) The number of saccadic movements in a day
__RETURN SWEEPS_____________e.) Saccadic eye movements that move a reader’s
fixation to a new line of text
LATERALITY/SIDEDNESS f.) Generally refers to representation and control of a
function primarily in one hemisphere (of the brain).
_INTERFIXATION______________g.) It is the movement of the eye from one fixation
to another or the period between two fixations
_FIXATION______________h.) The point where your eyes come to rest as you read.
It is maintaining visual gaze in a single location. It is also called as short stops.
_SPAN OF RECOGNITION_i.) It is the width of the span of recognition at fixation
points.
_DIRECTIONALITY______________j.) It is the ability to see right and left

LESSON II
Reading as a Communication Process
Intended Learning Outcomes
At the end of this lesson, the learners should be able to:
a) Define Language in reading,
b) Enumerate and define the different characteristics of language in reading;
c) Convert wordy sentences into simple and concise ones.

Language is a code system used by humans to communicate. And as there are

diverse languages, there are diversities in the code system or symbol system as
devised by the use of man.
• Characteristics of Language:
1. CLARITY- the reader can easily, and immediately understand language when
the code symbols are CONCRETE rather than ABSTRACTIONS (universal ideas)
and GENERALIZATIONS.
Example:
Many students attended the student council meeting.
Improved: Ninety-five college students attended Tuesday’s student council
meeting.
 7

2. SIMPLICITY- Complex wording written for the sake of verbal erudition is less
easily understood compared with what is expressed directly and to the point.
Example:
Shall we partake of our repast?
Shall we eat?
Mother’s culinary dishes are exquisite.
Mother cooks well.
3. ADAPTED LANGUAGE- Words of expression shall relate to the reader’s age,
educational attainment, gender, ethnic origin, and other personal factors. The
inappropriate use of technical or specialized words (jargons) should also be avoided.
4. FORCEFUL- stimulating language provides colour, interest and excitement for
the readers.
Example:
He speaks lengthily, yet only says little.
He spews forth words----and says nothing.
5. VIVID LANGUAGE- Vivid wording is descriptive and stirs the sense of the
readers.
Post- Test
1. Define Language (in reading)
Language is a cognitive process by which we communicate our thoughts and
feelings to others. And as there are diverse languages, there are diversities in the
code system or symbol system as devised by the use of man.

2. Complete the Table

Characteristics of Language Definition
1. CLARITY The reader can easily, and immediately
understand language when the code
symbols are CONCRETE rather than
ABSTRACTIONS (universal ideas) and
GENERALIZATIONS.
2. SIMPLICITY Complex wording written for the sake of
verbal erudition is less easily understood
compared with what is expressed directly
and to the point
3. ADAPTED LANGUAGE Words of expression shall relate to the
reader’s age, educational attainment,
 8

gender, ethnic origin, and other personal

factors. The inappropriate use of technical
or specialized words (jargons) should also
be avoided.
4. FORCEFUL Stimulating language provides colour,
interest and excitement for the readers.
5. VIVID LANGUAGE Vivid wording is descriptive and stirs the
sense of the readers.

3. Eliminating wordiness: Convert the ff. Wordy sentences into simple and concise
ones.
a.) He found his neighbour who lived next door to be attractive in appearance.
His next door neighbor is charming.

b.) He was really late to his English class due to the fact that he had to finish his
math test.
He was late to his English class because he had to finish his Math test.

c.) Although they were several in numbers, the street gang feared the police.
Although they were few, the street gang feared the police.

d.) In this report, I will conduct a study of ants and how they set up their colonies.
I will conduct a report about ants and how they build their colonies.

e.) At this point in time, we can’t ascertain the reason as to why the screen door
was left open.
Currently, we don’t know the reason why the screen door was left open.

f.) The motor vehicle propelled itself up the cliff and landed in nature’s watery
bosom.
The motor vehicle move and landed in nature’s watery bosom.
 9

LESSON III
Reading as a Cognitive Process
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Define Cognitive Development,
b) Recognize the different aspects of cognitive development
c) Enumerate the different stages of cognitive development; and
d) Differentiate the cognitive elements of reading

This refers to reading as a process that involves conscious mental activities.

Jean Piaget (1896-1980) was one of the 20th century’s most influential
researchers in the area of developmental psychology. Piaget’s theory is based on the
idea that the developing child builds cognitive structures (schemas used to understand
and respond to physical environment.
Cognition is derived from Latin word, “cognoscere” which means “to know”, “to
recognize” or “to conceptualize”.

COGNITIVE DEVELOPMENT
- Describes how mental processes develop from birth to adulthood.
- The acquisition of the ability to think, reason, and problem solve. It is the process by
which people’s thinking changes across their life span.
- It is the gradual, orderly changes, by which mental processes become more complex
and sophisticated.
SCHEMA
- It is an internal representation of the world. It describes both the mental and physical
actions involved in understanding and knowing.
- Piaget calls the schema as the basic building block of intelligent behaviour- a way of
organizing knowledge.
- Indeed, it is useful to think of schemas as “units” of knowledge, each relating to one
aspect of the world including objects, actions and abstract concepts.
ASSIMILATION
- It is the process of taking in new information into previously existing schemas.
- Fit Practice to theory
 10

ACCOMMODATION
- Another part of adaptation involves changing or altering our existing schemas in light
of new information.
- fit theory to practice
EQUILIBRIUM
- Occurs when a child’s schemas can deal with most new information through
assimilation.
- It is balance between assimilation and accommodation
DISEQUILIBRIUM
- occurs when new information cannot be fitted into existing schemas (assimilation).
- Imbalance between assimilation and accommodation
ADAPTATION
- Assimilation and Accommodation are the two sides of adaptation. Adaptation is Piaget’s
term for what most of us would call learning through which awareness of the outside
world is internalized.

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

STAGE 1: SENSORIMOTOR -“Object Permanence”
-During this stage, the child uses his senses, emerging motor skills and reflex actions.
STAGE 2: PRE-OPERATIONAL- “Egocentrism, inability to reversibility, and lack
of conservation”
-During this stage, the child acquires skills in mental imagery, especially language.
STAGE 3: CONCRETE OPERATIONAL
-Ability to perform Mental Operations.
STAGE 4: FORMAL OPERATIONAL
-Logical concerned with figures, hypothetical and ideological problems.

COGNITIVE ELEMENTS OF READING:

1. LANGUAGE COMPREHENSION- generally refers to one’s ability to understand text or
speech.
2. DECODING- refers to the child’s ability to recognize and process written information.
It is also the ability to recognize high-frequency and familiar words. This is sometimes
called “slight-word reading”.
 11

Post test
1. What is Cognitive Development?
Cognitive development is how children think, explore and figure things out. It is
the development of knowledge, skills, problem solving and dispositions that will help
children to think and understand the world around them.
2. For answers, choose between: ASSIMILATION, ACCOMODATION, SCHEMA,
DISEQUILIBRIUM, EQUILIBRIUM and ADAPTATION.

_DISEQUILIBRIUM 1. This occurs when new information cannot be fitted to new

schemas.
_ASSIMILATION___2. It is fitting practice into theory.
SCHEMA 3. It is Piaget’s term for when awareness of outside world is
internalized and learning takes place.
__ASSIMILATION_______4. It is fitting theory into practice.
__EQUILIBRIUM_______5. This occurs when a child’s schemas can deal with new
information through assimilation.
__SCHEMA________6. It is an internal representation of the world.
_ACCOMMODATION_________7. It is changing or altering our existing schemas in light
of new information.
_SCHEMA_________8. It is the basic building block of intelligent behaviour.
_ASSIMILATION_________9. The process of taking in new information onto our
previously existing schemas
_EQUILIBRIUM_________10. It is balance between assimilation and accommodation.

3. ENUMERATION: Enumerate and provide a brief description for each.

- Piaget’s Stages of Cognitive Development
STAGE 1: SENSORIMOTOR -“Object Permanence”
STAGE 2: PRE-OPERATIONAL- “Egocentrism, inability to reversibility, and lack of
conservation”
STAGE 3: CONCRETE OPERATIONAL-Ability to perform Mental Operations.
STAGE 4: FORMAL OPERATIONAL-Logical concerned with figures, hypothetical
and ideological problems.
 12

- The two Cognitive Elements of Reading

1. LANGUAGE COMPREHENSION- It refers to one’s ability to understand text or
speech.
2. DECODING- It refers to the child’s ability to recognize and process written information

LESSON IV
Reading as a Psychosocial Process
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Enumerate the different stages of psychosocial development relevant to
reading,
b) Determine the opposing dispositions for each stage;
c) Select appropriate reading genres or theme for each stage.

PSYCHO SOCIAL
(Mind/mental) (Interaction with people)
Erik H. Erikson was a German- born American developmental psychologist and
psychoanalyst known for his theory on Psychosocial Development of human beings. He
may be most famous for coining the phrase “identity crisis”.
He first published his eight stages of human development in his 1950 book:
Childhood and Society. The stages were included in the chapter titled “The Eight Ages of
Man”.
Erikson’s Psychosocial Development Theories states each person’s experiences
“psychosocial crises” or internal conflicts, in different life stages.
Each crises stages elates to a corresponding life stage and its inherent challenges. Erikson
used the words syntonic for the first listed positive disposition in each crisis (e.g Trust)
and dystonic for the second listed negative disposition (e.g Mistrust).
 13

He used the term versus to signify the opposing relationship between each pair of
disposition. If a stage is well managed, we carry away a certain virtue or psychosocial
strength which will help us through the rest of the stages of our life.
Neglect and failure at any stage may be problematical and result to malignancy. So is too
much emphasis on the apparent “good” will result to maladaptation.
Erikson’s psychosocial theory is very powerful for improving one’s self and helping others
particularly on how adult’s/teachers can helps students into becoming well-rounded
emotionally mature people.

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Stage 1: Trust vs. Mistrust
This is the period of infancy through the first one or two years of life.
Important event: FEEDING
Outcome: Children develop a sense of TRUST when caregivers provide reliability, care
and affection. Lack of these will lead to MISTRUST.
MALADAPTATION: Over trusting, Gullible, does not believe that anyone would mean
them harm.
MALIGNANCY: withdrawal, characterized by depression, paranoia, and possible
psychosis.
VIRTUE: HOPE, the strong belief that even things are not going well right now, they will
eventually work out well in the end.
Reading Selections: Books about Good Strangers e.g The Care Bears; Books about bad
strangers e.g The Little Red Riding Hood.

Stage 2: Autonymy vs. Shame/Doubt

This is the period of early childhood (18mos. – 2yrs and 3 ¼ to 4 yrs)
Important event: Potty Training
Outcome: success leads to feeling of AUTONYMY, failure results in feelings of SHAME
and DOUBT.
MALADAPTATION: Impulsiveness, jumping into things without proper consideration of
your abilities.
MALIGNANCY: Compulsiveness, too much shame and doubt. Person feels that their
entire being rides in everything they do and so everything must be done perfectly.
VIRTUE: “Can do” attitude
Reading Selections: Stories that deal with relationships between parent and child.
 14

Stage 3: Initiative vs. Guilt

This is the “play age”, or the later preschool years (3 ½ years to entry into formal school).
Important event: EXPLORATION
Outcome: Success in this stage leads to a sense of purpose. Children who try to exert
too much power experience disapproval resulting in a sense of guilt.
MALADAPTATION: Ruthlessness, being heartless or unmerciful.
MALIGNANCY: Inhibitions, the inhibited person will not try things because nothing
ventured means nothing lost, and nothing to feel guilty about.
VIRTUE: Courage, The capacity for action, despite a clear understanding of own
limitations and feelings.
Reading Selections: Fictional Stories, in which characters experiences conflicts when
their actions oppose those of others.

Stage 4: Industry vs. Inferiority

Children are at the stage (age 5 or 6 to 12 years old) where they will be learning
things on their own.
Important Event: SCHOOL
School and social interaction play an important role during this time of a child’s
life. Through social interactions, children begin to develop a sense of pride in their
accomplishments and abilities.
Outcome: INDUSTRY- occurs when a child is praised for productive activities.
INFERIORITY- occurs if child’s efforts are regarded as messy or inadequate.
VIRTUE: COMPETENCE- feeling good about themselves and their ability to succeed.
Reading Selections: Success Stories, books where children strive to be as successful as
their peers. Biographies of people who succeeded in life.

Stage 5: Identity vs. Role Confusion

Adolescents grapple with the question of who they will become as well as the
question of who they are.
Important Event: SCHOOL
Reading Selections: Realistic fiction about teenagers searching for their identity, where
the character’s fears and joys are evident throughout as they strive to discover
themselves and to experience success.
 15

Post Test
1. Matching Type.
_D__1. Stage 1 a.)Autonomy vs. Doubt
_A__2. Stage 2 b.) Initiative vs. Guilt
_B__3. Stage 3 c.) Industry vs. Inferiority
__C_4. Stage 4 d.)Trust vs. Mistrust
_E__5. Stage 5 e.) Identity vs. Role Confusion
2. Identification
1. __Virtue or psychosocial strength is what is left to us if we properly manage the stages
of our psychosocial developments.
2.__Erik Erikson_was the proponent of the 8 psychosocial stages of development
3.__Malignancy__is the result of neglect and failure at any stage.
4.__Versus_ is the word used to signify opposing relationship between pair of dispositions.
5._Maladaptation_is the result of too much emphasis on the apparent good.
3. Give the theme of reading selections appropriate for the stages of psychosocial
development. Write down one example of book title for each.
• Books about Good Strangers
• Stories that deal with relationships between parent and child
• Fictional Stories
• Success Stories
• Realistic fiction

LESSON V
Reading as a Developmental Process
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Understand that reading is a step by step process,
b) Identify the different stages of Reading Readiness theory;
c) Enumerate the different stages of reading development; and
d) Give out different ways to improve reading skills.

Learning to read doesn’t happen in an instant. Reading is a skill which is build upon
through stages, and is a continuing process. There are stages of individual development
in reading. The stages are interrelated; each stage is a preparation for the next.
Development proceeds sequentially in an upward movement, starting from the
simplest up to increasing levels of complexity. There are also levels of difficulties in
reading skills acquisition.
Development is influenced by one’s personal maturation, social demands, values
and aspirations.
 16

According to BEERS (2006), if a stage of reading development has not been

learned, students will definitely struggle in their reading abilities.

I. THEORY OF READING READINESS by Charles Fries

Charles Fries is an American linguist and is a member of the Michigan Academy
of Science, Arts and Letters. He founded the English Language institute at the University
of Michigan and served as its director from 1941 to 1956. Fries was always concerned
with how language could be taught and learned.

Stage 1: The Transfer Stage (“Learning To Read Stage”.)

The period during which the child learns a new set of symbols- the VISUAL symbols
(letters, spelling, patterns, punctuation marks) that stands for AUDITORY symbols (
sounds, oral language) he knows.
A beginning reader must get used to the following patterns of graphic shapes:
1. Space- direction sequence
2. The Alphabet
3. Hindu-Arabic numerals
4. Graphic signs for mathematical processes
5. Common abbreviations
In Filipino and English, the space direction is a horizontal sequence of letter
groups in parallel lines from left to right. (You’re actually doing it while reading this!)
In Arabic writing, the space direction used is also horizontal but from right to left.
Chinese writing uses a vertical sequence proceeding from top to bottom, in columns
beginning at the right, with each succeeding column to the left proceeding as one.
The implication then is to develop in the Filipino beginning reader the habit of
moving his eyes from left to right until it becomes automatic
▪ In English, these 12 letters form the sequences of many words found in the
vocabulary of a 5year-old: A, T, H, M, F, C, S, B, R, P, D, N
▪ With the same sequence in Filipino, we would expect the following letters in the
first letters to be learned: A, M, S, O, T, I, N
Other than letters and letter groups, other graphic shapes that the beginning reader has
to respond to include:
a.) The Numerals, specifically the Hindu-Arabic numerals, that stand up for the number
words the child already knows orally.
1234567890
 17

b.) Mathematicals Signs for mathematical processes which are also word signs like the
numerals such as: + - =
c.) Abbreviations presenting words or sequences of words: Mr. Mrs. Dr. Ms. A.M P.M
d.) Punctuation Marks are graphic signs not found in the oral language (period,
question mark, comma, exclamation point, colon, semi-colon etc.)
e.) Language Signals are not represented in writing, such as intonation patterns.
Fries says that the Transfer Stage is complete when the child responds “ as rapidly
and as accurately” to the visual symbols that represent a message as he does the auditory
symbols they replace.
Stage 2: The Productive Stage
The period when the child’s reading becomes fluent and automatic that he no
longer pays conscious attention to shapes and patterns of the letters on a page. He can
now focus on inference making, analysis and synthesis, for more productive reading.
Stage 3: VIRVE ( Vivid Imaginative Realization of Vicarious Experience
This stage is also called Adult Reading. The reading process becomes automatic.
Reading is now used for different purposes and tool for learning a broad range of
information.

II. CHALL’S STAGES OF READING

Jean Chall, a world renowned reading expert and psychologist a past professor
emeritus and Director or Reading Laboratory at Harvard University, plotted six stages of
reading development.

Stage 0: Pre-Reading – Pre-school ages from 6mos. To 6 years

-Marked by unsystematic build-up or accumulation of understanding about reading
between pre-school and kindergarten.
MAJOR QUALITATIVE CHARACTERISTICS:
- Pretend Reading
- retells stories from pictures
- Names alphabet letters
- Prints own name
- plays with books pencils and paper
HOW IT’S ACQUIRED:
 18

- Being read by someone who responds to child’s interest.

- Being provided with books, letters and time
RELATIONSHIP OF READING AND LISTENING
-Most can understand children’s picture books and stories read to them.
- Can understand thousands of the words they hear by age 6, but can read few if
any of them.
Stage 1: Initial Reading or Decoding Stage- Grades 1-2, Age 6-7
-Student’s central task is learning arbitrary letters and associating them with
corresponding parts of spoken words. Learners acquire knowledge about reading.
MAJOR QUALITATIVE CHARACTERISTICS:
- Learns relation between letters and sounds, and between printed and spoken
words.
- Able to read simple text containing high frequency words and phonically regular
words.
- Sounds out new one syllable words.
HOW IT’S ACQUIRED:
- Direct instruction and practice in letter-sound relationships
- Reading of simple stories using simple phonic patterns and high frequency words.
- Being read at a higher level to develop advanced language patterns, new words
and ideas
RELATIONSHIP OF READING AND LISTENING:
- Child’s reading level is much below the language understood when heard.
- At the end of this stage, most children understand 6,000 or more words but can
read only about 600.
Stage 2: Confirmation and Fluency- Grades 2-3; Ages 7-8
- Consolidation of what was learned in Stage 1. It requires reading many easy and
familiar books for developmental reading.
MAJOR QUALITATIVE CHARACTERISTICS:
- read simple stories with increasing fluency
- learns to consolidate decoding, sight vocabulary and meaning context to read
stories and selections.
HOW IT’S ACQUIRED:
-direct instruction in advanced decoding skills
-wide reading with instructional and independent materials
- being read at levels about their own to develop language, vocabulary and
concepts
 19

RELATIONSHIP OF READING AND LISTENING:

- About 3,000 words can be read, 9,000 or more words in listening vocabulary
- listening is still more effective than reading.
Stage 3: Reading for Learning the new stage- Grades 4-8, Ages 9-13
Readers need to bring prior knowledge to their reading. Children acquire facts. It
has two phases: Intermediate (grades 4-6), and Junior HS (grades 7-9)
MAJOR QUALITATIVE CHARACTERISTICS:
- For the first time, reader independently to: learn new ideas, gain new knowledge,
and experience new feelings and attitudes.
HOW IT’S ACQUIRED:
- Direct instruction in advanced decoding skills, wide reading with instructional and
independent materials.
- Being read to at levels above their own to develop language, vocabulary and
concepts.
RELATIONSHIP OF READING TO LISTENING:
- At beginning, listening comprehension is still more effective than reading. But by
the end, reading and listening are about equal. For good readers, reading is more
efficient.
Stage 4: Multiple Viewpoints Stage- High school, ages 14-16
Should include instruction in reading/study skills and reading strategies for success
MAJOR QUALITATIVE CHARACTERISTICS:
- Reading widely from a broad range of complex materials- expository and
narrative
- Able to deal with multiple view points.
HOW IT’S ACQUIRED:
- Wide reading and study of science and humanities, as well as newspapers and
magazines.
- Systematic study of words and word parts
- Formal and creative writing
RELATIONSHIP OF READING TO LISTENING:
- reading comprehension is better than listening comprehension of difficult
materials
- For power readers, listening comprehension may be equal to reading.
Stage 5: Construction and Reconstruction Stage- College; Ages 18 and beyond
Adult literacy should stress acquisition of skills useful to the participants and the
ability to apply those skills.
 20

MAJOR QUALITATIVE CHARACTERISTICS:

- Reading is used for one’s own needs and purposes; serves to integrate one’s
knowledge with that of others to synthesize and create new knowledge
HOW IT’S ACQUIRED:
- wide reading of more difficult materials; writing papers, tests, essays, that call
for integration of varied knowledge and points of view.
RELATIONSHIP OF READING TO LISTENING:
- Reading is now more efficient than listening
Implications of Chall’s Stages of reading development:
▪ Stage 3 is necessary for the industrial workplace
▪ Stage 4 is an absolute for the informational age

Post Test
I. TRUE OR FALSE
FALSE 1. Learning to read happens in an instant.
TRUE 2. Development proceeds sequentially in an upward movement.
FALSE 3. Development is not influenced by one’s personal maturation, social demands,
values, and aspirations.
FALSE 4. Jean Chall was the proponent of Reading Readiness theory.
FALSE 5. The Theory of Reading Readiness has 4 Stages.
TRUE 6. The Transfer Stage is also called Learning to Read stage.
FALSE 7. In Arabic writing, the space-direction used is also horizontal, but from left to
right.
TRUE 8. Chinese writing follows a vertical sequence from top to bottom.
TRUE 9. Numerals stand for the number of words the child already knows orally.
FALSE 10. The transfer stage is complete if the child responds as slowly and vaguely to
visual symbols.
II. ENUMERATION
• 5 Patterns of graphic shapes
1. Space- direction sequence
2. The Alphabet
3. Hindu-Arabic numerals
4. Graphic signs for mathematical processes
5. Common abbreviations
 21

• Stages of Reading Readiness Theory

Stage 1: The Transfer Stage

Stage 2: The Productive Stage

Stage 3: VIRVE

• Stages of Reading by Chall

Stage 0: Pre-Reading

Stage 1: Initial Reading or Decoding Stage

Stage 2: Confirmation and Fluency

Stage 3: Reading for Learning the new stage

Stage 4: Multiple Viewpoints Stage

Stage 5: Construction and Reconstruction Stage

• Give 2 implications of Chall’s stages of Reading

Stage 3 is necessary for the industrial workplace
Stage 4 is an absolute for the informational age

III. DISCUSSION
Discuss atleast 2 stages from the reading readiness theory.
Stage 2: The Productive Stage
In this stage, children who becomes fluent and automatic in reading, he no longer
pays conscious attention to the shapes and patterns of the letters on the page. In this
stage the children can focus on inference making, analysis and synthesis, for more
productive reading.
Stage 3: VIRVE ( Vivid Imaginative Realization of Vicarious Experience
This stage is also called Adult Reading. The reading process becomes automatic.
Reading is now used for different purposes and tool for learning on a broad range of
information.

Intended Learning Outcomes

LESSON VI
At the end of this lesson, the learners should
Reading be able to:
as a Skill
a) Identify the different Global Reading Skills,
b) Determine the importance of having a skills ladder; and
c) Draw a graphic organizer showing the skills found in the skills ladder..X
 22

T
GLOBAL READING SKILLS AND SUBSKILLS

1. Word Recognition Skills- it is necessary to be able to read. It is a twofold

process that includes: the recognition of printed symbols by some method so that it can
be pronounced.
2. Reading Comprehension- it is a complex, intellectual process involving many
skills like understanding the context, making inferences, weaving ideas into context, etc.
3. Word Identification- such as whole word recognition, visual configuration,
morphemic analysis, meaning associations, graph phoneme correspondence analysis like:
phonics and spelling.

GRACE GODELL’S READING SKILLS LADDER

- Presents the sequence of the reading skills that learners must master before they
become skilled with more complex ones.

1. Basic Sight Words 11. Using the Dictionary

2. Using phonetic Analysis
3. Using structural analysis
4. Using Contextual Clues
5. Vocabulary Building
6. Finding the main idea
7. Finding the supporting Details
8. Interfering meanings,
conclusions
9. Classifying and organizing facts
10. Using parts of the book
12. Using the Encyclopaedia and other
reference books
13. Borrowing library books for research
and enjoyment
14. Starting your private library collection
15. Exposure to reading from Mass Media
drawing 16. Reading from the internet

1. Basic Sight Words

-Also often called as high frequency sight words.
 23

-Dolch words are the 220 most frequently found words in books that children read, many
of these words can’t be sounded out because they do not follow decoding rules, so they
must be learned as sight words.
- They are commonly used words that young children are encouraged to memorize as a
whole by sight, so that they can recognize these words in print without having to use
decoding strategies
- These words account for the large percentage (up to 75%) of the words used in
beginning children’s print materials
2. Using Phonetic Analysis
- is based on the traditional classification of speech sounds using the International
Phonetic Alphabet (IPA)
- Also called phonics, is the study of sound-symbol or phoneme-grapheme relationships
- sounding out words by separating a larger word into the smaller sounds that make it
up
3. Using Structural Analysis
- the process of using familiar word parts (base words, prefixes, and suffixes) to
determine the meaning of unfamiliar words breaking it down from prefixes, suffixes and
into syllables
4. Using Contextual Clues
- finding hints that the author gives to help define a difficult or unusual word. The clue
may appear within the same sentence as the word to which it refers, or it may be in a
preceding or subsequent sentence
5. Vocabulary building
- storing up the meaning of new found words into word bank for future reference.
6. Finding the Main Idea
- Ability to identify the topic sentence, the key concept, or the gist of a text
7. Finding the Supporting Details
- finding sentences that supports the main idea of the text, or explains in detail how,
what, when, where, why, how much, or how many.
8. Interfering Meanings, Drawing Conclusions
- Drawing Conclusions refers to information that is implied or inferred. This means that
the information is never clearly stated. Inference is just a big word that means conclusion
or judgment. If you infer that something has happened, you did not see, hear, feel, smell
or taste the actual event. But make judgment from minute details that you are aware of.
9. Classifying and Organizing Facts
 24

- Classifying is separating various things on the basis of some criteria. Organizing facts is
how one classifies facts and arranges those facts in a particular rational order.
10. Using Parts of the Book
- Ability to effectively utilize the different parts of the book, in order for the learner to
gather needed information from the book swiftly and efficiently.
11. Using the Dictionary
- the dictionary, also called “word reference”, wordbook, lexicon; is a collection of words
in one or more specific language, often listed alphabetically, with usage information,
definitions, etymologies, phonetics, pronunciations, and other information.
12. Using the Encyclopedias and other Reference books
- ability to efficiently navigate the Encyclopedia; a type of reference work- a compendium
of information from either all branches of knowledge or a particular one.
13. Borrowing library books for research and enjoyment
- Give the importance of reading in the library not only for academic use but also for
enjoyment or leisure.
14. Starting your private library collection
- creating and starting to collect a mini/large collection of books from his/her past years
15. Exposure to reading from Mass Media
- Mass Media are diversified media technologies that are intended to reach a large
audience by mass communication- these technologies or print media can be a source of
information and is more likely to be utilized by 21st century learners
16. Reading from the Internet
- Reading from the internet is the easiest way for children and adults alike to gather
information regarding a certain topic. It is important though to teach students to examine
articles or information if they are based on facts or not.

Post Test
1. IDENTIFICATION
READING COMPREHENSION 1. It is a complex, intellectual process involving many skills
like understanding the context, making inferences, weaving ideas into context, etc.
BASIC SIGHT WORDS 2. These words account for the large percentage (up to 75%) of
the words used in beginning children’s print materials.
DRAWING CONCLUSIONS 3. It refers to information that is implied or inferred.
WORD RECOGNITION SKILLS 4. It is a twofold process that includes: the recognition of
printed symbols by some method so that it can be pronounced.
 25

USING STRUCTURAL ANALYSIS 5. The process of using familiar word parts (base words,
prefixes, and suffixes) to determine the meaning of unfamiliar words.
USING PHONETIC ANALYSIS 6. Whole word recognition, visual configuration, morphemic
analysis, meaning associations, graph phoneme correspondence analysis like: phonics
and spelling.
MASS MEDIA 7. These are diversified media technologies that are intended to reach a
large audience.
INFERENCE 8. Is a word that means conclusion or judgment.
ENCYCLOPEDIA 9. Is a type of reference work- a compendium of information from either
all branches of knowledge or a particular one
DOLCH WORDS 10. These are the 220 most frequently found words in books that children
read.

2. DISCUSSION
• What do you think is the importance of having the reading skills ladder?
The importance of having the reading skills ladder is to provide support as the
students build their reading skills. If basic skills mastered, the students fly away
and comprehend on their own.

3. Create a graphic organizer illustrating the skills found in Grace Godell’s Reading Skills
Ladder.

Basic Sight Words Using phonetic Analysis Using structural analysis Exposure to reading
from Mass Media

Using Contextual Clues Using parts of the book

Vocabulary Building Classifying and

Grace Godell’s organizing facts

Reading Skills
Finding the main idea Ladder Using the Dictionary

Finding the supporting Reading from the

Details internet

Starting your private

Borrowing library Using the Interfering meanings,
library collection
books for research and Encyclopedia and drawing conclusions
enjoyment other reference books
 26

UNIT II
Intrinsic Factors that affect
Reading

▪ Physical/Physiological
a. Visual Inadequacies

b. Hearing Inadequacies

c. Other Factors
 27

▪ Psychological
a. Learning Styles

b. Multiple Intelligences

▪ Emotional

a. Self-concept and Motivation Theories

b. Reading Interests

LESSON VII
Physical/Physiological Factors
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Identify the different physical/Physiological factors that affect reading,
b) Determine how these factors affect reading; and
c) recognize other factors that affect reading.

I. Physical and Physiological Development

A. Physical Health
▪ Malnutrition- lack of proper nutrition caused by not having enough to eat, not
eating enough of the right things.
▪ Illness- a disease or period of sickness affecting wellness of both body and mind.
▪ Hunger- a feeling of discomfort or weakness caused by lack of food, coupled with
the desire to eat.
B. Visual Defects
1. Refractive Errors
• Myopia or Nearsightedness- condition of the eye where the light that comes
in does not directly focus on the retina but in front of it, causing the image that
one sees when looking at a distant object to be out of focus, yet in focus when
looking at a close object.
 28

• Hyperopia or Farsightedness- a condition in which images come to a focus

behind the retina of the eye, and vision is cloudy when looking ar near objects,
but clear when looking at distant objects.
• Astigmatism- an eye defect resulting in distorted images.

2. Binocular Difficulties
• Strabismus- abnormal alignment of the eyes; the condition of having a squint.
• Aniseikonia- is an ocular condition where there is a significant difference in the
perceived size of images.

C. Hearing Defects
• Conductive Loss- occurs when sound is not conducted efficiently through the
outer ear to the eardrum and the tiny bones (ossicles) of the middle ear. It usually
involves a reduction in sound volume or the ability to hear faint sounds.
• Nerve Loss- caused by an impairment of auditory nerve. The child hears the
speech of others but may not understand what he hears.
D. Neurological Deviations
1. Brain injury at birth
2. Injury to the brain tissue during childhood
3. Brain defects (inherited)
4. DYSLEXIA- a general term for disorders that involve difficulty in learning to
read or interpret words, letters, and other symbols.
5. Inadequacy of brain functioning
II. Psychosocial Development
• Emotional problems
• Personality development
• Motivation
• Reading Interests
III. Factors Affecting Reading Text and Content
• Text organization and structure
• Readability
• The Reading Teacher
IV. Other Factors
i. Physical and Clinical Factors
- Cognitive deficiencies
- hearing problems
 29

- Early language impairment

- ADHD
- Vision Problems
ii. Predictors of school entry
- acquired proficiency in Language
- Verbal memory
- Lexical and syntactic skills
- Overall language
- phonological awareness
- Oral vocabulary
iii. Family-based Risk Factors
-Family history of reading difficulty - Prevalent use of mother tongue at
- Home literacy environment home or other dialect
- Opportunities for verbal interaction -Socioeconomic status

Post Test
MULTIPLE CHOICE: Encircle the letter of the correct answer.
1. ______ is defined as lack of proper nutrition, caused by not having enough food
to eat.
a.) Illness b.) Hunger c.) Malnutrition

2. A feeling of discomfort or weakness caused by lack of food

a.) Illness b.) Hunger c.) Malnutrition

3. A disease affecting mind and body

a.) Illness b.) Hunger c.) Malnutrition

4. Which of the following is not an example of visual refractive errors?

a.) Astigmatism b.) Myopia c.) Strabismus

5. An eye defect resulting in distorted images

a.) Astigmatism b.) Myopia c.) Strabismus

6. An ocular condition where there is a significant difference in the perceived size

of images
a.) Astigmatism b.) Aniseikonia c.) Strabismus
 30

7. This is caused by an impairment of auditory nerve. The child hears the speech
of others but may not understand what he hears
a.) Conductive hear loss b.) Nerve Loss c.) Ear loss

8. A general term for disorders that involve difficulty in learning to read or interpret
words, letters, and other symbols
a.) Hyperopia b.) Dyslexia c.) Myopia

9. The following are family-based risk factors that affect reading, EXCEPT:
a.) Socioeconomic Status b.) ADHD c.) Home literacy environment

10. The ff. are physical and clinical factors that affect reading EXCEPT:
a.) Cognitive Deficiencies b.) ADHD c.)Verbal memory

LESSON VIII
Psychological Factors
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Identify the different psychological factors that affect reading,
b) Determine how these factors affect reading;
c) Recognize and understand learning styles and multiple intelligences; and
d) Make a comparison between learning styles and multiple intelligences.

I. LEARNING STYLES

The term learning styles speaks to the understanding that every student learns
differently. This also refers to the preferential way in which a learner absorbs processes,
comprehends and retains information. It is important for educators to understand the
differences in their students’ learning styles, so that they can implement best practice
strategies into daily activities, curriculum and assessments.

▪ Visual Learners
- prefer the use of images, maps and graphic organizers to access and understand
new information, or in learning a new skill.
▪ Auditory Learners
 31

- best understand new content through listening and speaking in situations such as
lectures and group discussions. Aural learners use repetition as a study technique and
benefit from the use of mnemonic devices.
▪ Read and Write Learners
- learn best through words. These students may present themselves as copious note
takers or avid readers, and are able to translate abstract concepts into words and
essays.
▪ Kinesthetic Learners
- Best understands information through tactile representations of information. These
students are hands-on learners, and learn best through figuring things out by hand
(i.e understanding how a clock works by putting one together).

By understanding what kind of learner you and/or your students are, you can now
gain a new perspective on how to implement these learning styles into the teaching
of reading.

II. MULTIPLE INTELLIGENCES- Howard Gardner

The Theory of Multiple Intelligence suggests that traditional and psychometric

views on intelligence are too limited. Gardner suggested that all people have different
kinds of intelligences. Gardner proposed eight kinds of intelligences, and an addition
of a ninth known as “existentialist intelligence”.

1. Visual-Spatial Intelligence
▪ STRENGTHS: Visual and Spatial Judgment
- They are good at visualizing things. They are also good with directions as well as
maps, charts, videos, and pictures
▪ CHARACTERISTICS:
- Enjoys reading and writing, is also good at putting puzzles together, interpreting
pictures, graphs, and charts
-Enjoys drawing, painting and visual arts, recognizes patterns easily
2. Linguistic-Verbal Intelligence
▪ STRENGTHS: Words, Language and Writing
- They are able to use words well when writing and speaking. These individuals are
typically very good in writing stories, memorizing information, and reading
▪ CHARACTERISTICS:
 32

- Good at remembering written and spoken information, enjoys reading and writing
- Good at debates or giving persuasive speeches, able to explain things well, often
uses humour when telling stories
3. Logical- Mathematical Intelligence
▪ STRENGTHS: Analyzing problems and mathematical equations
- They are good at reasoning, recognizing patterns, and logically analyzing problems.
These individuals tend to think conceptually about numbers, relationships, and
patterns
▪ CHARACTERISTICS:
- Excellent problem solving skills, enjoys thinking about abstract ideas, likes
conducting scientific experiments
4. Bodily- Kinesthetic Intelligence
▪ STRENGTHS: Physical movement, motor control
- They are good at performing actions, and physical control. These individuals tend to
have excellent hand-eye coordination and dexterity
▪ CHARACTERISTICS:
- Good at dance sports, enjoys manipulating things into creation with own hands
- Excellent physical coordination, learns by doing
5. Musical Intelligence
▪ STRENGTHS: Rhythm and Music
- These people are good in thinking in patterns, rhythms, and sounds. They have
strong appreciation for music and are often good at musical composition and
performance
▪ CHARACTERISTICS:
- recognizes musical patterns and tones easily, good at remembering songs and
melodies
6. Interpersonal Intelligence
▪ STRENGTHS: Understanding and relating to other people
- These people are good at understanding and interacting with other people. They are
skilled at assessing the emotions, motivations, desires, and intentions of those around
them
▪ CHARACTERISTICS:
- Good at verbal communication, and non-verbal communication. Sees situations in
different perspectives, creates positive relationships with others, and great at
resolving group conflicts
7. Intrapersonal Intelligence
 33

▪ STRENGTHS: Introspection and Self- reflection

- They are good at being aware of their own emotional states, feelings and
motivations. They tend to enjoy daydreaming and assessing their personal strengths
▪ CHARACTERISTICS:
- enjoys analyzing theories and ideas, excellent self awareness
8. Naturalistic Intelligence
▪ STRENGTHS: Finding patterns and relationships to nature
- More in tuned with nature, often interested in nurturing, exploring the environment,
and learning about other species. They are said to be highly aware of even the
slightest changes in their environment
▪ CHARACTERISTICS:
- Good at categorizing and cataloguing information easily.

Post Test
I. TRUE or FALSE

_TRUE___1. The term learning styles speaks to the understanding that every student
learns differently.
_FALSE____2. Multiple Intelligences also refers to the preferential way in which a learner
absorbs processes, comprehends and retains information.
_FALSE____3. Auditory Learners best understands information through tactile
representations of information.
_TRUE____4. Kinesthetic Learners are hands-on learners.
_TRUE____5. Auditory Learners best understand new content through listening and
speaking in situations such as lectures and group discussions.
_TRUE____6. Visual Learners prefer the use of images, maps and graphic organizers to
access and understand new information, or in learning a new skill.
_TRUE____7. Read and Write Learners learn best through words.
_FALSE____8. Learning Styles suggests that traditional and psychometric views on
intelligence are too limited.
_FALSE____9. There are 10 Multiple Intelligences according to Gardner.
_TRUE____10. Visual-Spatial Intelligent learners are typically very good in writing stories,
memorizing information, and reading.
 34

_TRUE____11. Logical-Mathematical Intelligent learners are good at reasoning,

recognizing patterns, and logically analyzing problems.
_FALSE____12. Naturalistic Intelligent learners are good at performing actions, and
physical control.
_FALSE____13. Interpersonal Intelligent learners are good at being aware of their own
emotional states, feelings and motivations.
_TRUE____14. Musically Intelligent people are good in thinking in patterns, rhythms, and
sounds.
_TRUE____15. The ninth intelligence is existentialist intelligence.

II. Using a Venn diagram, illustrate the differences and similarities between learning
styles theory and multiple intelligence theory.

Learning Styles Multiple Intelligence Theory

representation
how we focus more of different
approach on intellectual
different tasks intellectual abilities
abilities

LESSON IX
Emotional Factors
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Define motivation,
b) Identify the different theories on motivation;
c) Differentiate the different types of self-perceptions; and
d) Make a comparison between learning styles and multiple intelligences.

I. Motivation and Perceptions of Self

 35

Motivation is the willingness of a person to expend a certain amount of effort to

achieve a particular goal. It is influenced by a person’s inherent need to master his/her
environment and work towards equilibration.
Individuals with a high need to achieve have stronger expectations of success than
fear or failure, and so prefer challenging tasks. Individuals with low need to achieve have
stronger fear of failure and so prefer very easy or very difficult tasks.

Attribution Theory- suggests that success and failure depends on motivation

influenced by a person’s: abilities, effort, task difficulty and luck.
Maslow’s Theory of Growth Motivation- states that motivation is influenced by
fulfilling different levels of need. Deficiency must be met in order for a student to bbe
motivated to learn and fulfil his/her potential.

II. The Role of Self- Perceptions in Motivation

Type of Self-Perception Characteristics

The non-evaluative picture people have of
SELF-DESCRIPTION themselves. Describes who you are.
The global evaluative judgment we make of
SELF-ESTEEM (SELF-WORTH) ourselves. Indicates how we feel about our
identity.

The evaluative judgments you make of your

SELF-CONCEPT competence in specific areas or domains.
Past oriented.
The beliefs people have about how
capable they think they are at organizing
SELF-EFFICACY
and carrying out of a specific course of
action. Future oriented.

III. Reading Interests

Reading interests are important in nurturing students’ success may it be in school

or out of it. According to Mc Kool (2007), reading interest is defined as readings done
when students are outside the school premises.

The US Department of Education defined reading interests as whether or not

students like to read in their spare time or at home. Besides that, reading interest is also
 36

defined by the number of books read in a month and the number of times students read
in a week and the favourite genres and types of books do they like to read.

Possible Factors that contribute to students’ lack of interest in reading:

1. The Readers themselves.

- Student laziness, language abilities, motivation, and health status may affect
their desire to read.
2. Family.
- If parents are not into reading, they may ignore the significance of reading to
learning. Most of the time, families are too busy to address this issue that they neglect
providing reading materials at home
3. The School and the Teacher.
- Demotivating factors coming from the teachers, poor mentoring skills, insufficient
reading resources in libraries, poor library ambience are all factors that affect a student’s
reading habit.
4. Digital Age.
- The internet and digital technology helps in facilitating education and learning
in a more efficient manner, but, it also poses serious threats, such as computer game
addiction and more time spent on Smartphone.

Post Test
I. IDENTIFICATION
ATTRIBUTION THEORY 1. Suggests that success and failure depends on motivation
influenced by a person’s: abilities, effort, task difficulty and luck

READING INTEREST 2. Is defined as readings done when students are outside the school
premises
SELF-ESTEEM 3. Indicates how we feel about our identity

SELF-CONCEPT 4. The evaluative judgments you make of your competence in specific

areas or domains

SELF-DESCRIPTION 5. The non-evaluative picture people have of themselves

 37

II. Give out 2 Factors that possibly contributes to a student’s lack of interest
in Reading. Explain how each one affects reading interest of students.
1. Long stories: A child scan first the whole story. If the child saw that it is very long
story, he/she will feel lazy to read the story.
2. Unfamiliarized words: In some cases, the child reads the story without understanding
but there’s an instance, while the child is reading and he/she saw many unfamiliarized
words, he/she will be destructed and results to being lazy and stop reading the text.

III. Choose from the box the appropriate term that matches the statement.

SELF-DESCRIPTION SELF-ESTEEM

SELF-CONCEPT SELF-EFFICACY

SELF-DESCRIPTION_1. I am a college student.

SELF-ESTEEM 2. I am a good person.
SELF-DESCRIPTION 3. I am five feet- one inch tall.
SELF-EFFICACY 4. I have always done well at math.
SELF-CONCEPT 5. I’ll never be able to figure out how to solve quadratic equations.
SELF-CONCEPT 6. I am satisfied of how well I speak and understand English.
SELF-ESTEEM 7. I feel inferior to most people.
SELF-CONCEPT 8. My favourite subject is history.
 38

UNIT III
Word Recognition and
Meaning Vocabulary

▪ Three areas of Word Study

a. Word knowledge, Recognition and Analysis

▪ Vocabulary Techniques
a. Picture Clues

b. Configuration

c. Context Clues

d. Structural analysis
 39

e. Word Association

f. Word Builders- clusters, Clines

g. Use of Idioms and Figures of Speech

LESSON X
Three Areas of Word Study
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Define Word Study,
b) Identify the three areas of word study;
c) Differentiate the different areas of word study
d) Discuss the importance of Word Study and its three areas to reading.

Word Study is a cohesive approach to word knowledge that addresses word

recognition and analysis. By providing students with opportunities to investigate and
understand the underlying principles behind words, students are able to increase their
spelling, reading and vocabulary knowledge.

A. Word Knowledge
-knowing the meanings of words, knowing about the relationships between words, and
having linguistic knowledge about words. Crucial to comprehension is the knowledge that
the reader brings to the text. The construction of meaning depends on the reader’s
knowledge of the language, the structure of texts, a knowledge of the subject of reading
and prior knowledge.
- also termed as Vocabulary.

B. Word Recognition
- refers to the ability to identify, read and analyze the meaning attached to the word. It
is the basic foundation skill in reading upon which learning of advanced reading skills
depends.
The Twofold process of Recognition:
1. The Recognition of Printed Symbols so that the word can be pronounced and;
 40

2. The attachment to or association of meaning with the word after it has been properly
pronounced.

C. Word Analysis
- Refers to the breaking down of words into their smallest units of meaning- morphemes.
Each morpheme has a meaning that contributes to our understanding of the whole word.
Word Analysis helps kids become independent and strong readers. They can go figure
out the meaning of words in a book all by themselves.

Post Test
I. TRUE OR FALSE

TRUE 1. Word Analysis helps kids become independent and strong readers.
FALSE 2. Word Knowledge refers to the ability to identify, read and analyze the meaning
attached to the word.
FALSE 3. The knowledge that the reader brings to the text does not directly affect
comprehension.
TRUE 4. Word study provides students with opportunities to investigate and understand
the underlying principles behind words.
TRUE 5. Word Recognition is the basic foundation skill in reading upon which learning of
advanced reading skills depends.
TRUE 6. . Word Analysis refers to the breaking down of words into their smallest units of
meaning.
TRUE 7. The construction of meaning depends on the reader’s knowledge of the
language, the structure of texts, a knowledge of the subject of reading and prior
knowledge.
TRUE 8. Word knowledge is also called as vocabulary.
TRUE 9. Each morpheme has a meaning that contributes to our understanding of the
whole word.
TRUE 10. Word Study is a cohesive approach to word knowledge that addresses word
recognition and analysis.

II. ENUMERATION:
1. The twofold process of Word Recognition.
1. The Recognition of Printed Symbols so that the word can be pronounced and;
 41

2. The attachment to or association of meaning with the word after it has been properly
pronounced.

III. DISCUSSION
Based on your own understanding what are the importance of word study and its three
areas to reading and its development.
Word study provides students opportunities to investigate and understand the
patterns in words. Knowledge of these patterns means that students need learn to spell
one word at a time. When they learn how words worked, they're on their way to becoming
fully literate individuals.

LESSON X
Vocabulary Techniques
Intended Learning Outcomes

T At the end of this lesson, the learners should be able to:

a) Define Vocabulary,
b) Identify the various vocabulary techniques;
c) Utilize the various techniques to arrive at word meanings.

According to Cambridge dictionary, Vocabulary can be defined as words that exist

in a particular language or subject that are used by a particular person. Vocabulary
techniques are strategies that a learner can use in order to improve and increase
vocabulary knowledge.

❖ Picture Clues- Using pictures is a strategy to help learners come up with the
meaning of unfamiliar words.
- Before reading, the teacher can show the students the picture on the
book’s cover or the illustrations while reading.
- Pictures can be valuable resources for new readers. They provide
important clues as to what is happening in the story they’re reading.
- Illustrations in books can help them decode tough words, make predictions,
understand the sequence of events and relate the story into their own lives.

❖ Configuration- is the arrangement of the parts of something. It refers to the

information given through the size and shape of the letters as well as the length
and number of letters there are in a word.
 42

❖ Context Clues- are hints that an author gives to help define an unfamiliar or
difficult word within the book. The clue may appear within the same sentence as
the word to which it refers to or it may follow in the next sentence.
- can be Synonyms or Antonyms of the word.

❖ Structural Analysis- is the process of decoding new words done by examining

its component parts that may lead to correct pronunciation and meaning.
- The components of a word are: the root or base word, inflections, endings,
affixes (prefix and suffix) and compound words.

❖ Word Association- is a common word game involving an exchange of words that

are associated together.
- Soda, Sprite, Coke, Royal, Pepsi
- Sleep, Pillow, Night, Dream, bed

❖ Word Builders- Clusters, Clines- A CLINE is a “graded sequences of difference

within a category”.
Ex. The Water is _________.
Freezing>Very Cold>Cold>Tepid>Warm>Very Hot>Boiling
A CLUSTER is a group of similar or related things.

Lion

Cat Mammals Bear

Dog

❖ Using Idioms and Figures of Speech- An IDIOM (also called Idiomatic

Expression) is an expression, word or phrase that has a figurative meaning
conventionally understood by native speakers.
 43

- FIGURE OF SPEECH is a word or phrase used in a non-literal sense for rhetorical

or vivid effect.

Examples:
“Kick the Bucket”- To die
“Spill the Beans”- To let out a secret information
“A penny for your thoughts”- a way of asking what someone is thinking
“At the drop of a hat”- without any hesitation, instantly
“Best thing since sliced bread”- A good invention or innovation

Post Test
1. Given are two configuration clues. They are synonyms for disease. What are
the words?

s i c n e s s
k

i l l n e s s

2. Man is by nature gregarious and will seek the joy of his fellow man.
a. Sociable b. Agressive c. Selfish d. Suspicious
3. It is easy to differentiate tangent from intersecting parallele lines.
a. Visible b. Pleasant c. Touching d. Harmonious
4. He has several fractured bones because of an accident.
a. big b. Small c. Soft d. Broken
5. The fire at Pandacan caused a holocaust.
a. panic b. Congestion c. Fear d. Harmony

II. Study the synonyms in the set. then choose the word that has the same
meaning as the word NICE in each sentence. Write the word in the blanks
provided.

Savoury Delicate Pleasant Modest Pleasure Amiable

Clean Discriminating Fastidious Thoughtful

 44

PLEASURE 1. It is nice meeting people like you.

THOUGHTFUL 2. A nice girl would never brag about things she can do well.

DELICATE 3. The perfume has a nice smell suited for ladies.

PLEASANT 4. It is a nice day for a picnic.

AMIABLE 5. You will win many friends if you are nice.

SAVOURY 6. You are lucky to have a mother who can cook nice dishes.

FASTIDIOUS 7. She is a nice girl who carefully chooses the right dress for
each occasion.

CLEAN 8. The restrooms are nice and immaculate.

UNIT IV
Developing Comprehension
Skills
A. Comprehension Skills and Dimensions

▪ Literal Level
a. noting details
b. Sequencing Events
c. Associating quotations with speakers, etc.

▪ Interpretative Level
a. getting the main idea
b. making inferences
c. predicting outcomes
d. identifying cause and effect relationship
e. drawing conclusions and generalizations
f. Summarizing

▪ Critical Level
 45

a. evaluating author’s style and purpose

b. Distinguishing facts from Opinion

▪ Integrative Level
a. . relating previous ideas with new ones
b. Associating reading with self and life.

▪ Creative Level
a. illustrating ideas and events
b. making new sequels of a story

LESSON XI
Comprehension Skills and Dimensions
Intended Learning Outcomes

T
At the end of this lesson, the learners should be able to:
a) Define comprehension,
b) Identify the five dimensions of comprehension;
c) Differentiate the different dimensions of comprehension;
d) Interpret a poem using the different levels of comprehension.

Comprehension- the core of reading involves thinking, the ultimate aim of reading.

DIMENSIONS OF COMPREHENSION
- based on the Gray, Gates, Smith and Barret Models:

LEVEL I: Literal Comprehension

- is the ability to obtain a low-level type of understanding by using only information
explicitly stated in text.
- “reading the lines”
- More on facts and details, rote learning and memorization.
- surface understanding only
- Common questions used are who, what, when, and where questions.

QUESTION STARTERS:
- Give – List – Find- Describe – Tell – Retell

LEVEL II: Interpretative Level

- demands a higher level of thinking because the questions are concerned with answers
not directly stated in the text but are suggested or implied
- “Reading between the lines”
 46

- drawing inferences
“ an inference is the ability to connect what is in the text with what is in the mind to
create an educated guess.” – Beers, 2003
- tapping into prior knowledge/ experience
- attaching new learning to old information
- making logical leaps and educated guesses

QUESTION STARTERS:
- Why – How Might – What do you think

LEVEL III: Evaluation (Critical Reading)

- involves the making of a personal judgment on the text by the reader.
- Looking at the text on two aspects: CONTENT/THEME and ELEMENTS OF STYLE

CONTENT/THEME ELEMENTS OF STYLE

- Accuracy - the use of language
- Value - Literary Devices
- Truthfulness
- Objectivity
- Timeliness
- Relevance

QUESTION STARTERS:
- What can you learn from – How might you – What if – Is it fair that

Level IV: Integration (Application to self and life)

- Stresses reading for use and for values clarification

Level V: Creative Reading

- uses divergent thinking skills to come up with new ideas or alternate solutions to those
presented by the writer.
- reproducing the text information in a different form through dramatization, oral, or
musical interpretation, personal narrative, visual expression, or written expression

Post Test
Read the selection and answer the comprehension questions that follow
The Blind Men and The Elephant
By John Saxe
It was six men of Indostan
To learning much inclined,
Who went to see the elephant
(Though each of them were blind)
That each by observation might satisfy
his mind.
The first approached the elephant, and
happening to fall
Against his broad and sturdy side,
At once begin to bawl:
“God bless me! But the elephant is very
like a wall!”
The second, feeling the tusk.
Cried: “Ho! What have we here!
So very round and smooth and sharp?
To me it’s mighty clear. This wonder of
an elephant
Is very like a spear!
47
The third approached the animal, and
happening to take
The squirming trunk with his hands,
Thus boldly up and spake:
“I see quoth he, the elephant is very like
a snake!”
The fourth reached out an eager hand,
And felt about the knee
“What most this wondrous beast is like
is mighty plain,” quoth he:
“Tis very clear enough the elephant is
very like a tree!”
The fifth who chanced to touch the ear,
Said, “E’en the blindest man can tell
what this resembles most;
Deny the fact who can,
This marvel of an elephant is very like a
fan!”
The sixth no sooner had begun about
the beast to grope,
 48

Than seizing on the swinging tail that
felt within his scope,
“I see,” quoth he, “the elephant is very
like a rope!”
And so these men of Indostan
Disputed loud and long,
Each in his own opinion exceeding stiff
and strong,
Though each was partly right, and all
were in the wrong.

QUESTIONS:

Level I

▪ Who went to see the elephant?

The six men of Indostan went to see the elephant.

▪ Why did they wish to see it?

They wish to see it to satisfy their mind by means of observation.

▪ Which part of the elephant did each blind man touch and feel?

Tusk of an elephant did each blind man touch and feel.

Level II

▪ What kind of man were the six men of Indostan? Why do you say so?

The six men of Indostan is like a child who open their eyes for the first time

and seek something that makes them happy without knowing the purpose or the

use.

▪ Read aloud the last two lines of the poem. What is meant by this part?

People make an opinion regarding to what they believe in without knowing

the real situation and sometimes they didn’t consider what will be the impact to

the reality.
 49

Level III

▪ This poem tells a story. What kind of poem is it?

Narrative poetry.

▪ What is the rhyme scheme of each stanza?

ABABAB RHYME SCHEME.

▪ What figure of speech is used in every stanza?

Hyperbole was used in every stanza.

Level IV

▪ In what ways can people be like the men of Indostan? Explain.

Men of Indostan is like how people think to a certain thing or a problem

that make them feel happy without knowing the reaction and what others feel

about it.

▪ What must people do before making a conclusion or decision?

Before people make a decision, they must need to fully understand their

situation. By considering the decision to make the problem be solve, they need to

determine whether the stated problem is the real issue or just a symptom of

something deeper.

Level V

▪ List other things which resemble the parts of an elephant. Based on your list, write

a stanza or two about other blind men.

The seventh approached the elephant

Feeling the wide big ear,
At once begin to loathe:
“Shame on me! But the elephant creates a light breeze”.
 50

The last man, feeling the skin.

Laughing: “What have we here!
It is wrinkled feels
To me, it is like an old tree barks.

UNIT V
Study Skills and Aesthetic Reading

A. Skills in Organizing Information

▪ Skimming / Scanning
▪ Note Taking/ Outlining
▪ Summarizing

B. Efferent Reading via Informational Materials

▪ Reference books
▪ Non-book materials pamphlets, clippings, EMC materials
(graphics, maps, Charts)

C. Aesthetic Reading
 51

D. Understanding New Forms of Reading and the Text

Types
▪ Texts and Hypertexts
▪ Text Types

LESSON XI
Study Skills and Aesthetic Readings
Intended Learning Outcomes
At the end of this lesson, the learners should be able to:

a) Identify the skills in organizing information,

b) Make a comparison between Efferent and Aesthetic Reading;
c) Differentiate the different types of text;

A. Skills in Organizing Information

▪ Skimming / Scanning
- are reading techniques that use rapid eye movement and keywords to move
quickly through text for slightly different purposes. Skimming is reading rapidly
in order to get a general overview of the material. Scanning is reading rapidly in
order to find specific facts.
▪ Note Taking/ Outlining
- Note Taking is the practice of writing down or otherwise recording key points
of information. It is the important part of research.
- An outline is more unified and better organized idea of a composition or essay.
An outline is a summary that gives the essential features of a text.
▪ Summarizing
- teaches students how to discern the most important ideas in a text, how to ignore
irrelevant information, and how to integrate the central ideas in a meaningful way.
- improves their memory for what is read.

B. Efferent Reading via Informational Materials

 52

Efferent Reading is when a student reads a text to learn something valuable to

them and retain information that can be useful for future use or recall (Rosenblandt).
Examples of efferent texts are: Newspaper, Textbook, and Legal Brief.
Efferent reading focuses on reading for information rather than of enjoyment.
PURPOSE:
- To gather information and facts, usually found in textbooks, manuals, and maps.
- Teacher directed; used to look for specifics.

C. Aesthetic Reading
Aesthetic Reading is when a student reads a text for entertainment purposes.
An Aesthetic reader uses literature to experience the thoughts, feelings and
emotions within a poem or narrative to evoke a “response” within oneself (Rosenblandt).
Examples of Aesthetic texts are: Plays, Poems, Tales, Short Stories
PURPOSE:
- reading to explore; non-academic purposes

D. Understanding new forms of reading and the Text Types

Aside from skimming and scanning there is also In-Depth reading.
In-depth reading is used to:
- gain deeper meaning and comprehension of the text
- Research detailed information for an assignment
- read difficult sections of the text

E. Types of Text
Text types in literature form the basic styles of writing. There are basically two
types of text: Factual and Literary Texts. Factual texts may seek to inform, whereas
literary texts seek to entertain or otherwise engage the reader by using creative language
and imagery.

▪ Hypertext is something beyond text, more than a simple/plain/ordinary text. It

most often refers to a text on a computer that will lead the user to other related
information on demand.
 53

▪ Hypertext represents a relatively recent innovation, which overcomes some of

the limitations of a written text. Rather than remaining static like traditional text.
Rather than remaining static like traditional text, hypertext makes possible a
dynamic organization of information through links and connections.
▪ The reader is free to navigate information by exploring connections provided.
Different than the usual linear form of text presentation.
▪ Text no longer flows in a straight line through a book

Post Test

I. IDENTIFICATION

NOTE TAKING 1. The practice of writing down or otherwise recording key points of

information

SUMMARIZING 2. Teaches students how to discern the most important ideas in a text

SKIMMING 3. Reading rapidly in order to get a general overview of the material

OUTLINE 4. A more unified and better organized idea of a composition or essay

SCANNING 5. Reading rapidly in order to find specific facts

II. Create a table of comparison between Efferent Reading and Aesthetic Reading, make

sure to include key points on its purpose and sample reading selections.

Efferent Reading Aesthetic Reading

• Reading in which the purpose is to • Reading in which the focus is on

retain concepts, meanings, and the feelings, sensations, and

 54

facts presented in the text after the emotions evoked during the

reading has been completed. reader's transaction with the text.

III. TRUE or FALSE

TRUE 1. Factual texts seek to inform.

FALSE 2. Hypertext is the same as the usual linear form of text presentation.

TRUE 3. Rather than remaining static like traditional text, hypertext makes possible a

dynamic organization of information through links and connections.

TRUE 4. Literary texts seek to entertain or otherwise engage the reader by using creative

language and imagery.

FALSE 5. Hypertext allows text to flow at a straight line through a book.

REFERENCES

▪ https://pubmed.gov.ph

▪ https://sciencedirect.com

▪ Vision Research, Volume 15, Issue I, pp 83-88

▪ https://neoenglish.wordpress.com

▪ https://villanova.university/michael.dolan

▪ Rewriting bloated sentences; Michael Foley, Villanova University

▪ S. Wren (2000); THE COGNITIVE FOUNDATIONS OF LEARNING TO

READ: A FRAMEWORK

▪ www.teach.com

▪ www.verywell.mind.com – Kendra Cherry, July 2019

 55

▪ N. Hermosa (2002) The Psychology of Reading; UP Open University

▪ Z. Khairuddin (2013); A STUDY OF STUDENT’S READING INTERESTS

▪ www.cengage.learning.com

▪ Literacy and Professional Development

▪ R. Nordquist (2008); World Knowedge and Language Study

▪ J.Zorfass, Word Analysis to Expand Vocabulary Development

www.reading.rockets.com

▪ Using picture clues in Teaching Reading- Rachel Pancare

▪ ENGLISH 75 – The Reading Process

▪ ED109A Developmental Reading 1

▪ www.wikipedia.com

▪ www.Developmental.reading.slideshare.com

▪ www.prezi.com