MODULE1:PREVI

EW ONREADI
NG

Lesson Ti
tl
e Ti
meDur
ati
on

1 Readi
ngandi
tsSignif
icance 1hour
2 Readi
ngandReadingProblems 1hour
3 Devel
opment
alReadingStages 1hour
 LESSON1:READI
NGANDI
TSSI
GNI
FICANCE

Readingisacomplexdevel
opmental 
task 
that 
hasbeenf ound 
tobe associ
ated wi
thmany
otherdevelopment
al 
out
comessuchas att
ention,memor y,l
anguage,and 
mot i
vati
on. 
Readi
ngi
s a
social
activi
tyaswel
las 
acogni
ti
vepsychol
inguist
icacti
vi
ty.

Readingi soneoft he most i

mportantski
ll
si nEngl
ishand bri
ngs 
many  
benefit
s. Readingis
thewindow to 
theworld.Byr eadi
ng,peoplecangetmor eknowledgeandi nf
ormat i
onf rom books,
magazines,
 newspapers 
and soon.  
Readi
ngi sthemosti mport
ant el
ement i
n t
he l
earningpr ocess
andsocial
 i
nteract
ion,
asit 
isan essent
ialmeansof communicat
ioninacivi
li
zed soci
ety.

Lear
ningObj
ect
ives:
Att
heendoft
hisl
esson,
youar
eexpect
edt
o;

1.Examinethedif
fer
encebetweenreadi
nganddevel
opmental
readi
ng
2.Demonstrat
eunder st
andi
ngont hegoal
sofdev
elopment
alreadi
ng
3.Real
izetheimport
anceofreadi
ng

Asreadi
ngi soneoft hemosti mpor
tantl
anguageski
lli
ntermsofacademic
success,st
udentswi l
lbenef
iti
ftheybecomeawareoft hei
rabi
li
ti
es,st
rengt
hsand
weaknessesinthei
rreadi
ngprof
ici
ency
.

WHATI
SREADI
NG?

To devel
op a deeperunderstandi
ng aboutr
eadi
ng,her
e ar
e some oft
he
def
ini
ti
onsfr
om var
iousauthor
it
ies.

1.“
Readingisnotaninvar
iantski
l
l,thatther
ear edi
ff
erentt
ypesofreadi
ngski
ll
s
t
hatcorrespondt
ot hemanydi f
ferentpurposeswehav eforr
eadi .–Dav
ng” id
Nunan,1989

2. 
Readingisaninter
act
iveprocessi
nwhichthereader
'spri
orknowledgeof
t
hewor l
dinter
actswit
ht hemessageconveyeddi
rect
lyorindi
rect
lybythe
t
ext—Smi
. t
h,1995

3.Readi
ngi susef
ulforl
anguageacqui
sit
ion.Prov
idedt
hatst
udent
smor eorless
under
standwhattheyread,
themoretheyread,t
hebet
tert
heygetati
t.
 –-
--
--
--
--
--
-
Harmer,2007

4.Readingisaconstantprocessofguessing,andwhatonebringstothenextis
oftenmoreimpor
tantthanwhatonef i
ndsinit.I
nreadi
ng,
thestudent
sshouldbe
taughttousewhattheyknow t ounderst
andunknownelements,whethert
hese
areideasorsi
mpl
ewor ds.—Gr el
let
,2004
 5.Readi
ngi stheconst
ructi
onofmeaningfr
om apr i
ntedorwr i
tt
enmessage.It
meanst heconstr
uct
ionofmeani
nginvol
vest
her eaderconnect
ingi
nfor
mati
on
fr
om thewr i
tt
enmessagewi thpr
evi
ousknowledget oarri
veatmeaningand
under
standi
ng.–Bamfor
d,1998

6.Readi
ng is decodi
ng and underst
anding writ
ten text
s.Decoding r
equi
res
tr
ansl
ati
ngt hesymbolsofwr i
ti
ngsy stem (
incl
udingBrail
l
e)int
ot hespoken
wordswhichtheyr
epresent
.–Cl
  ineet
.al,
2006

WHYI
SREADI
NGI
MPORTANT?

One oft he 

main r
easons readi
ng isi mportantis 
because 
i
thelps y
ou gr
ow
mentall
y, 
emotional
ly
, 
and psychol
ogical
ly.
 Each r
eadi
ng mat
eri
al gives
you 
the oppor
tunit
ytolear
nnewt hingsand di
scover 
newideas.

As we r ead, 
we di scover new t hi
ngs and  devel
op a positiv
e self
-i
mage.
Reading ski
llsare animportantskillt
owor kintoday '
ssociety
.Readi ngisimportant
becausei thelpst oexpandt hebrainanddev elopi maginati
on.Anyonewhocanr ead
can 
learn anyareaofl if
et hat 
theydeem appropriate.Peoplewhodonotr eadorar e
poorreader soft
enhav elit
tl
e orno opi
nionaboutt heirabi
li
ti
es.Theyoftenfeeli
solated
and hav e behavioralprobl
ems.Because we l iv
ei n 
at i
me when t here 
i
s so much
i
nformat i
on, t
her
ei sonlyonewayt ostay i
nformedandcur r
ent.

1.Readi
ngI
mpr
ovesv
ocabul
ary

I
mpr oveyourvocabularybyconstant
lyshowingnewwor ds,l
earningthei
rmeaning,
andseei ngt hecontextinwhicht heyareused.Themor ewordsyouuse,t hemor eyou
willuset hem inconversati
onandwr i
ti
ng.Whenr eadingabook,especial
lydemanding
peoplewi l
lfi
ndmanynew wor ds.Asyour ead,r
ecognizet
hei mportanceofwordsby
readingthecont extoft hosewor dsinasent ence.Ifyoukeepreading,y ouwi
llkeep
l
ear ni
ng.

2.Readi
ngdev
elopsbet
tercompr
ehensi
on

Comprehensi
onorunderstandingder i
vesmeani ngfrom thetext.Comprehension
i
sacompl ex,high-
levelski
ll
.Obv iously
,under st
andingisessent i
alf orast udent'
s
readi
ngdevelopment.Underst
andingi sanact i
vepr ocessthatrequir
esdeli
berateand
thoughtf
ulcommuni cati
on between t he readerand t he text.Iti simportantt o
underst
andthedevelopmentofwor ds.

3.Readi
ngdev
elopscr
it
icalt
hinki
ng

Thinki
ngissomet hi
ngwedoev eryday ,
oftenwithoutbeingawareofwhatweare
doing.Thinki
ngr equi
resexperi
ence,
knowl edge,andthel anguagetoexpr
essideas,
and
readingisapr ocessofbuildi
ngmeani ngandunder standing.Readi
ngimproveswords,
organizat
ionalskil
ls,
andtheabil
it
ytoread, under
stand,andanal y
zetext
.
4.Readi
ngi
mpr
ovesmemor
y

Reading can helpify ou arel ooki

ng forwayst oimprove memory and
concentrat
ionwhilereduci
ngstress.Readi
ngbrai
nsti
mulatoryact
ivi
tyhasbeenshown
todel aycognit
ivedeclineinoldagewhenpeopl eparti
cipat
einpsy chost
imul
atory
acti
vi
t ydur
ingtheirl
i
feti
me.Italsoslowlyshowsadecl
ineinmemor yandothermental
abi
li
ties.

5.Readi
ngi
mpr
ovesanal
yti
calski
ll
s

Youcandev elopy ouranaly

t i
calthinki
ngoverti
mebyconst antl
yreadingmore
booksandot herreadingmat er
ial
s. Readingsti
mulat
esy ourbr
ain,maki
ngy outothi
nk
i
nnew way s. Bei
ngact ivel
yinvolvedi nwhaty oureadal l
owsy outoaskquestions,
consi
derdi
fferentperspecti
ves,det
er minerolemodel
s,andmakeconnections.

6.Readi
nghel
psy
ousoci
ali
ze

Inawor ldwher etherei

scompet it
ionineveryaspectoflif
e,weneedt odev elopa
chil
d'sper sonali
tyi n a waythatgivesussuf f
ici
entconf i
dence.Ear l
yunconf ident
chil
dren of t
en commi tsuici
de in shyness,and l ack ofconf i
dence dev el
ops t he
predator'
sspiri
t.Insteadofgivi
ngup,t heystrugglet
of acethesmal lchal
lengesofl ife.
Readingabookshar pensmanyskill
swhi leatt hesamet imei nsti
ll
ingconf i
dencei n
them.
7.Readingi mprov eswr i
ti
ngskil
ls

Readi
ngexposesustodiff
erentst
yles,sounds,f
orms,andgenresofwri
ti
ng.
Abov
eal l
,wecanwr i
tebet
tert
hanwecanandi mprov
e.Readi
ng,goodorbad,wil
l
i
nspi
reyou.

8.Readi
ngi
mpr
ovesi
magi
nat
ion

Readingexpandsouri maginat
ionbyst i
mulati
ngt herightsideofourbrain.It
l
it
eral
lyopensourmi ndstonewpossi bil
iti
esandnewi deasthatwi l
lhel
pusl ear
nand
anal
yzethewor l
dthroughtheliv
esofot hers.Readinghelpsdev el
opaperson'smi nd,
i
maginati
on,andcreati
vi
ty.Thi
swillhel
pi mpr oveyourwrit
ingandspeaking(vocabulary
andspel
li
ng).Thi
splaysani mpor
tantroleinbuildi
nggoodsel f
-esteem.

Ther
eareanumberofreasonswhywer eadandthi
swi
l
lofteninf
luencewhatwe
readandhow wereadit
.Beforeyouproceed,begi
nbyassessingyoursel
fthr
ough
knowi
ngyourpur
posef
orreadi
ng.
 1.
1SELF-
ASSESSMENTEXERCI
SE

10ReasonsWhyIRead

WHATI
SDEVELOPMENTALREADI
NG?

Devel
opmentalReading,abranchofr eadinginstructi
on,isdesignedt osupport
l
iter
acyi navari
etyofcontextstoenhancereadingcompr ehensi
onanddecodi ngskill
s.
DevelopmentalReadingisacompr ehensivereadingpr ogram thatconsistsofseveral
sessi
ons orphases.Thi s period i
s usuall
yaccor ding tot he stages ofindiv
idual
development.Itis beli
eved thatprogress is bei
ng made i nt he acquisi
ti
on and
developmentofcertai
nskil
ls.

Dev el
opment alreadi
ngteachest echniquesthatcanbeusedi nanysubj ectarea,
especiall
yininterdisci
pli
narycl
assroomssuchasl i
ngui
sticsandsoci
alstudi
escour ses,
sci
enceandhi gherl evelmathemat i
cscour ses.Thi
sr equi
resstudent
st or eadand
understandlargeamount sofcompl extext,andi ft
hestudentdoesnotfeeltheyhav ea
sol
idreadingst rategy.

GOALSOFDEVELOPMENTALREADI
NG

Al
lreadersenjoyreadingi
ndif
ferentway
s.Somear equickt
oread,somearenev er,
andsomear einbetween, buti
tisi
mpor t
antt
ogi v
eal
lstudentst
hesameoppor tuni
ties.
Thegoalofreadingdev el
opmentistomaker eadi
ngaccessi
bletoal
l,asitwi
l
lincrease
thepl
ayi
ngf i
eldforstudentswhoneedmor ereadi
ng.

St
rongReader
s

Somest udentsspeciali
zei nel
ementaryr eadi
ng.Thesestudentsmaybesoeager
tousetheirl
earningf eat
urest hatt
heycanr eadtheinformati
oncontainedint hetext
wit
houtfurt
herado.Theser eadersareequippedwi thskil
l
sandst r
ategiesthatmakei t
possi
bletogetshor tcutswithoutsacri
fi
cingt hequali
tyoftheirr
eading,accuracyand
comprehensi
on.Hi ghlyeducatedstudent
sal way shaveconfi
dencewhi chenablesthem
toreadthel
essonwithoutanydi
str
act
ionandthati
swhyt
heyenj
oyr
eadi
ng.Thesame
cannotbesai
dofthosewhost r
uggl
etoread.

St
ruggl
ingReader
s

Therear emanyt ypesofst udent swhocanbeov erwhelmedwi tht hemat er i

al
neededt or eadduet othel engt
hoft het ext,thecompl exity,orboth.Itisnotpossi bl
e
thatstudent swhohav enev erbeenent husiasticaboutr eadingorhav enev erreada
modeli nthei rli
fewantt oimprovet heirr eadingski ll
s.Peopl ewi t
hdi sabili
ti
esorwi t
h
disorders such as dy slexia orat t
ent i
on def i
cithy per activit
y disorder( ADHD)ar e
unreserveddi sadvantagesi nmanyoft heircl asses.Conf usedr eader scanunsubscr i
be
whent heyr eceiv
et extwi thoutsearchingf ori nformat iont omakei teasiert or ead.
Theser eader saref r
ustratedwiththel ackoft r
ust .Asy out eachst udent show touse
textfeatur
es, theywillhaveasenseofcont rolov erreadi ng.Ov erti
me, thest udentmay
fi
ndi tcomf ortabletoreadandr el
atet oi tmor eposi ti
v ely.Ast udentwhoi sr eadinga
test,studyi
ng,compl eti
nganassi gnment ,orjustpr epar i
ngf orf uni sbet terthana
studentwhocanuset extf eatur
est onav i
gatet ext
.Di scerningr eadersunder stand
schoolandl i
fediffer
ently,andscalabl ereadi ngi sdesi gnedt omakeal lreadersst rong
readers.

1.
2REFLECTI
VEEXERCI
SE

Wr
it
eashor
tref
lect
iononthei
mportanceofr
eadi
ng.Youmaybegi
nby
shari
ngyourownexperi
encewi
threadi
ng.
 SYNTHESI
S

Readingisdefi
nedbyv ari
ousexpertsdevotedt ostudyingmanyaspect sofreading.
Readingasaski lli
sacogni t
iveprocessinwhichasy mboli sdeci
pheredtounder st
and
i
tsmeani ng.Asanact iv
eprocessofbui l
dingthemeani ngofwor ds,tar
getedr eadi
ng
helpsreadersfocusinformat
ionongoalsandt heiratt
ention.Therearemanyr easonsto
read,butthemainpur poseofreadi
ngistounder standthetext.

Readi
ngisathoughtpr
ocess.Itall
owsr eader
st ousewhattheymayalr
eadyknow,
orwhatisalsoknownaspr i
orknowl edge.Inprocessi
ngthi
sinformati
on,r
eader
suse
str
ategi
estounderstandwhatt heyar er eadi
ng,topicst
oor ganizei
deas,andtext
queuestofi
ndnewwor dmeanings.

Readi
ngisat oolf
orediti
ng,communi cat
ingandshar i
nginformat
ionandideas.By
reading,youexposey oursel
ft onew t hi
ngs,new informati
on,new way sofsol vi
ng
problems,andnew way sofaccompl ishingsomet hi
ng.Byr eadingtounderstandthe
worldmor e.Asy ouread,youbegint ounder standmor eandmor eaboutthet opi
cof
i
nterest.Asyour ead,youarereall
ygai ningsomebody 'sknowledgeandexperience.It
achievesyourgoalofsuccess.So,readingisani mport
antwayt ohelpyou.

Communi cationt hroughr eadingi sani mportantdisseminationt ool

.Wheny ou
communi catethroughr eading,y ouunder st
andmor eandt her
eforecancommuni cate
betterwi thpeopl e.Byr eading,y oubuildamor esol i
dfoundat i
onf orcommuni cat i
on.
Readi ngi sani mpor tantf unctioninmoder nsociety.I
ti scommonknowl edget hat
reading impr oves t he at t
ention and concentrati
on ofeducat ors.Soci alint
er action
requires equalat tention.Readi ng books helps children dev elop pati
ence and
concent rationsot hatt heycancommuni cat
ebett
erandresol veconflict
s.Readingi san
i
mpor tantaspectofev erychi l
d'slearningandisessent ialforchildren'
ssuccessi n
schoolandi ntheirwayofl i
fe.Under standi
ngwhati swrittenisonewayi nwhi cht he
mindcandev el
op.

Understanding what we ar e studyi

ng i s the key t o many possi bi
l
iti
es.
Underst
andingorder i
vingmeani ngfr
om whaty oureadi stheult
imategoalofreading.
Readi
ngexposesy outot hei magi
nar
ywor l
dandshowst hatnothingispossi
bleinthis
worl
d.Asthef amoussay ingbyDr.Seussgoes,“Themor et hatyouread,t
hemor eyou
wil
lknow-t
hemor ethatyoul ear
n,t
hemor eplacesyou’l
lgo.

Devel
opmentalReadi
ng refersto a compr ehensi
ver eadi
ng progr
am whi ch
consists ofsever
alperi
ods orst ages.These per i
ods usuall
y coi
ncide wi
tht he
developmentalst
agesofgrowthoft hei ndi
vidual
.I ti
sbelievedthatoneprogresses
graduall
yinacqui
ri
nganddevel
opingcertainskil
ls.

Thegoalofdevel
opmentalreadi
ng isto empowerstudentswho need mor
e
supportandi
mprov
etheplay
ingfi
eldsothatr
eadi
ngispossi
bleforal
l.
 TestYour
sel
f!

1.Di
scusst
hedi
ff
erencebet
weenr
eadi
nganddev
elopment
alr
eadi
ng.

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2.Asast
udent
,whydoy
out
hinkr
eadi
ngi
simpor
tant
?

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3.Lookforaquotat
ionaboutr
eading,shar
e,andexplai
n.
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__

LESSON2:READI
NGANDREADI
NGPROBLEMS

Readi
ng pr
obl
ems can be r
elat
ed t
o neur
ologi
caland cogni
ti
vef
act
ors.
Envi
ronmentalfactor
si ncl
udehome,school
,and t he st
udent
'ssocialand cult
ur al
envi
ronment.Readingpr obl
emscanalso berelated t
o emoti
onalfactors.Reading
di
ff
icult
iesareoftenrel
atedtoi
ntel
l
igenceandintell
ect
ualfact
ors.Languagefactors
al
soaf f
ectr
eadingabil
it
y.

Lear
ningObj
ect
ives:
Att
heendoft
hismodul
e,y
ouar
eexpect
edt
o;

1.Examinet
hevar
iousfact
orsaf
fect
ingr
eadi
ng
2.Assessownr
eadingperf
ormance
3.

NEUROLOGI
CALANDCOGNI
TIVEFACTORS

St
udent'
sr eadi
ngprobl
emsmayber el
atedtothestudent'si
nter
nalneur
ological
andcogniti
vef actor
s.Ev
eryteacherhasexper i
encewithast udentwhohasl earni
ng
di
ffi
cult
ies despit
e a st
rong famil
y,supporti
ve schoolenvironment,hi
gh l
ev elof
i
ntel
li
genceandmanyeconomi cbenefi
ts.

Formor et han100y ear s,

medi calresearcher shav esoughttoi denti
fyneur ol
ogi cal
factorsi nthebr ainassoci
at edwithr eadi
ngpr oblems.Asear l
yas1896, Dr.WPMor gan
descr i
bedamedi calcondi t
ioncal l
ed" bl
indwor ds."Theopht halmol ogi
stHi nshelwood
(1917)r eport
edt hecaseofanor maladol escentwhocoul dnotl earntor ead. Other
medi calr esearchershav er eportedsi milarcasesofst udentshav inggr eatdi f
ficulty
l
earningt oread( Cri
tchl
ey,1970; Orton,1937) .
 Butmor erecentl
y,researchershav eused
newt echnol ogiest otestthebr ai
nwhi leani ndividualreads.Wi t
ht hehelpoff unct i
onal
magnet icresonancei maging( fMRI),brai
nst udieshav eobt ai
nedcl uesaboutt her oleof
neurol ogicalfactors associated wi t
hr eading pr oblems i n humans.Br ai
nr esear ch
providesst r
ongev i
dencef ordi f
ferencesi nbr ainf uncti
onbet weennor malandpoor
reader s.

Thet erm dysl

exiaissomet i
mesusedt odescr i
beindi
vi
dual swit
hsev erer eading
disabil
i
ties,indi
vi
dualswhoacqui r
er eadi
ngabi l
i
tieswithextremedi ff
icult
y .Genet ic
diff
erencesi nthebr ai
nmakel earningt oreadast r
uggl
eforchi l
drenwi thdy slexia.
Luckil
y,muchofourbr ai
ndev el
opmentoccur saft
erwear eborn,whenwei nteractwith
ourenv ironment.Thismeanst hatt eachingtechniquescanact ual
l
yr et
raint hebr ain,
especiall
ywhent heinstr
ucti
onhappensear l
y(Shaywitzetal
.,2008).

Whenweconsi derneur ologi

calorcogni ti
vef actor
s,wet akeintoaccountt he
wayi nwhichani ndivi
dual’sbrainoperat
esdur ingt heprocessofl ear
ningt or
ead.The
ter
m cogni t
iveprocessingr eferst othement alactivi
tiesthatani ndivi
dualusesi n
l
earning,suchasv isualprocessing,audi
torypr ocessi
ng,memor yabil
it
ies,orlanguage
rel
atedabili
ti
es.Cogni t
iveprocessingdeficit
scani nt
erferewiththewayt hatst udents
understandinf
ormat i
onpr esentedtothem.Forsomest udentswithar eadingdisabil
ity
,
cogniti
veprocessi
ngdef ici
tscanpl ayamaj orrole.
 Befor
ey ouproceed,makeanout
li
nehi
ghl
i
ght
ingsomekeypoi
ntsf
rom t
he
abov
einformat
ion.

2.
1SELF-
ASSESSMENTEXERCI
SE

MyOut
li
ne

ENVI
RONMENTALFACTORS

Env
ironmentalfactorsareassociatedwi t
hreadingdisabi
li
ty.Studentsliv
eand
growinseveraldi
fferentenvir
onments,andeachenv i
ronmenthasast ronginfl
uenceon
studentdesires and abili
ti
es t
ol earn.Env i
ronmentsi ncl
ude the student’
s home
envir
onment ,
schoolenv i
ronment,
socialenv i
ronment,andcultur
alenvir
onment .Eachof
theseenvi
ronment scanaf f
ectastudent’
sr eading.

TheHomeEnv
ironment

Thehomei sthechil
d’sf
ir
stenvi
ronment.Thechil
d’shomeenvi
ronmentcanbe
the foundat
ion for tr
emendous cogni
ti
ve growth and devel
opment.The chil
d’s
experi
encest hatoccurduri
ng thecri
ti
calfi
rst5 or6 y ear
soflif
ehav epowerful
i
nfluencesonachild’
sdevel
opment.

Athome,parentscanpr ov i
debothemotionalwell
-bei
ngandment alstimul
ation.
Forexampl e,
theearl
ydevelopmentofsel f-
est
eem inchil
drenr eli
esont hesuppor tand
encouragementofpar ent
s.A st udycompari
nggoodandweakr eadersshowst hat
successfulst
udentsaremor elikelyt
oadjustt
oahomeenv ir
onment .Par entscanal so
motivatethei
rchi
ldr
entoenj oyreading.Par
ent
swhor eadtaket hei
rchil
drent oli
braries
andbuybooksasgi ftstoteacht hem thei
mportanceofreading.Whenchi l
drenobser ve
afat
herwhoisafather
,theparent
sestabl
i
sharolemodelf
orl
i
ter
acy
.Al
so,t
her
oleof
par
entsaf
terachi
l
dentersschoolremai
nsimpor
tant
.

Adolescentswhohav ediff
icult
yl earni
ngt oreadneedf amil
yrelat
ionships.Parents
canallevi
atesomeoft hepsy chologicalandemot i
onaleffectsofpoorr eadingbydoi ng
whatt heydoathome.Par entscangi veyoulov e,acceptance,andotheroppor tunit
ies
forsuccess.Whenchi ldr
enl i
veindi f
ficul
tcondi t
ions,healthandemot i
onalproblems
arecompounded.Poor ermot hersar elessl i
kelythanr i
chermot herstoseekant enat al
care.Parentalal
coholdependencecanaf f
ectachi l
dintwoway s:achi l
dmaybebor n
withfetalal
coholsyndr
ome, andpar entsmaynothav eenoughener gytoraiseachi l
d.

Hungr yorhomel esschildrenhav eli

tt
leenergytopayat tentiont oschool .
Ov erworkedandl esseducat edparentsmayl ackthetimeandski ll
st oi mprov etheir
l
iteracyski l
l
sbyshar i
ngbooks,doi nghomewor k,andcommuni catingwi tht eachers.
Somef ami l
iescanov ercomepr oblemsandcr eateawar m andwel comi ngpl aceto
suppor ttheireducat
ion.Butsadly,chil
drenbornint
opoororunst ablef amili
esr unthe
ri
skoff aili
ngineducation.Ther
efore,manyfamilyandhousehol
denv ironment alfact
ors
combi net oincr
easether i
skofreadingprobl
ems.

TheSchoolEnv
ironment

Studentsspendtheirwaki
nghour si
nschool ,soexperiencesandr elat
ionshi
psin
theschoolenv ir
onmentcanhav eanegat iv
ei mpacton t heirliv
es.Forv ul
nerabl
e
readers,schoolexperi
encesareoftenheart
breaking.Somet i
mes,agood,st ablefamil
y
maynotbeabl etoprepareachil
dforschoolconditi
ons.Eveni naffl
uentneighborhoods,
teachersareseeingchangesi nthehomeenv ironment,suchasf amilybreakup.Fewer
problemsmul t
iplyschoolprobl
ems.Asf ami l
yinstabi
li
tyi ncreases,teachersofal l
schoolsarepointingtovul
nerabl
echil
dren(Lerner&Johns, 2012) .

Someschoolpr acticescancausechi l
dr eadingproblems.I nsomecases,f or
exampl e,teachersmaygi v eupt ry
ingt oteacht hechi ldtoreadaltogetherandi nstead
readev erythi
ngt ot hechild.Thesechi ldrenar eexpect edt odonot hingwhi l
esit
t i
ng
quiet
ly.Int hesecases,t heschoolsy stem helpsl it
t l
eforachi l
dwi thsev erereading
problems.I ntheschoolsy stem,student swi t
hreadi ngproblemsdonotr eadaswel las
studentswhor eadwel l
.Unski l
ledr eadersspendl essthanav eraget i
mer eadi
ngi n
school.Badr eader sreadonl yone-t
hirdoft heav eragestudentinschool .Studentswho
alr
eadyhav ereadingproblemsmaynotpr acti
ceenought oimpr ovethei
rr eadi
ngskill
s.

TheSoci
alEnv
ironment

Successf
ulrelati
onshipswi t
hf r
iendsgivest udentstheoppor tunitytogai nmuch
sati
sfacti
onandconf i
dence.Manyst udentswi thlearningdiffi
cult
iesal sof acesoci al
dif
fi
culti
es.Thesest udentshav edif
fi
cultymaki ngf r
iends,communi cati
ngwi t
hot hers,
andnotunder standingt hecompl exit
iesofsoci alsi t
uations.Ther eisev idencet hat
publi
cpopulari
tycont r
ibutestoschoolfail
ure.Badl essonsar eoftenr ej
ectedori gnored
byclassmatesandar er el
uctanttoaddressextraordinaryactivi
ti
es.
 Aschi l
drengr ow,theylear nsocial skil
l
sinacal m andi nfor
malway .Thr ought he
experienceofmanyoppor tunit
ies,theyl earnt otr
eatpeopl eappr opri
atel
y-whatt hey
say,how t heybehav eand whatt heygi veand t akein soci alpositi
ons.Howev er,
studentswi threadingandsoci aldiffi
cultiesarenotsensi ti
vet osocialnuancesanddo
notknow how ot her sinterprett heirbehav i
or.Unlike ordi
nar ytop achi ever
s,non-
achievingst udentsincreaset heirpopular it
y.Theyar eunabl etoi denti
fytheirfi
nanci al
shortcomingsandpr esentproblemst ot heirpeersinasoci alenv ir
onment .Frequently,
studentswi t
hr eadingandsoci alproblemsar eunabl etoadaptt oanotherper son's
perspective.Theyar elessl i
kelyt ohaveasuccessf ulsocialconnect i
onwitht heirpeers
becauset heyf ai
ltoconsi derotherpeopl e'sneeds.

TheCul
tur
alEnv
ironment

Thenumberofst udentsindi f
ferentschoolsf r
om di ff
erentcul t
uralandl i
nguisti
c
groupsi sincreasingrapidly.Manyst udentscomef rom homeswher el anguagesot her
thanEngl i
shar espoken.Thesest udentsareEngl i
shl anguagelear ners( ELLs).Theydo
nothav etheabi li
tytounder st
andanduset hespokenl anguage.Thebi ggestchal l
enge
foraschool istopr ovidethebesteducat i
onf orstudentsf r
om allcultures,regardlessof
geogr aphy
,soci o-economi cstatusorl anguage.Cul turaldif
ferences,especi all
yt hose
attr
ibutedtoacul tureofpov ert
y,cancauseal otofdoubtandcr i
sistodomi natethem.

Ofcourse,thi
sgeneralappli
cati
ondoesnotappl ytoalll
ow-
incomestudents.
Manypoorf amili
esar esati
sfi
ed witht heireducati
on,mai
ntai
nthev al
ueoft heir
schooli
ngandencour agethem tolearn.Theabili
tytomovefr
om povert
ytoeconomi c
securi
tyisanimportantpr
omiseofdemocr acy.

EMOTI
ONALFACTORS

Readers who f ailoften face emot ionali ssues thatmake r eadi ng difficult
,
especial
l
yift heyhaveal onghistoryoff ail
ure.Emot ionalproblemsi ntensifyasy oung
peopleenterpuber t
yaf t
erelementaryschool .Itisdi f
ficul
ttodet er
mi nei fther eadi ng
probl
em isther esul
tofanunder lyi
ngemot i
onaldisorderori fthereadingdi sorderi san
emotionalproblem.Inmanycases, aconst r
uctiveappr oachist ohelpst udentsachi eve
successinr eading,whichisaf orm oft herapy.A t herapeuti
cappr oacht ot eachi ng
readi
ngbui l
dssel f-
confi
dence,increasessel f-
esteem andengagesst udent s'interest.
Howev er
,studentswi t
hseveremooddi sordersmayneedpsy chotherapyorcounsel ing.

Student
sreactdif
ferent
lyt
oreadi
ngprobl
ems.Whilesomefail
edreader
sappear
t
ohav einsuf
fi
cientev
idenceofemot i
onalr
esponse,manyexhi
bitvar
yingemoti
onal
r
esponses.

Bef
oreyouproceed,complet
et heact
ivi
tybelow.Thesentencecompl
eti
onact
ivi
tyi
sa
ser
iesofbegi
nni
ngsentencefragmentsthatastudentcomplet
es.
 2.
2SELF-
ASSESSMENTEXERCI
SE

Sent
enceCompl
eti
onAct
ivi
ty

1.Ilike_ __
_________
_________
_________
_________
_________
_________
_________
_.
2.Eat i
ng_ __
_________
_________
_________
_________
_________
_________
_________
.
3.Iam happi estwhen_ ___
_________
_________
_________
_________
_________
______.
4.School is________
_________
_________
_________
_________
_________
_________
__.
5.Mygr eatestfearis_ _
_________
_________
_________
_________
_________
_________
.
6.Iwi shIcoul d_______
_________
_________
_________
_________
_________
_________
.
7.Ther ear etimes_ _________
_________
_________
_________
_________
_________
___.
8.Somet imesIwi sh_ ___
_________
_________
_________
_________
_________
________.
9.Iwantt o_ ____
________
_________
_________
_________
_________
_________
______.
10.Onet hingt hatbothersmei s_ _
_________
_________
_________
_________
_________
_.
11.If
eel sorryforpeoplewho_ _________
_________
_________
_________
_________
____.
12.Mymot her_ ______
_________
_________
_________
_________
_________
_________
_.
13.Myf ather_ __
________
_________
_________
_________
_________
_________
________.
14.Mymi ndis_ ___
________
__________
_________
_________
_________
_________
_____.
15.It
ryt o_____________
_________
_________
_________
_________
_________
________.

LANGUAGEFACTORS

Languagei sconsider edoneoft hegr eat estachievementsofman, morei mpor t

ant
thananyphy si
caldev i
cei nventedint helast10, 000y ear
s.Languageal lowspeopl eto
tal
kaboutt heoccult,remembert hepast ,andexpr esst hei
rhopesf ort hef uture.
Throught hecommuni cat i
onpr ocess,aper sonsendsamessage.Theot herper son
recei
vest hemessage.St udents'abili
tyt o expr essand r eceiveideast hroughor al
l
anguagef ormst hebasi sofr eading.Ther efore,itisnotsur prisi
ngthatreadingi san
i
ntegralpartoft heli
nguisti
csy stem oflit
eratesoci ety.Somest udentswhohav etrouble
readi
nghav el anguagepr obl
ems.Readi ngi sapar toft hel anguagesy stem.Mai n
l
anguagepr obl
emscanaf fectreadingski l
ls.Ther earet wotypesofl anguagepr oblems:
l
anguagepr obl
emsandl anguagedi sorders.

SpeechPr
obl
ems

Chil
drenhavet hr
eetypesofspeechpr oblems:speech pr
oblems(improper
soundrepr
oducti
on)
,voiceimpai
rment(i
nadequatet r
aumaorst abi
li
ty)
,andanxi et
y
(br
eat
hingorrhy
thm pr
oblems)
.Whil
espeechproblemsaremor ecommoni nl
ow-grade
readers,theyarenotdiff
icultt
or ead.Howev er,studentswhohav espeechproblems
should be referr
ed t
o a speech t her
apistforf urtherdiagnosi
s and tr
eatment,if
necessary .I
fy ounoti
ceaspeechpr obl
em,y oushoul dcheckt heseveri
tyofy our
heari
ng, assomet i
mesthespeechpr oblem i
sr el
atedt oaheari
ngdefect
.Studentswith
speechpr obl
emsmayf eel embarr
assedwhenaskedt oreadoral
ly,
sotheyshouldavoid
oralreading.

LanguageDi
sor
der
s

Speechi mpair
mentmeanst hesl ow oratypicaldevel
opmentofacademi cand
communi cati
veorallanguage.Achild'
sspeechi sdelayed,heissl
owi nspeaki
ng,word
for
mat i
on,andmayhav edi
ffi
cul
tylearningtoform sent
ences.Speechdelay
sareoften
duetoreadingdiffi
cult
ies.I
fther
eadingt eachersuspectsaprimar
yspeechimpediment,
speechtherapist
smaypr ov
ideaddit
ional di
agnosi
sandt reat
ment.

PHYSI
CALFACTORS

Thi
ssect
iondescr
ibesav
ari
etyofphy
sical
fact
orst
hataf
fectr
eadi
ngpr
obl
ems.

Hear
ingI
mpai
rment

Mildort emporaryhearinglosscanal soser iousl

yaf fectreadingskill
s.Ther ef
ore,
studentsshoul dbet estedforhear i
ngintensit
yorhear ingabi li
ty.List
eni
ngi ntensit
yi s
diff
erentf r
om t heabil
itytowor kwi t
hordi st
inguishbet weenwor ds.Therear emany
causesofhear i
ngloss:chil
dhooddi seasessuchasscar letfever,meningit
is,mumps, or
measl es;Fr equentexposur et o env i
ronment alcondi tions such as l oud noi ses.
Congeni t
aldi seasessuchasdef ormit
iesordamaget ohear ingai dsTempor aryor
tempor aryconditi
onsduet oall
ergies,coldsorearwax; Intrauteri
nemat ernalinfecti
ons,
i
ncludingr ubell
a;Middleearinf
ectionsorpr obl
ems.

Vi
sualI
mpai
rment

The abil
i
tyt o see cl
earlyis essenti
altot he r
eading pr ocess.Howev er
,the
relationshi
pbet weenreadi
ngandsi ghtiscompl ex.A certainv i
sualimpairmentcan
prev entoneper sonfr
om reading,butanotherpersonwi t
hasi milarproblem canread
effect i
vel
y.Studentswit
hr eadingdiff
icul
ti
esshoul dbescr eenedf orpossiblevisi
on
probl ems.Apr opervi
sualexam shouldatleasttestproxi
mi ty,foresi
ght,andbinocul
ar
vision.

SYNTHESI
S

Ther
e ar
e many f
act
ors associ
ated wi
th pr
essur
e di
sor
der
s.Exper
ts now
recogni
zet
hatstudents'readingprobl
emsmayber el
atedtoint
ri
nsicneurol
ogi
caland
cognit
ivef
actor
s.Neur ologicaland cognit
ivefact
orsofst udent
si nf
luencereadi
ng
success.Consi
derati
ons i nclude di
ffer
enti
ated educati
on,working memory ,and
educati
oni
ncognit
ivestrategies.

Envir
onment alfactorsincludehome, school,cult
uralandsocialenvi
ronment.The
homei sthefi
rstenv i
ronmentf orachil
dt oreceiveani ntegr
atededucati
oni nt
heear l
y
years.Theschoolenv ir
onmenti sanotherimpor tantlearni
ngsy st
em thatisof t
ena
challengeforstudentswi t
hlear ni
ngdiffi
cult
ies.Student swit
hlearningdi
sabil
i
tiesare
disturbedbytheirsoci alenvi
ronment .Thecul t
uralenvironmentisanothersyst
em that
i
nf l
uencesat t
itudesandi nterestsinr eadi
ng.Met hodsofassessi ngtheecosy st
em
i
ncludemanyobser v
ationalsy stems.

Emotionalissues can affectr eading.Poorr eader

s who pr esentemot i
onal
distr
essi ncl
udeemot i
onalblocks,host i
li
ty,aggression,lear
nedhel plessness,lowsel f
-
esteem,depr essionandanxiety.Emot ionalel ementscanbei nformallyassessedusi ng
theact ivi
tyofconcl udi
ngsent ences.I ntell
igenceist heabili
tytol earn.Thecur r
ent
theoryofi nt
ell
igencedivi
desintell
igencei ntosev er
alcomponent s.Theintel
ligencetest
measur esacademicabili
ty.Alt
houghmuchofwhati scal l
edi nt
elli
genceisi nheri
ted,a
chil
d'si nt
ell
i
gencei sgreatl
yaf f
ectedbyenv i
ronment alconditi
ons.Ingener al,achild'
s
experienceandenv ir
onment ,i
ncludingeducat i
on,canmakeahugedi ffer
ence.

Physical f act ors ar e associ at

ed wi t h l earni
ng di sabil
iti
es. I mpai r
ed
understandingofl anguagel earni
ngandr eadi
ng,i ncludi
nghear i
ngl oss,moder ateor
temporaryhear i
ngl oss.Ear ldiamet ersareusedt o checkf orhear ingl oss.Vi sual
i
mpai rmenti srelatedt or eadingabili
ty.Vi
sualdisturbancesi ncludemy opia,hyperopia,
rape,poorbi nocularv isionandper hapscolorsensit i
vi
ty.Teacher scancheckf orvisi
on
l
oss.Ot herheal thf actor s,suchasgener alheal
thandnut r
it
ionorner vouscondi t
ions,
areassociat edwi thl ear ningdisabili
ti
es.Boyshav emor edif f
icult
yr eadingt hangi rl
s.
Howev er,r
esear chshowst hatreadingcanbedi f
ficultbutunrecogni zableformanygi rl
s.

MyNot
es

TestYour sel
f!
Cat egor
izati
on:Readandcategori
zewhet hereachstat
ementbel
ongst ot
hese
factors:Environment
al,Emot
ional
,Language,orPhy si
cal
.Writ
ethecategor
yinthe
blankpr ovi
ded.
_
___
___
__1.Dysl exiai susedt odescr i
bei ndividual swi thsev erer eadingdi sabi l
it
ies,
indi vi
dual swhoacqui rereadi ngabi li
tieswi thext remedi ff
iculty.
_
___
___
__2.Theabi l
itytoseecl earlyisessent i
al tot her eadi ngpr ocess.
_
___
___
__3.I
mpai redunder standingofl anguagel ear ningandr eading, i
ncludi ng
hear ingl oss, moder ateort empor aryhear ingloss.
_
___
___
__4.Mi ldort empor aryhear inglosscanal soser iouslyaf fectreadingski l
ls.
_
___
___
__5.Voicei mpai rment( inadequat et r
aumaorst abi l
ity
)
_
___
___
__6.Speechi mpai rmentmeanst hesl oworat ypi cal developmentofacademi c
andcommuni cat i
v eorallanguage
_
___
___
__7.Student swi thsev eremooddi sorder smayneedpsy chot herapyor
counsel ing
_
___
___
__8.Successf ul relat i
onshi pswi thf ri
endsgi v est udent st heoppor t unityto
gainmuchsat i
sfact i
onandconf idence.
_
___
___
__9.Manyst udent scomef rom homeswher el anguagesot herthanEngl ishare
spoken.
_
___
___
__10.Hungr yorhomel esschi l
drenhav el i
ttleener gytopayat tentiont oschool .
_
___
___
__11.Whenchi l
dr enl ivei ndiffi
cultcondi t
ions, heal thandemot i
onal problems
arecompounded.
_
___
___
__12.Thechi ld’shomeenv ironmentcanbet hef oundat ionf ortremendous
cogni tivegr owt handdev elopment .
_
___
___
__13.Par entswhor eadt aket heirchildrent ol ibrar iesandbuybooksasgi ft
sto
teacht hem t hei mpor tanceofr eadi ng.
_
___
___
__14.Congeni t
al di seasessuchasdef ormi tiesordamaget ohear ingai ds.
_
___
___
__15.Br ainresear chpr ov i
desst rongev idencef ordi ff
erencesi nbr ainf unction
bet weennor mal andpoorr eader s.

LESSON3:DEVELOPMENTALREADI
NGSTAGES

Tounder
standt hereadingprocess,i
ti simpor
tanttogetusedt
ost udy
ingthe
devel
opment
alstagesofr eadi
ng.Inthissecti
on,wewil
lexpl
oret
heavai
l
ablestudi
es
andbegi
ntoinvest
igat
ethesestagesofdev el
opment
.
Lear
ningObj
ect
ives:
Att
heendoft
hismodul
e,y
ouar
eexpect
edt
o;

1.examinethest
agesi
nreading
2.eval
uatekeychar
act
eri
sti
csofthesest
ages.

READI
NGSTAGES

Harv ardpr ofessorJeanneChal li

sknownf orhisworkont hedev elopmentalstages
ofreadi ng.Shewasoneoft hefir
stresearcherstodescribereadi
ngasadev el
opment al
process.Hi sbook, Lear
ningtoRead:TheGr eatDebate,publi
shedin1967, summar i
zes
hisf i
ndi ngsont hecontroversy(whichcont inuestothisday )betweenadv ocatesof
phoneticsandadv ocatesoft hesemant ic-
basedr eadi
ngappr oach.Iam.Bal l'
sstudy
showst hatlearningthealphabet'
scodes( alsoknownasphonol ogicalrecogniti
on,word
analysis,decodi ng,andconnect ionsbet weensoundsandsy mbol s)isi mportantto
beginlear ningtor ead,butlessIconcl udet hatiti
snoti mportant.Anotherimpor t
ant
factori sl ear
ningt helanguage,goodt eachingmat er
ials,andar easonablelevelof
diff
icul
t y.

Challal
soexami nedt heef f
ectsofpover tyonl earni
ngt oreadandt hei nterpersonal
natur
eofl earningtor ead.I n1983,hedev elopedt he"fi
rststaget heor
y "ofr eadi
ng
devel
opment .Itisimpor tanttonot ethatr eadingi sapr ocesst hatmakesy oumor e
capableandef f
ectiv
easar eader
.Theirstepsout linedwhatst udentsusual l
yhadt odo
befor
emov ing on tot henextst age.Recentr esearch haschanged t hesest ages,
especial
lyt
heiniti
alstage.Howev er,thechallengei ssti
llt
ounder standhowt or eadand
howt oreadtolearn.Thegr adesassignedt ot helev elsbel
ongt ospecifi
clear ners.
Befor
eyouproceed,
answertheacti
vit
ybel
ow.Theladderr
epresentsthest
agesof
Readi
ngDevelopment.Pl
aceeachstagei
nthel
adderwithadescript
ion.

3.
1SELF-
ASSESSMENTEXERCI
SE

Chal
l’
sSt
agesofReadi
ngDevel
opment

Chall’
sStagesofReadi
ngDevelopment,
fir
stpubl
ishedi
n1983,
out
li
nest
het
ypi
cal
chi
ld’
sreadi
ngdevelopmentpr
ocess,cov
eri
ngstages0-5:

St
age0:Pr
e-Readi
ng

St
age0,al
soknownasl
oudreadi
ngor"pseudo-
reading"
,af
fectschi
l
drenfr
om 6
mont
hst o6year
s.Atthi
sst
age,chi
l
drenof
ten“ t
endtor ead”whichmeanstheycan
i
dentif
yt hepagesandstoriestheyreadonthefi
rstpageandtheref
orepointthem out
andshow anunder standingoft hecontent
.Childr
enatt hi
sstageacqui r
emast ery
thr
ough par ent
,guardian,t eacher or ot
her pri
vat
e adult and int
eracti
ve and
conversati
onalr
eadi
ng.

St
age1:I
nit
ialReadi
ngandDecodi
ng

St age1usual l
yi ncl
udessix-andsev en-
year-
oldsorf i
rstandsecondgr ade
beginners.Dur i
ng thi
s phase,chil
dren dev
elop the skil
ls necessaryto define the
rel
ationshipbetweenwr itt
enandspokenwor ds.Att hisstage,chil
drenlearnphoni cs
andspeakt hewordsr egular
lytoreadsimpletexts.Thi sisusual l
ydonebydi rect
i
nstruction.Attheendoft hi
sphase,chi
l
drencanusuallyread600di ff
erentwords.

Accordi
ngtoChall(1983)
,inthefi
rststage,chil
drenfocusont heenvi
ronment
r
atherthanthemessage.Inotherwords,Stage1r eadersuset hefeat
uresbelow t
he
t
ext(suchasphonet
icr
ules)todecodethetexti
nsteadoft hecontext
.

St
age2:Conf
ir
mat
ionandFl
uency

I
nstage2, chi
ldrenar
etypi
cal
ly7to8y earsol
dandcanr eadsimpleandfamili
ar
texts using basi
c decoding,vi
sualvocabul
ary,and quotat
ion mar ks.Chil
dren can
developandacqui renew readi
ngskil
l
sbygi v
ingadvancedr eadinginst
ruct
ionsand
l
isteningtohigh-l
evelreader
s.

St
age3:Readi
ngf
orLear
ningt
heNew

Stage3,whichi smadeupofPhaseAandPhaseB, descri

bechildrenages9- 13.
PhaseA i ncl
udesi ntermediatechildr
eni ngrades4- 6andPhaseBi ncludesmi ddle
school/hi
ghschoolchi ldr
eni ngrades7- 9.I
nthisstage,chi
ldr
enr eadinor dert ogain
i
deasandknowl edge,andt oexperiencenewf eel
ingsandattit
udesasar esultofwhat
theyread.ChildreninPhaseA ar et y
pical
lysti
llmor eeff
ici
entatl earningt hrough
l
isteni
ng compr ehension overreading comprehension,butbyPhaseB ar eequal ly
profi
cienti
nboth.

Atthe thi
rdlevel,readers are sti
l
ll i
mited int hei
rknowledge,i deas and
experi
ences,sothelearningprocesscont i
nueswhent hel essoni
scl ear,li
mitedin
techni
calcomplexi
tyandexpr essesideasf r
om thesamepoi ntofview.Att hisearl
y
stage ofknowledge accumulati
on,precise concepts and word meanings become
i
mpor t
antasreadersl
earnt oi
ntegrat
emeani ngint
ot hei
rli
mi t
edknowl
edge.

St
age4:Mul
ti
pleVi
ewpoi
nts

Stage4i ncl
udesy oungpeopleaged15- 17whodemonst r
ater eadi
ngskil
l
si na
vari
etyofsubj ectswit
hdi ff
erentperspectives.Themai ncharacter
isti
cofreadingin
step4i sthatitismulti
pleperspecti
ves.Forexampl e,unl
iketheAmer i
canelementar
y
schoolhistorytext
bookthatreadslevel3,thehi ghschooltext
bookneedst obeviewed
fr
om adi ffer
entperspecti
ve.Thei ncreasingwei ghtandl engthofsecondar yt ext
s
compar edtolower-l
eveltextbooksisduet othedepthoftreatmentandt hev ar
iet
yof
perspecti
ves.Level4r eadingmayi ncl
udetheabil
it
yt oprocesslayersoff actsand
conceptst hat are most l
y contained inthe pre-r
eceiv
er.Howev er
,t hese ot her
perspecti
ves can be obtained because t
he requi
red knowledge has alreadybeen
acquir
ed.Wi t
houtthebasici nf
ormat i
onyoulear
nedinstep3,itcanbedi ffi
culttoread
thecontentfr
om mul t
ipl
eper spect
ives.

St
age5:Const
ruct
ionandReconst
ruct
ion

Stage5,includesadul
ts,age18andup,whor eadf orthei
rownpurpose,gai
n
knowl
edgeandi ntegrat
enewknowl edgewi
thpr
iorexper
iences.Theycanr
eadquickl
y
andef
fici
entl
y.

WhenSt age5i sreached,onehasl ear

nedt or eadcertai
nbooksandar t
icl
esin
thedegreeofdetailandcompl etenessthatoneneedsf orone’spurpose,starti
ngat
theend,themiddle,orthebeginning.AreaderatSt age5knowswhatnott or ead,as
wellaswhattor ead.Tor eachthisstageistobeabl etousesel ecti
vel
ythepr int
ed
materi
alinthosear easofknowl edgecent r
altoone’ sconcern.Whetherallpeople
canreachStage5r eadi
ng, evenattheendoff ouryearsofcol l
ege,i
sopent ostudy.

SYNTHESI
S

 
Earl
ychi
ldhoodeducat
iont
heor
istJeanneChal
llaysoutherst
agesofr
eadi
ng
devel
opment
.

The pr e-
reading phase invol
v es longerper iods and probablyi nvolves lar
ger
changest hananyot herphase( Bisex,1980).Fr om birthtot hebeginningoff ormal
for
mal education,chil
drenli
vi
nginal it
erarycultureaccumulat
eknowl edgeaboutl ett
ers,
words,andbookswi thanalphabetwr it
ingsyst em.Chil
drendev el
opt heircontrolover
vari
ousaspect sofl anguage-syntaxandwor ds.Andt heygainsomeunder standingof
thenatureofwor ds:theyhavesomesoundi nthei
rendorbegi nning( rhymeand
connecti
on),thattheycanbedi vi
dedi ntoparts,andpar t
stof ormther ightwor dsinto
one. 

Oncet hest udentsuccessf ul

lypassesSt age0andexi t
st hephonet i
cr eading
questionnai
reandbecomesmor ef amili
arwi ththerelat
ionshipbet weenl ettersand
sound,t hestudentmov esont ot hecodedr eadingstageandst age1r eading.Goes
Period,ther eaderr el
iespri
mar il
yont exttof ocusonv isuali nf
or mati
on.Thechi l
d
beginst opri
ntandt hewor dssound.Reader swhoar eeasil
yr ecognizedatSt age0can
nowspeaki nSt age1.Step1Reader strytobr eakthei
mpr essioncode.Theyt hinkthat
thecombi nationofl et
terandletterrepresentssounds.Theyal sor ecognizeheadsand
head sounds.I tisv eryimpor t
antf ort hi
schi ldto be decoded.Att hisst age of
development ,themosti mportantappr oacht oteachi
ngi smor eappr opri
ate.Att his
stage,theder vi
shaspect softeacher-l
edmodel i
nganddecodi ngar ecrucial
.Thisi snot
thebestwayt olearntoreadthewhol elanguage.

Asachi
l
dpr
ogr
essest
hroughSt
age1,hewi
l
lgai
nspel
l
ingi
nfor
mat
ionabout
thesewor ds.Theyr ecognizewor dst y
lesandr eacht hel evelofaut omat ionofwor d
recognit
ion.Thi snew f eaturewillmakey ourr eadersmor ef l
uent .Inchal l
enges,t his
stageisof tenr ef
er r
edt oas" over .
"Inotherwor ds,student sneedt heoppor tuni t
yt o
i
mpr ovet heirr eading skill
si n a comf ortable and comf ortabler eadi
ng si t
uation.
Recreati
onalr eadi ng thatencour ages safer eading.Car verr eferstot his airst
rike
readi
ngar ea.Thepur poseoft hisstepi snott ouser eadi ngtogai nnewi nformat ionor
tolearn,butt ocont rolyourreadinganddot her eadingwheny oubecomear eaderi n
step3t ogai nknowl edge.Thet oolcanbeusednor mall
y .Again,theemphasi sshi ft
st o
amor ecompr ehensi velanguagest yl
e.Student sshoul dhav et heoppor tunitytor ead
manyf ami l
i
art exts.Themor epr acticeandimmer siony ouhav e,themor el i
kelyy ouar e
tomast erprint
ing, whichrequir
est hemor ecompl exnatur eoflearning.

Stage3i sal sochar acterizedbyt heincr

easingimpor tanceofwor dmeani ngs,
pri
orknowl edge, andst rat egicknowl edge.Toobt ai
nnewi nfor
mat i
on, t
hestudentmust
contri
butet hei
rknowl edgeandexper i
encespr i
ort oreading.Att hispoi nt
,readingi s
most l
yaboutf actsandt her eaderusual lyunderstandsf r
om asi ngularpointofv iew.
Duri
ngt hisstage,t her eadi ngisbot hdescendingandascendi ng.St udentsneeddi rect
i
nstructi
on, notnecessar i
lyi nthedecodi ngaspect ,butalsoinv eri
fyingcompr ehension,
aswel lasact ivism andsel ecti
onst r
ategies.Manyt eachersmi stakenlyassumet hat
onl
yt hestudenthasl ear nedt or eadnar rati
vetext,
thisabili
tyturnsi nt
osuccessf ultext
orexplanatorytextandr eadi ngtol earn.

SuccessfulreadersofSt age3developtheabili
tyt
oanal y
zewhatt heyreadand
respond criti
cal
lyt ot he diff
erentperspecti
ves they encounter.Ifstudent s are
successfulwithsuchcriti
calunderst
andi
ng,thentheyhavemov edf r
om 3rdto4thl evel
.
Fourth-
levelreaderscanhandl et hefactsandconcept slevelandaddandr emov e
previ
ouslyl ear
ned projects.Itgeneral
l
yhas manyper spectives and concepts,as
student
snowi nt
eractwithmor ecomplextexts.

Level5r eadersknow whatnott or eadandwhatnott or ead.Instep5,the

readergainstheabili
tytoconst r
uctthehighestlevelofsummar i
esandcommonsense
andt ocreatehi
sown" tr
uth"f
rom the"trut
h"ofot her
s.Themor ethestudentdelv
esi
nto
hisfi
eld,themor ethereaderacquirestheoreti
calknowledge.Wit
hsuchknowl edgei
na
parti
cularsubjectar ea,the readermaybe f urt
hercrit
ici
zed.Theynow hav ethe
opportunit
ytotaket hewor kofothersseriousl
yandcr eateaninfor
medposi ti
ononthe
i
ssue.

TestYour
sel
f!

MATCHI
NGTYPE:
Mat
cht
hei
nfor
mat
ioni
nCol
umnAwi
tht
hedescr
ipt
ioni
ncol
umn
B.

COLUMNA COLUMNB
 _
___
_1.Readi ngf orLear ningt heNew A.St
age0
_
___
_2.Grades1- 2, Ages6- 7 B.St
age1
_
___
_3.HighSchool ,Ages14—18 C.St
age2
_
___
_4.Pre-readi ng D.St
age3
_
___
_5.Knowswhatnott or ead, aswel laswhatt or ead E.St
age4
_
___
_6.Newknowl edge, informat i
on, thoughtsand F.St
age5
experiences
_
___
_7.Gainsomei nsight sintot henat ureofwor ds:that
somesoundt hesameatt heirendsorbegi nnings
_
___
_8.Grades2- 3, Ages7- 8
_
___
_9.“guessi ngandmemor ygame, ”oras“ gruntingand
groani ng,”“ mumbl ingandbumbl i
ng,” 
_
___
_10.Readf ort heirownpur pose, gainknowl edgeand
i
ntegr atenewknowl edgewi thpr i
orexperiences
_
___
_11.Canr eadsi mpl eandf ami l
i
art extsusingbasi c
decodi ng, vi
sual vocabul ary,andquot ati
onmar ks
_
___
_12.Readi ngi smost lyaboutf actsandt hereaderusually
under st andsf rom asi ngularpoi ntofview
_
___
_13."pseudo- reading"
_
___
_14.Conf irmat i
on, Fluency
_
___
_15.Const ruct i
onandReconst r
uct ion

MyNot
es

Ref
erencesandFur
therReadi
ngs

Dev
elopment
alr
eading 
1 Ai
daS. 
Vil
l
anueva,Rogel
i
o L.
 Del
osSant
os.Aut
hor
:Vi
l
lanuev
a, 
AidaS.
Publ
i
sher
:QuezonCityLor
imarPubl
ishi
ng,I
nc.

Dev
elopment
alr
eading1 
/ 
Alej
andro 
S. 
Ber
nar
do.By
: 
Ber
nar
do,
 
Alej
andr
o S.Cont
ri
but
or(
s):
.Publ
i
sher
:
Manil
a:RexBookStor
e,c2009.

Devel
opmentalStagesofReading-fl
-pda.
org.ht
tps:
//f
l-
pda.
org/
independent/
courses/el
ementary/
LAandR/ sect
ion1/
1a.
htm.

Fact
orsAff
ect
ingReadi
ngPowerbyJuanPabebeonPr
ezi
.ht
tps:
//pr
ezi
.com/
zl7r
7iqzp9de/
fact
ors-
aff
ect
ing-
readi
ng-
power/
.
MODULE2:THEORI
ESANDMODELSOFREADI
NG
 Lesson Ti
tl
e Ti
meDur
ati
on

1 TheTradi
ti
onalVi
ew/Bot
tom-UpModel 1hour
2 TheCognit
iveVi
ew/Top-
downModel 1hour
3 TheMetacogni
ti
veView/
Int
eract
iveModel 1hour

LESSON1:THETRADI
TIONALVI
EW/
BOTTOM-
UPMODEL

Readingisapower f
ulskil
lthaty
oumustl ear
ntobegoodati nli
feandsucceedin
col
lege.Readingwellt
akespract
ice,pr
act
iceandmor
epract
ice.Thi
srequi
resacti
ve
andpassivereadi
ng.

Lear
ningObj
ect
ives:
Att
heendoft
hismodul
e,y
ouar
eexpect
edt
o;

1. ut
il
izei
nreadi
ngpr
iorknowl
edgeofwor
ds
2. anal
yzewr
it
tent
ext
3. appl
ythemodel

THETRADI
TIONALVI
EW

As a mul t
it
hreaded pri
ncipl
e which focuses on t
he pri
nted f
orm oftext,in
the 
tradit
ionalview ofreading,novice 
readers 
acquir
easetofhi erar
chi
cal
lyordered
sub-skil
l
st hatsequenti
all
ybuil
dtowar dcompr ehensi
onabi
li
ty.

Accor
dingt
oDol
eetal
.(1991)

•Readersarepassi
vereci
pient
sofinf
ormati
oninthetext
.
•Meaningresi
desinthetextandt
hereaderhastorepr
oducemeani
ng.

Accor
dingt
oNunan(
1991)

•Readinginthisvi
ewisbasical
l
yamat t
erofdecodi
ngaseriesofwri
tt
ensy
mbol
sint
o
theiraural
equiv
alent
sinthequestf
ormakingsenseofthetext
.
•Her efer
redtothi
sprocessasthe'
bott
om-up'vi
ewofreading.

BOTTOM-
UPMODEL

Bot
tom-up readi
ng model,also known as par
t-
to-
whole model
,consi
der
sthe
i
mportanceofthewr
it
tenorpr
intedt
extasi
tbri
ngsaboutr
eadi
ng.

Accor
dingt
oMcCar
thy(
1999)

Hecal
ledthi
sprocessi
ngvi
ew "
out-
in"andr
efer
redtotheideat hatt
hemeani
ng
wasont
hepri
ntedpageandwasi
nter
pret
edandabsorbedbythereader.

Feat
uresofBot
tom-
UpModel

1.Identi
fylett
erfeat ur es
2.Linkthesef eatur
est orecognizelett
ers
3.Combi nelettertor ecogni zespelli
ngpatter
ns
4.Linkspelli
ngpat ter nstor ecognizewords
5.Thenpr oceedt osent ence,paragraph,andtext-l
evelprocessi
ng
The v i
ews oft he f ol l
owing r esear
chers aboutt he bott
om-up r
eadi
ng hel
ps i
n
understandingitbett er.

Leonar
dBl
oomf
iel
d
Thef
ir
sttaskofr
eadingi
slear
ningthecodeort
healphabet
ical
pri
nci
ple.
Themeaningoft
hetexti
sexpectedtocomenatur
all
yasthecodeisbr
oken
 basedont
her
eader
’spr
iorknowl
edgeofwor
ds

Emer
aldDechant
Bottom- upmodelsoper ateontheprinci
plethatthewrit
tentextishi
erar
chi
call
y
organized.
Thatt her eaderfi
rstprocesssmal l
estlingui
sti
cunit,gradual
lycompil
ingthe
smal l
erunitstodecipherandcomprehendt hehi
gherunit
s.

Char
lesFr
ies
Thereadermustlear
nt otransferfrom t
heaudit
orysignsforl
anguagesignal
sto
asetofvisualsi
gnsforthesamesi gnal
s.
Thereadermustautomat i
call
yr espondtothevi
sualpatter
ns.
Lear
ningtoreadmeansdev el
opi ngconsi
derabl
erangeofhabit
ualresponsesto
aspecif
icsetofpatt
ernsofgr aphicshapes

Phi
li
pB.Gough
Readi
ngisstr
ict
lyaser
ial
process
Lexi
cal
,synt
acti
candsemanticrul
esar
eappl
i
edt
othephonemi
cout
putwhi
ch
i
tsel
fhasbeendecodedfr
om print
.

Bef
orey
oupr
oceed,answert
heact
ivi
tyt
hatf
oll
ows.Readandr
ewr
it
ethecor
rectt
ext
bel
ow.

1.
1SELF-
ASSESSMENTEXERCI
SE

Icdnuol tblv
eieetahtIcluodaul acl
tyuesdnatnrdwahtIwasr danieg.
The
phaonmnealpweoroft hehmuanmni d,aoccdrni
gt oarscheearchatCmabr i
gde
Uinervt
isy,i
tdeosn'tmt t
aerin wahtor edrthel t
teer
sin a wr od are,theolny
i
prmoat ntti
hngistahtt
hefri
standlsatltt
eerbeintherghi
tpclae.Thersetcanbea
taotl
msesandy oucansit
llr
aeditwouthitaporbel
m.

Writ
ethetextbel
ow
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1.
2SELF-ASSESSMENTEXERCISE
 Whatdoest
hephot
otel
lyou?

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SYNTHESI
S

Thebott
om-upr
eadi
ngmodelemphasizestheenti
reprocessi
ngoftheindir
ectpar
t
oft
hetext
.Emphasi
zeswri
tt
enorprint
edt
ext.Thisshowsthatreadi
ngisinfl
uencedby
apr
ocessthati
smeani
ngf
ul(i
e,dr
ivenbyt
hetext)anddevelopstosomeextent.

Bottom-up processingget sthestudentawayf r
om t heirpr
iorknowledgeandi nt
o
therealm ofext
er nalst
imul i
.Theseemi ngl
yarbi
tr
aryscri
bbl esonthepagear ekeyhere.
Ther eaderdecodeseachnew  wordandsearchestheirment all
exi
confort hemeaning,
pieci
ng t he meanings t ogethersequenti
all
yt o understand the words,sentences,
paragraphsand, ult
imately,t
het ext
.

TestYour
sel
f!

CONTEXTCLUES:Cont
extcl
uesar
ehint
sinthewri
ti
ngthathel
pyoufigur
eoutwhata
wor
dmeans.Thewordyouar
edefi
ningmaybeinbol
d,under
li
nedorboth.

1.Nomat
terwher
eyougo,
theI
nter
neti
sfol
l
owi
ngy
ou.Al
mostev
erypor
tabl
edev
icei
s
 bei
ngmadewithanInter
netconnect
ion.MostnewTVsandmanyot herappl
i
ances
comewi
thInt
ernetconnect
ionsaswell.TheI
nter
neti
str
ulyubi
qui
tous.
a.i
tisfuzzyandwil
lbi
tey
ou c.i
tcostst
oomuchmoney
b.i
tiseverywher
e d.i
tcausesrashes

2.Somepeopl ear
ealwaysbashi
ngthepresi
dentj
ustl
i
keother
sbashedt
heone
befor
ehim.Wouldn'
tyouthi
nkthatev
eryonecoul
dfi
ndsomethi
ngtopr
aisehi
mfor
,
atleastonceinawhil
e?
a.hi
tti
nghar
dwit
haheav yt
ool c.goi
ngtotoomanyexpensivepart
ies
b.speaki
ngorwr
it
inghar
shl
yabout d.vot
ingf
oradif
ferentcandi
date

3.Whereverhegoes,
theest
eemedDr
.Sanchezi
sappl
audedf
orhi
sli
fesav
ing
r
esearch.
a.hel
doverboi
l
ingwat
er c.unabl
etochewgum
b.ver
yol
d d.great
lyadmi
red

4.MostofAmer
ica'
sFoundi
ngFathersdi
dnotbel
i
evei
nwomen'
ssuf
frage.Onl
ymen
coul
dvot
eint
heUnitedst
atesunti
l1920.
a.somet
hingthatcausesphy
sical
pai
n c.ski
rt
st hatdi
dnotcov
erankl
es
b.anear
lyfl
ag d.t
herighttovot
e

5.For
tunat
ely
,theexpl
osi
ondi
ver
tedt
heast
eroi
dfr
om acour
set
hatwoul
dhav
esenti
t
hur
dli
ngint
oourplanet
.
a.changethedir
ecti
onof c.j
umpintoadryri
ver
b.l
ookf orr
eal
lyhighwav
es d.l
ookt
hroughatel
escope

6.Yourcousi
nclai
medtobelat
ebecausethedoor
sofhi
shousewer
efr
ozenshut
.
EventhoughIhavemydoubt
s,hi
sexplanat
ioni
spl
ausi
ble.
a.y
oumustalway
sbeli
evei
t c.i
t'
shardtounder
standbecausei
tmakesnosense
b.y
oushoul
dneverbel
i
evei
t d.it
'sbel
iev
abl
eenoughtopossibl
ybetr
ue

7.I
fyoudon'
tcur
tai
lyourspendi
ng,
you'
l
lbebr
okei
nnot
imeatal
l
!
a.r
educe c.behi
nd
b.f
oll
ow d.buy

8.Nowordmusteverleakoutaboutt
hismi
l
itar
yact
ion!I
thast
obeacl
andest
ine
oper
ati
oni
nordertosucceed.
a.family c.dangerous
b.useful d.secret
9.Intheear l
y1600s,adanger
oustri
pacr
osstheAt l
anti
cOceanwasadaunti
ngi
dea.
TheEur opeans,whowouldsomedaybeknownast hePil
gri
ms,musthav
ebeenavery
deter
mi nedandbravegr
oupofsett
ler
s.

a.ti
ckl
e c.l
oseormi
spl
ace
b.amuse d.f
ri
ght
enori
nti
midat
e
10.Theor i
ginalPilgri
mscall
edthemsel
vesthe“Saint
s”andr ef
err
edt
oot
her
swho
j
oinedwiththem forthevoy
ageasthe“
Str
angers.
”
a.oneofaki nd c.humorous
b.fi
rst d.musical

LESSON2:THECOGNI
TIVEVI
EW/
TOP-
DOWNMODEL

AlsoknownasTop-downmodel ,accordingtoNunan(1991)andDubi
nandBy
cina
(1991)
,thepsychol
inguist
icmodelofr eadingandthetop-
downmodelarei
nexact
concor
dance.Thi
sisdirectopposi
ti
ontot he'bot
tom-
up'model.

Lear
ningObj
ect
ives:
Att
heendoft
hismodul
e,y
ouar
eexpect
edt
o;

1.enhanceknowl
edgeont
op-
downmodel
2.obt
aindi
ff
erentv
iewsont
opr
eadi
ngmodel
3.appl
ythemodel
anddet
ermi
nei
tsef
fect
iveness

THECOGNI
TIVEVI
EW

Goodman(
1967;
cit
edi
nPar
an,
1996)

Presentedreadi
ngasapsy chol
i
ngui
sti
cguessinggame,apr ocessi
nwhi
ch
readerssamplethetext
,makehypot
heses,conf
ir
m orr
ejectt
hem,makenew
hypotheses,
andsofort
h.

Ther
eaderr
athert
hant
het
exti
satt
hehear
toft
her
eadi
ngpr
ocess.

TheSchemaTheor
yofr
eadi
ngal
sof
it
swi
thi
nthecogni
ti
vel
ybasedv
iewofr
eadi
ng.

Rumel
har
t(1977)
 Described schemataas"buil
ding bl
ocksofcogni t
ion"whi
ch areused i
nt he
processofi nter
preti
ngsensorydata,i
nr et
ri
evi
nginfor
mati
onfrom memory,in
organisi
nggoal sandsubgoal
s, i
nall
ocat
ingresour
ces,andi
nguidi
ngthefl
owof
theprocessingsystem.
Stat
edthatifourschemataar
eincompl
eteanddonotprov
ideanunder
standi
ng
ofthei ncoming datafr
om thetextwewi l
lhav
epr obl
emsprocessi
ng and
underst
andingthetext

Feat
uresofTop-
downAppr
oach

1.Readerscancomprehendasel
ecti
oneventhoughtheydonotrecognizeeachword.
2.Readersshoul
dusemeaningandgrammaticalcuestoi
denti
fyunrecogni
zedwords.
3.Readingformeani
ngisthepr
imaryobj
ect
iveofreadi
ng,r
athert
hanmast eryofl
etter
s,
l
etter
s/soundrel
ati
onshi
psandwords.

Theviewsofthefol
lowingr
esear
cher
saboutt
het
op-
downr
eadi
ngappr
oachhel
ps i
n
under
standi
ngitbet
ter
.

Fr
ankSmi
th
Readi
ngi
snotdecodi ngwr i
ttenlanguagetospokenlanguage
Readi
ngdoesnotinvolvethepr ocessi
ngofeachlett
erandeachwor
d.
Readi
ngi
samat terofbringingmeani ngtopri
nt

Kennet
hS.Goodman

Thegoalofr eadi
ngisconst ruct
ingmeani nginresponsetotext.Itrequi
res
i
nteract
ive use ofgraphophonic,sy nt
acti
c,and semanti
c cues t
o constr
uct
meaning.
Itisonewhi chusesprintasi nputandhasmeani ngasout put
.Butthereader
provi
desinputtoo,andther eader,i
nter
acti
ngwithtext
,issel
ecti
vei
nusingjust
aslit
tl
eofthecuesf r
om textasnecessar yt
oconstr
uctmeaning.

Beforey ou pr
oceed,answerthe act
ivi
tyt
hatf
oll
ows.Expand t
he i
dea byaddi
ng
branchestothemainconcept
.

2.
1SELF-
ASSESSMENTEXERCI
SE

Mi
ndMap
 Technol
ogy

SYNTHESI
S
Top-downApproachusest hemeaninggivenbyt hereadertothetext
.Ital
lowsthe
readert
odecodeatext,hel
psrecogni
zeunfami
l
iarwordsthroughtheuemphasizest
he
readi
ngformeani
ng,engagesthereader
sinmeaningacti
vit
ies.

Itconsider
sr eadi
ng sent
ences,par
agr
aphs,and whol
et ext
s as t
he cor
e of
i
nst
ruct
ionandidenti
fi
estheamountandki
ndofinf
ormat
ionder
ivedfr
om r
eadi
ngs.

TestYour
sel
f!

SaySomet
hing:Shar
ewhaty
ouknowaboutt
hei
magesbel
ow.

A.

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 B.

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__
LESSON3:THEMETACOGNI
TIVEVI
EW/
INTERACTI
VEMODEL

Metacogniti
onreferstot heknowledgeandcont
rolwehav eoverourownknowledge.
Wheni tcomest oreading,it
'scommont otal
kaboutmet a-
cognit
iveawar
eness(
whi ch
weknow)andmet a-cognit
iveregul
ati
onorcont
rol(knowingwhen,whereandhow t o
usethestrategy
,i.
ewhatwecando) .

Lear
ningObj
ect
ives:
Att
heendoft
hismodul
e,y
ouar
eexpect
edt
o;

1.ev
aluat
ethei
nter
act
iver
eadi
ngmodel
,
2.adv
ancest
udent
’smot
ivat
ion,
3.i
ntegr
ateanal
ysi
soft
hel
anguagei
nreadi
ng

THEMETACOGNI
TIVEVI
EW
Atthegenerall
evel
,metacogni
ti
oninvol
vesover
comi
ngawar
enessandpl
anni
ng,
moni
tori
ng,r
epair
,rev
iew,summary,andeval
uati
on.

Accor
dingt
oBl
ock(
1992)
Ther
eader
sat
temptt
ofor
m asummar
yofwhatwasr
ead.

Kl
einetal
.(1991)
Met acognit
ioni
nvolvesthi
nki
ngaboutwhatonei sdoingwhi lereadi
ng.
Statedt hatstr
ategi
cr eadersatt
emptt oidenti
fythepur poseoft hereading
beforereadingandtheform ort
ypeoft het
extbefor
er eading.
Thinkingaboutthegeneralchar
acterandfeat
uresofthef orm ortypeoft
het ext
.
 Fori nstance,theytrytol ocateat opicsentenceandf ollow support
ingdetail
s
towar daconcl usi
on
Projectingtheauthor'spurposeforwr i
ti
ngthetext(whil
er eadi
ngi t
),
Choosi ng,scanning,orreadingindetai
l
Maki ngcont i
nuouspr edict
ionsaboutwhatwi l
loccurnext,basedoni nfor
mation
obtainedear l
ier,pri
orknowl edge,andconclusionsobtainedwi thi
nthepr ev
ious
stages.

I
nter
acti
vemodelemphasi
zesther ol
eofpri
orknowl
edgeorpre-
exi
sti
ngknowl
edgei
n
pr
ovidi
ngther
eaderwi
thnon-
visualori
mpl
ici
tinf
ormat
ioni
nthetext
.

Feat
uresofI
nter
act
iveModel

1.Approachesseetheadv entoftheincor
porati
onofbot
tom- upandtop-down
approachestoreading.
2.Bothmodesofi nfor
mat i
onprocessing,t
op-downandbottom-upalike,areseenas
strat
egiest
hatareflexi
blyusedintheaccompli
shmentoft hereadingtasks
3.I
nteracti
veapproachreli
esonbot hthegraphi
candcontextuali
nformation

Theviewsofthefoll
owi
ngr
esear
cher
saboutt
heI
nter
act
iver
eadi
ngmodelhel
pin
under
standi
ngi
tbet
ter
.

Emer
aldDechant
The i
nteract
ive modelsuggest
st hatthe r
eaderconstruct
s meaning bythe
sel
ecti
veuseofi nfor
mati
onf r
om allsour
cesofmeani ngwithoutadher
enceto
anysetorder
.
Thereadersimult
aneousl
yusesalllev
elsofprocessi
ngeventhoughonesource
ofmeaningcanbepr i
maryatagiventi
me.

Kennet
hGoodman
Aninter
acti
vemodeli sonewhi chusespr i
ntasinputandhasmeani ngasan
out
put.
Thereaderprov
idesinputt
oo,andthereaderi
nter
acti
ngwit
hthetext
,isselect
ive
i
nusingjustasli
ttl
eofthecuesfrom t
extasnecessar
ytoconst
ructmeaning.
Dav
idE.Rumel
har
t
Readingisatonceaperceptual
andacogniti
vepr
ocess.
I
tisapr ocesswhichbr
idgesandbl
ursthesetwotr
adi
tionaldist
inct
ions.
Askill
edr eadermustbeabl et
omakeuseofsensor y,syntact
ic,semanti
c,and
pragmaticinfor
mati
ontoaccompli
shthetask.

SYNTHESI
S
I
nteract
iver
eadi
ngmodelat
temptst
ocombinethet
womodel
s,t
hetop-
downand
t
hebottom-t
op.Itsel
ect
sthest
rongpoi
ntsofbothmodel
sandint
egr
atesthem i
n
l
ear
ningt
oread.

I
tisconst
ruct
edbyvari
oussour
cesl
ikegraphemes,phonemic,
morphemi
c,sy
ntax
andsemanti
csandisunder
stoodbot
hper
ceptualandcognit
ivepr
ocess.

Itatt
empt stot
akei ntoaccountthestr
ongpoi ntsofthebott
om-upandtop-
down
model
s,andt ri
estoav oidthecrit
ici
smslev el
l
edagai nsteach,maki
ngitoneofthe
mostpromisi
ngapproachestothetheoryofreadingtoday.

3.
1SELF-
ASSESSMENTEXERCI
SE
 TestYour
sel
f!

Dir
ect
ions:Readt
hef
oll
owi
ngi
temscar
eful
l
y.Chooset
hel
ett
ert
hatcor
respondst
othe
bestanswer.

1.Whatr
eadi
ngmodel r
ecogni
zes unf
ami
l
iarwor
ds t
hrought
heuseofmeani
ng
andgr
ammati
cal
cues?
a.top-down c.parttowhole
b.bott
om- up d.int
eract
ive
2.I
ntheprocessofreadi
ng,var
ioussour
cesofi nfor
mationmayi
nter
acti
nmany
complexway sthi
smodel
iscalled?
a.top-down c.parttowhole
b.bott
om- up d.int
eract
ive
3.Whi
chofthef
oll
owi
ngi
snotanel
ementofl
it
eratur
e
a.t
one c.char
acter
b.mode d.confl
ict
4.Theanalysi
sofcodehelpsinget
ti
ngeasil
ythemeani
ngoft
het
ext
,accor
dingt
o
a.LeonardBl
oomf i
eld c.Charl
esfr
ies
b.EmeraldDechant d.Phil
i
pGough
5.Whatmodelconcept
ual
i
zer
eadi
ngasbot hperceptual
andcogni
ti
ve
pr
ocess?
a.top-down c.parttowhole
b.bott
om- up d.interact
ive

6.Toint
egratet
womodel
sinl
ear
ningt
oread is_ _
__.
a.top-
down c.audio
b.bott
om –up d.int
eracti
ve
7.Whi
choneconsi
der
sthewhol
etextascor
eofi
nst
ruct
ion?
 a.top-down c.audio
b.bott
om –up d.int
eract
ive
8.Whosays,thatr
eadingi
sconst
ruct
edfr
om var
ioussources
a.EmeraldDechant c.T.McCormick
b.KennethGoodman d.Phi
l
ipGough
9.Whi
chonenar r
atesanadv
ent
ureofsupernatur
al bei
ngs?
a.i
nteract
ive c.top-
down
b.l
it
eratur
e d.bott
om- up

10.Readingdevel
opshabi
tualresponsetoaspecif
icpat
ter
ns,
suggest
abil
i
tytol
earntoread, accordi
ngto;
a.Leonar
dBloomfi
eld c.Charl
esfr
ies
b.Emeral
dDechant d.Phi
li
pGough

MODULE3:THEREADI
NGPROCESS

Lesson Ti
tl
e Ti
meDur
ati
on
 1 Readi
ngPr
ocess 1.
5hour
2 Readi
ngComprehensi
on 1.
5hour

LESSON1:READI
NGPROCESS

Readingisacompl exint
eracti
onbet weent hetext
,thereaderandt hepurposesfor
readi
ng,whi
chareshapedbyt hereader’spri
orknowl
edgeandexperiences,
thereader
’s
knowledgeaboutreadi
ngandwr i
ti
ngl anguageandt her
eader’
slanguagecommuni ty
whichiscul
tur
all
yandsocial
lysit
uated.

Lear
ningObj
ect
ives:
Att
heendoft
hismodul
e,y
ouar
eexpect
edt
o;

1.examinet
hestagesofr
eadi
ngprocess
2.expl
orest
rat
egiest
ouseinreadi
ngtext
s

TheReadi
ngPr
ocess

Readingpr ocessinvol
vesconstr
ucti
ngmeani
ngfrom wri
tt
ent
exts.I
tisascompl
exski
l
l
requi
ring crit
icaland creati
vet hi
nki
ng pr
ocesses t
o pul
ltogethera numberof
i
nterr
el at
edsour cesofinf
ormati
on.

St
agesoft
heReadi
ngPr
ocess

St
age1:Pr
e-r
eadi
ng
St
udent
spr
epar
ethemsel
vest
oread.Theymay
:

deci
deorbetoldwhythey
'r
egoingtor
eadapieceoftext
usethei
rbackgr
oundknowledget
omakepredict
ionsofwhatt
het
exti
sgoi
ngt
o
 beabout
useaconceptmapcal
l
edaKWLchartwher
etheyputdownwhattheyknow(K),
whattheywantt
oknow(W)
,andaf
tert
heyhav
ereadwhattheyl
earned(L)f
rom
thei
rreadi
ng
Pr
e-Readi
ngSt
rat
egi
esI
ncl
ude:
Act
ivat
ingBackgr oundKnowledge
Set
ti
ngpur posesf orr
eadi
ng
Makingpredict
ionsandpreviewingabook
Goi
ngonaPi ct
ureWal k
MakingaKWLmap
Questi
oni
ngandmaki ngpredict
ionsaboutast
ory

St
age2:Readi
ng:Respondi
ngandExpl
ori
ng
St
udent
sgetdownt
otheact
ualr
eadi
ng.

Student srespondt owhatt heyr eadt hroughr eadi nglogs,j

ournal s,orgrand
conver sati
ons
Dealswi thwhatast udenthasl earnedaf t
err eadi ngabook
Invol
v ereadinglogswher ethest udentwr i
tesaboutwhatt heyr eadandconnect s
i
tt oreal l
if
eort hroughdi scussionst hatcanbeei t herwholegrouporsmal lgroup
Thet extcanbedel i
ver edt ostudent sinav arietyofway s
Student scanengagei ni ndivi
dual reading,ort heycanber eadal oudt o
Teacher smayusebi gbooksorpr intproject edsomewher einor dert odoagr oup
readingsessi on
Thisiswher estudentsexpl or
et heirnewi nf ormat ion. 
Theymayr e-r
eadpar toral lofthet ext. 
Theymayr eadmor et extst oexpandt heirknowl edgeoft henewsubj ect
. 
Student smayl earnnewv ocabularywor dst hatt heycameupagai nstinthetext
. 
Explorationisav erybr oadst aget hatcant akemanypat hs.

Readi
ngSt
rat
egi
esI
ncl
ude:
Makingconnect i
ons
Predict
ing
Developinglanguageski
l
ls
Synthesizi
ng

St
age3:Post–Readi
ng:Appl
yi
ng
St
udent
staket
henewknowl
edget
heyhav
elear
nedanddomor
ewi
thi
t

Oft
entheywil
lhav
eproj
ectst
hatmeasurehowmucht heyhavel
ear
ned.
 
Theymayreadbooksr
elat
edtotheor
igi
nalt
extorpar
tici
pat
e

Readi
ngSt
rat
egi
esI
ncl
ude:
 St
or yret
ell
i
ngal lorpartofastory
Di
scussingf avor
itepartsorel
ementsofastor
y
Answer i
ngquestions
Compar i
ngt oanotherbook
Writi
ngnewendi ng
Drawingapi ct
ureaboutt hest
ory
Pl
ay i
ngagamer elatedtothestor
y
Creati
ngar adi
opl ayorotherki
ndofperf
ormance

3.
1SELF-
ASSESSMENTEXERCI
SE

Exami
net
hei
magebel
ow.Then,
askatl
eastt
hree(
3)quest
ions.

1.

1.
2.
3.

Readingisapowerf
ulskil
lthatyoumustl
earnhowtodowellsothatyoucanbe
successfulnotonl
yincol
legebutalsoinl
if
e.Readi
ngwellr
equi
respr
acti
ce,pr
acti
ce,
andmor
epr
act
ice.I
tal
sor
equi
resact
iver
eadi
ngv
ersuspassi
ver
eadi
ng.

Act
iveReadi
ng

Activer eadingmeanst haty ouareutil

izi
ngreadingstrategiestohelpy ouremember,
under stand,apply,anal
yze,andevaluat
ewhaty ouarer eadingsot haty oucancreate
(gener ateorproduce)onahi gherorderofthinki
ng.Inot herwor ds,y ouarenotjust
readingt obeabl etopassat estorcompleteanassignment ;youarer eadingtobeable
totaket heinformationyouarelear
ningandimpr oveyourlif
eandt helivesofother
sand
todiscov ermoreabouty oursel
fandthewor l
d.

Passi
veReadi
ng

Passiver eading,ontheot herhand, i

nvolvesreadi
ngthemat eri
alandhopingt hatsome
ofitsticksiny ourmemor ybanksl ongenought opassaqui zorexam.Nev ermi ndthe
factthaty ouar eal
sol i
sten-ingtoloudmusi cblari
ngfrom yourheadphonesoract uall
y
watchingt hecussingandf i
ghtingtakingplaceonar eali
tyTVshowi nsteadofr eadi
ng.
Youar esof ocusedonget t
ingy ourdegreethatyoucouldnotcar elessaboutl ear
ning
forthesakeofl ear
ning.

SYNTHESI
S

Thepr e-readingstagei swher et heteacheract i

vatesbackgroundknowledge,
setspurposes,introduceskeyv ocabularyter
ms, andprevi
ewst hetextwit
hthestudents.
Thisinvolvest het eachergivi
ngst udent sinf
ormat i
onaboutt hebookst heywi l
lbe
readi
ng( ifit
sahi stori
calbookgi vebackgroundaboutwhatwi l
lbehappeningint he
book,whyt hatishappeni ng,andhowi tcametobe) ,i
nformingthem ofthepurposefor
readi
ng( personalint er
est
-l
itcir
clesandexpect ationsofteacher-
basal/l
i
tfocusunits),
thefi
rstlookatt hebook( cover,anyil
l
ust r
ati
ons,chapterti
tl
es,et
c.)

Thesecondst age,reading,iswher et hestudentsbeginreadingt hemat erial

through any t ype of r eadi
ng ( buddy,shar ed,guided,et c.
).I
ti ncludes reading
strat
egi es/ski
ll
s,t heexami nat
ionofi ll
ustr
ations,readingfr
om beginningt oend,and
notet aking.Itisal sot hestagewher et hestudentsrespondtowhatt heyreadt hr
ough
readingl ogs,journal s,orgrandconv ersati
ons.Thisst ageisanexplori
ngst agewher e
thest udent sgobackandr ereadcer tai
nt hingsint hetext,l
ear
nmor ev ocabulary,
parti
cipat einmi ni-l
essons,exami netheaut hor'
scr aft(st
yleofwr i
ti
ng),ori dentify
memor ablequot es/ passages.

Theappl yi
ngstageiswher ethest udentscr eateprojects,r
eadsi mil
arorr el
ated
mat er
ial
,ev aluat
et hei
rexper i
ences whi ler eadi
ng,oruse i nformation l
earned in
themat i
cunits.•Thisiswher ethest udentspar ti
cipateinaf terreadi
ngact i
vi
ti
est hat
demonst rat
ecompr ehensionoft hetext,refl
ecti
onsov ertheirunderstandi
ngs,andt he
valuetakenfrom thereadi
ngoft hetext.Theseact ivit
iesmi ghtincludeessays,r
eader '
s
theatr
e,Power Poi
ntpresentat
ions,oropen- mindpor t
raits.
 Readingisapower fulskil
lthatyoumustlearnhowt odowel lsot hatyoucanbe
successfulnotonlyincollegebutalsoinlif
e.Readingwellr
equir
espr acti
ce,pr
acti
ce,
andmor epracti
ce.Ital
sorequiresacti
vereadi
ngversuspassi
vereading.

TestYour
sel
f!

Di
rect
ions:Readthef
oll
owi
ngpassagecar
eful
l
y.Chooset
hel
ett
ert
hatcor
respondst
o
t
hebestanswer .

Passage1-Oper
a

Operar eferstoadr amati

car tform,or i
ginatinginEur ope,inwhi chtheemot i
onal
contenti s conv eyed tot he audience as much t hrough musi c,bothv ocaland
i
nstrument al
,asi tisthrought hel yri
cs.Bycont rast,inmusi caltheat
eranact or
's
dramaticperformancei sprimary,andt hemusi cpl
aysal esserrole.Thedramai noper
a
i
spr esentedusi ngt heprimaryel ement soft heatersuchasscener y
,costumes,and
acti
ng.Howev er,thewordsoft heoper a,orlibret
to,aresungr atherthanspoken.The
si
ngersar eaccompani edbyamusi calensembl erangi ngf r
om asmal linst
rumental
ensembl etoaf ullsymphonicorchestra.

1.I
tispoi
ntedouti
nther
eadi
ngt
hatoper
a--
--
.
a.hasdevel
opedunderthei nf
luenceofmusi
calt
heater
b.i
sadr amasungwi t
htheaccompani mentofanorchest
ra
c.i
snotahigh-budgetproducti
on
d.i
softenperf
ormedi nEurope

2.Wecanunder
standf
rom t
her
eadi
ngt
hat-
--
-.
a.peoplearecapti
vatedmorebyoperathanmusicalt
heat
er
b.dramainoperaismor eimport
antthanthemusic
c.orchest
rasinoperascanvaryconsi
derabl
yinsi
ze
d.musicaltheat
errel
iesaboveal
lonmusi c
3.I
tisst
atedi
nther
eadi
ngt
hat-
--
-.
a.act
ingandcostumesaresecondaryt
omusi ci
nmusi calt
heater
b.musicinmusicalt
heat
eri
snotasi mpor
tantasiti
sinopera
c.anoperarequi
resahugeorchest
raaswellasalargechoir
d.operadoesn'
thaveanypr
operti
esincommonwi thmusicaltheat
er

Passage2-Dol
phi
ns

Dolphinsar eregardedast hefri

endl i
estcr eaturesintheseaandst ori
esofthem hel ping
drowningsai lorshav ebeencommonsi nceRomant i
mes.Themor ewel earnabout
dolphi
ns, themor ewer ealizethattheirsoci etyismor ecompl ext hanpeoplepr eviously
i
magi ned.Theyl ookaf terotherdol phinswhent heyar eill,caref orpregnantmot hers
andpr otecttheweakesti nt hecommuni ty,aswedo.Somesci ent i
stshavesuggest ed
thatdolphinshav eal anguagebuti ti
smuchmor epr obablet hattheycommuni catewi th
eachot herwi thoutneedi ngwor ds.Coul danyoft hesemammal sbemor ei ntel
ligent
thanman?Cer tainl
yt hemostcommonar gumenti nfav orofman' ssuper i
orityov er
them thatwecanki llthem mor eeasi l
yt hant heycanki llusi sthel eastsati
sfactory.On
thecont rary,themor ewedi scov eraboutt heser emar kablecr eatures,thelesswe
appearsuper iorwhenwedest r
oyt hem.

4.I
tiscl
earf
rom t
hepassaget
hatdol
phi
ns-
--
-.
a.don'
twanttobewithusasmuchaswewantt obewit
hthem
b.arethemostpowerf
ul creatur
esthatl
i
veintheoceans
c.areprov
entobelessintell
igentt
hanoncethought
d.haveareput
ati
onforbeingf ri
endl
ytohumans

5.Thefactthatt
hewrit
eroft
hepassaget
hinkst
hatwecanki
l
ldol
phi
nsmor
eeasi
l
y
thantheycankil
lus--
-.
a.prov
esthatdol
phi
nsarenotthemostintell
igentspeci
esatsea
b.showsthatdol
phi
nshaveaverysophisti
catedform ofcommunicat
ion
c.doesnotmeanthatwearesuperi
ortothem
d.provest
hatDol
phinshav
eli
nguist
icskil
lsfarbeyondwhatwepr evi
ousl
ythought

6.Onecani
nferf
rom t
her
eadi
ngt
hat-
--
-.
a.i
tisnotusualf
ordolphi
nstocommuni cat
ewitheachother
b.dol
phinshaveski
ll
sthatnootherli
vi
ngcreat
ureshavesuchast
heabi
l
ityt
othi
nk
c.ar
eproventobelessint
ell
igentt
hanoncethought
d.dol
phinsarequi
teabundantinsomeareasoftheworld
LESSON2:READI
NGCOMPREHENSI
ON

Theulti
mategoalofreadi
ngist ounderst
andormakesenseofwhaty ouarereadi
ng.
Exper
ienced r
eader
s appreci
atet hi
s and do notunder
stand the r
equir
ed r
eading
comprehensi
onskil
ls.Theprocessofunderstandi
ngi
sbothi nt
eract
iveandstr
ategic.
Thereadershouldnotover-
analyzethetext
,butanal
yzeit
,assimil
ateit
,andmakei t
uni
que.

Lear
ningObj
ect
ives:
Att
heendoft
hismodul
e,y
ouar
eexpect
edt
o;

1.I
denti
fyandevaluat
ethebasi
cski
l
lsforreadingcompr
ehensi
on
2.Exami
net hel
evelsofr
eadi
ngcomprehension.

Readi
ngCompr
ehensi
on

Readingcompr ehensi
oni stheabil
it
yt oprocessat
ext
,under
standi
tsmeani
ng,
andr el
ateitt
owhatt her eaderal
readyknows.Thebasi
cskil
l
srequir
edf
oref
fect
ive
readi
ngcompr ehensionare:

abili
tyt ounderstandt hemeani ngofwor ds
abili
tyt ounderstandt hemeani ngofawor dfrom t
hecontextoftheconver
sat
ion,
organi zat
ionoft hepassage
abili
tyt ofoll
owi tspr ecedentsandr ef
erences
abili
tyt odrawconcl usions,thebasici
deaofapassage
abili
tyt oanswerquest i
onsinaquot e
abili
tyt oidenti
fyliterarytoolsorsuggestionsusedinaquot e
under stand itst one,cont extualmood ( agent),Objects,temporaland l
ocal
referencepoi nts,incidentalandintent
ional i
nfor
mation)
,etc.
 abi
li
tytodet
erminetheauthor
'si
ntent
,pur
pose,andpoi
ntofv
iew andt
odr
aw
concl
usi
onsabouttheaut
hor

Lev
elsofReadi
ngCompr
ehensi
on
Whenreader
sreadorv
iew atextt
heycanunderst
anditondi
ff
erentl
evel
s.Deep
compr
ehensi
onoccur
swhenal
llev
elshavebeenconsi
dered.

1.Li
ter
alCompr
ehensi
on:Whati
tsay
s
Whatt
heaut
hori
ssay
ingi
nthef
orm of

recognizingandr
ecalli
ngf act
s
i
dentify
ingt hemainidea,suppor
ti
ngdet
ail
s
Categorizing,
out
li
ning,summar i
zi
ng

Quest
ionst
oaskwhi
ler
eadi
ng

Whatwordsstatethemai nideaofthetext
?
Howdoest heauthorsummar izewhatshe/heissayi
ng?
Whathappenedfirst
,second,last
?
Howarethesethingsalike?Howar et
heydiff
erent
?
Whatthi
ngsbelongst ogether
?

2.I
nfer
ent
ialCompr
ehensi
on:Howi
tsay
sit
Thereadermustreadbet
weent
hel
i
nesandmakei
nfer
encesaboutt
hingsnot
di
rectl
ystat
ed.I
tinv
olv
es:

i
nterpreti
ngfi
gurativ
elanguage,
drawingconclusions
predi
ctingoutcomes
determiningt
hemood
j
udgingt heauthor’
spointofvi
ew

Quest
ionst
oaskwhi
ler
eadi
ng
Whatdoestheaut
horval
ue?
Whati
sthetheme?
Whateff
ectdoest
hischar
act
er/ev
enthav
eont
hest
ory
/text
?
Howdoy outhi
nki
twil
lend?

3.Cr
it
icalCompr
ehensi
on:Whati
tmeans?
React
ingemot
ional
l
yandi
ntel
l
ect
ual
l
ywi
thmat
eri
al

Whytheauthorsay
swhatheorshesays
Requi
resr
eadertouseext
ernal
cri
ter
iaf
rom hi
s/herownexper
iencet
oev
aluat
e
 thequali
ty,
v al
uesoft
hewr
it
ing,
theaut
hor
’sr
easoni
ng,
simpl
i
ficat
ions,
and
general
i
zations

Quest
ionst
oaskwhi
ler
eadi
ng
Coul
dthispossibl
yhappen?
I
sthi
sargumentl ogical?
Whatalt
ernat
ivesar ethere?
I
sthi
saf actoranopi nion?Why?
Doyouagreeordi sagreewitht
heauthor
Whatisthebestsolutionforaprobl
em?

SYNTHESI
S

Whenreader
sreadorview atexttheycanunderst
anditondi
ff
erentl
evel
s.Deep
compr
ehensi
onoccur
swhenall
level
shavebeenconsi
der
ed.

Li
ter
alcomprehensi
onoccur
satt hesurfacelevelwhenar eader
/vieweracknowledges
whattheycanseeandhear.Thedet ail
sar est at
edandcl earforanyonet oidenti
fy.
Li
ter
alcompr ehensi
on i
s often refer
red t o as ‘on the page’or ‘ ri
ght there’
comprehensi
on.Thi
sist
hesimplestf
orm ofcompr ehensi
on.

Inf
erentialcomprehensionr equir
est hereader/vi
ewert odrawont heirpriorknowledge
ofat opicandidenti
fyrelevanttextclues(words,images,sounds)tomakeani nfer
ence.
Inf
erentialcomprehensioni soft
enref er
redtoas‘ betweent
helines’or‘t
hinkandsear ch’
compr ehension.Thi
slev elofcompr ehensionrequiresmoreskil
lbutcanbeachi ev
edby
youngchi l
dren(vandenBr ock,Ki
ndeou, Kremer,Lynch,But
ler
,Whi t
eandPugzl esLor ch,
2005).

Ev aluati
veorcr it
icalcompr ehensionrequiresther eadertomov ebey ondt het extt o
consi derwhatt heyt hi
nkandbel ieveinrelati
ontot hemessagei nthet ext.Itisatt his
poi ntthatreaders/viewersarer equi
redtoj usti
fytheiropi
nions,arguef orapar ti
cular
viewpoi nt,cr
it
icallyanal y
set hecont entand deter minetheposi ti
onoft heaut hor.
Ev aluati
vecompr ehensionisof tenrefer
redt oas‘ beyondthet ext’andi ncludes‘ big
pict ur
e’comprehensi on.Oftenthereisnor ightorwr onganswerbutr atherjusti
ficati
on
fort hi
nkinginapar ti
cularway.
 TestYour
sel
f!

LAYI
NGTHEGROUNDWORKFORCOLLEGESUCCESS

Ar eyouf amili
arwi ththemoder nv ersionoft hepar ableoft het wocol l
egest udentswho
builttheirhomesuponcompl etelydi fferentf oundat ions?Onest udentbui l
therhouseon
strongr ockst hatwer eabl et owi t
hst andt hest ormsofcol legel ife,suchasr eadinga50-
pagechapt eri
nahi storycour seorwr iti
nga10- pagepaperf orapsy chologycour se.She
wasabl et ost andf i
rm becauseshebegant heassi gnment si mmedi atelyuponr eceivi
ng
them,wor kedont hem al i
ttlebi teachday ,andut ili
zedt het ut ori
ngcent erasneeded.
Howev er,theot herstudentbui l
thi shouseuponsand.Unf ortunat ely
,whenamaj orstor
m
came,al soknownast hemi dter
m,hi shousecol l
apsedbecausehehaddeci dedt ousehis
fi
nanci alai dmoneyt obuynew at hleti
cshoesi nst eadoft het extbook.Hehadt orebuil
d
from thegr oundup,sot ospeak,whi chi nt hiscasemeantr etakingt hecour sethenext
semest er.Whatar ey oubui ldingy ouracademi cf oundat i
onon?Ar eyoubui ldingitupona
strongacademi cfoundat iont hati nv olvesat tendi ngcl assr egul arl
y,st udyi
ng,andt aki
ng
adv antageofcampusr esour ces,orar ey oubui ldingi tuponaweakacademi cf oundati
on
based upon a come- t
o-class-when- I
-can at t
it
ude,cr ammi ng f orexams,and of feri
ng
excuses?I nordert obesuccessf uli ncol lege,youmustmakecer t
aint hatyouar ebuildi
ng
uponast r
ongacademi cf oundat ion.

Dot
hef
oll
owi
ng:

Gobackandt hor
oughlyr
ead“Layi
ngt
heGr
oundWor
kforCol
l
egeSuccess.
”Asy
ou
readi
t,annot
ateasdir
ectedbel
ow.

1.Underl
ineten(10)wordst
hatyoudon’tunderst
and.
2.Defi
net hetenunderl
i
nedwordsbasedont hecontext(
howt heyareusedi
nthi
s
passage)usinganonli
neoractualdi
cti
onary.Wri
tethedefi
nit
ionsabovewher
ethe
wordsappear .
3.Highli
ghtt hemai nideaandt hethreesuppor ti
ngi
deas.
4.Putcirclesar oundkeywor dsandphr asest hatdevelopthesupporti
ngideasineach
ofthebodypar agr
aphs.
5.Putquest i
onmar ksaroundar easy oudonotunder st
and.
6.Bri
eflysummar i
zewhateachoft hepar agraphsi saboutbywrit
ingnotesinthe
margin.( Thesedonothav etobei ncomplet esentences.)
7.Makeconnect i
onswiththereadingandj ott hosedown, aswell
.Whatar eyour
thought saboutt hethreesuggestionsregardi ngbui
ldinguponastrongfoundati
on?
Do
youf ol
lowt hem?

MODULE4:APPLI
EDREADI
NGSKI
LLS

Lesson Ti
tl
e Ti
meDur
ati
on
 1 AcademicReading 1hour
2 Readi
ngStrat
egies 1hour
3. Vocabul
ary
-Buil
ding 1hour

LESSON1:ACADEMI
CREADI
NG

Asacol l
egest udent,youwil
leventual
lychooseamaj ororfocusofstudy.Inyourf
ir
st
yearorso,t hough,y ou’l
lprobabl
yhav eto complet
e“ cor
e”orr equi
redclassesin
dif
fer
entsubjects.Thesediff
erentacademicdisci
pli
nes canvar
ygreatl
yintermsofthe
materi
alsthatstudentsareassi
gned toread.

Lear
ningObj
ect
ives:
Byt
heendoft
hissect
ion,
youwi
l
lbeabl
eto:
I
dent
if
ycommont
ypesofr
eadi
ngt
asks 
assi
gned 
i
nacol
l
egecl
ass
Descr
ibet
hepur
poseandi
nst
ruct
orexpect
ati
onsofacademi
creadi
ng
Ident
if
y eff
ect
iver eadi
ng st
rat
egi
es f
oracademi
ctext
s:pr
evi
ewi
ng,r
eadi
ng,
summar i
zi
ng,r
eviewing
Explore str
ategi
es f
or approachi
ng speci
ali
zed t
ext
s,such as mat
h,and
special
izedplat
for
ms,suchasonli
netext

Ty
pesofCol
legeReadi
ngMat
eri
als

Ar
ti
cles

I
nstr
uctorsmayal so 
assi
gn 
academicart
icl
es or 
newsarti
cles.Academi carti
clesar e
wri
tt
enbypeopl ewhospeci al
izeinaparti
cularfiel
dorsubject,whil
enewsar ticl
es
may befrom r
ecentnewspapersandmagazines.Forexample,inasci enceclass,y ou
maybeaskedt oreadanacademi car
ti
cleont hebenefi
tsofr ai
nfor
estpr eservation,
whereas 
i
nagov ernmentcl
ass,youmay beaskedt oreadanar t
icl
esummar izinga
recentpresi
dent
ialdebate.I
nstructor
smayhav
eyour
ead 
thear
ti
clesonl
i
neort
heymay
dist
ribut
ecopiesinclassorelectroni
cal
l
y.

Li
ter
atur
e andNonf
ict
ionBooks

Instr
uctorsuse l
it
erat
ure and nonfi
cti
onbooks intheircl
assestoteachstudentsabout
diff
erentgenr es,events,time per i
ods,and per specti
ves.Forexampl e,a  hi
story
i
nstructormightask y
out oreadt hediaryofagir
lwhol i
vedduri
ngt heGr
eatDepr ession
soy oucanl earnwhatlif
ewasl i
kebackt hen.I
nanEngl i
shclass,youri
nstruct
ormi ght
assignaser i
esofshor tstor
ieswr i
tt
endur i
ngthe1960sbydi ff
erentAmericanauthor s,
soy oucancompar estylesandt hematicconcer
ns.

Pur
poseofAcademi
cReadi
ng

Casualreadingacr ossgenr
es,from booksandmagazi nestonewspapersandblogs,i
s
somethingst udentsshouldbeencour agedtodoi nt hei
rfr
eetimebecauseitcanbe
both 
educationalandf un.I
ncollege,however
,inst
ructorsgener
all
yexpectst
udentsto
readresourcest hathavepart
icularval
ueinthecont extofacourse.
 Whyisacademic
readi
ngbenef ici
al?

Inf
ormat ioncomesf rom r
eput abl
esour ces:Websitesandbl ogscanbeasour ce
ofinsightandinformati
on,butnotall
 areusefulasacademi cresources.Theymay
bewr itt
enbypeopl eorcompani eswhosemai npurposei stoshar eanopinionor
sel
ly ousomet hing.Academicsour ces suchast extbooksandschol ar
lyjournal
art
icl
es, ontheot herhand,areusual l
ywr it
tenbyexper tsint hef i
eldandhav e
to 
passst ri
ngentpeerrevi
ewr equi
rement sinordert
ogetpubl ished.

Learnhowt of orm argument s:I

nmostcol legeclassesexceptf orcreat
ingwr i
ting,
wheni nst
ructorsasky ou 
towr it
eapaper ,t heyexpecti ttobear gument at
ivein
styl
e.Thismeanst hatthegoal  
ofthepaperi stor esearchat opicanddev el
opan
argumentabouti tusi ng ev i
dence and fact sto suppor ty ourposi ti
on. 
Since
many  
coll
eger eadingassi gnment s(especiall
yjour nalarti
cles)ar ewr i
tt
eni na
si
mi l
arst y
le,y ou’
llgai n experi
ence studying t
heirst rat
egies and learning to
emulatethem.

Exposuret o 
diff
erentviewpoints:Onepur poseofassignedacademi creadingsis
togi v
est udentsexposuret odifferentviewpointsandi deas.Forexampl e,inan
ethi
cscl ass,youmi ghtbeasked  t
or eadaser i
esofar ti
cleswrit
tenbymedi cal
professi
onalsandr el
igi
ousleaders whoar epro-
lif
eorpro-choiceandconsi derthe
vali
dityoftheirarguments.Suchexper i
encecanhel py ouwr estl
ewi thideasand
beli
efs i
nnewway sanddev elopabet terunderstandi
ngofhowot hers’vi
ewsdi f
fer
fr
om y ourown.

Readi
ngSt
rat
egi
esf
orAcademi
cText
s

Recal
lf r
om t he Act
ive Lear
ning 
sect
ion 
that effect
ive reading requi
res mor e
engagement
 t
hanjustr
eadi
ngthewor dsonthe page.Inordertolearnandretai
n what
you read,it’
sa good idea to 
do t
hings 
li
ke ci
rcl
ing keywor ds,wri
ti
ng notes,and
ref
lecti
ng.Activ
elyreadi
ngacademict ext
scanbechal lengi
ngf orst
udent
swhoar e
usedt oreadi
ngf orent
ert
ainmental
one,butpracti
cing 
thefol
lowingst
epswillgetyou
uptospeed:

Prev iew:Youcangai ni nsightf rom  anacademi ct extbef or ey ouev enbegi n the

readi ngassi gnment .Forexampl e,i fy ouar eassi gnedanonf ictionbook,r eadt he
ti
tle,t hebackoft hebook,andt abl eofcont ents.Scanni ngt hisi nf ormat ioncan
givey ouani niti
ali deaofwhaty ou’ llber eadingandsomeusef ulcont extf or
thinking abouti t.
 You can al so st artt o makeconnect ionsbet ween t henew
readi ngandknowl edgey oual readyhav e,whi chi sanot herst rategyf orr etaining
i
nf ormat i
on.
Read:Whi ley our eadanacademi ct ext,youshoul dhav eapenorpenci l 
i
nhand.
Circleorhi ghlightkeyconcept s.Wr i
tequest ionsorcomment si nt hemar ginsori n
anot ebook.  Thiswi llhelpy our ememberwhaty ouar er eadi ngandal sobui lda
per sonal connect ionwi t
ht hesubj ectmat t
er.
Summar i
ze:Af t
ery ouanr eadacademi ct ext,it
’swor t
ht aki ngt het imet owr itea
shor tsummar y—ev eni fyouri nst ruct ordoesn’ trequi r
ei t.Theexer ciseofj otting
downaf ew sent encesorashor tpar agr aphcapt uri
ngt hemai ni deasoft he
readi ngi senor mousl ybenef ici al:itnotonl y 
helpsy ouunder standandabsor b
whaty our eadbutgi vesy our eadyst udyandr ev i
ewmat erialsf orexamsandot her
wr i
tingassi gnment s.
Rev iew:I tal wayshel pst or evisitwhaty ou’ver eadf oraqui ckr efresher .I tmaynot
bepr act i
calt ot hor oughlyr er eadassi gnment sf rom st artt of i
ni sh,butbef ore
classdi scussi onsort ests,it’
sagoodi deat oski mt hrought hem t oi dent i
fyt he
mai npoi nts,rereadanynot esatt heendsofchapt ers,andr ev i
ewanysummar ies
you’ vewr itten.

Thefol
lowi
ngvideocover
s addi
ti
onalact
iver
eadi
ngst
rat
egi
esr
eader
scanuse 
bef
ore,
dur
ing,
andaft
erthereadi
ngprocess.

ht
tps:
//y
out
u.be/
faZF9x4A2Vs

Readi
ngSt
rat
egi
esf
orSpeci
ali
zedText
sandOnl
ineResour
ces

Incollegei t
’snotuncommont oexper i
encef rustrationwithreadingassi gnment sf r
om
ti
met oti
me.Becausey ou’
redoingmor er eadingony ourownout si
det hecl assr
oom,
andwi thlessf requentcontactwithinstr
uctorsthany ouhad  i
nhighschool ,it
’spossible
you’l
lencount erreadingsthatcontainunfami l
i
arv ocabul ar
yordon’ treadil
ymakesense.
Dif
ferentdi scipli
nesandsubj ectshav ediffer
ent  
wr it
ingconv enti
onsandst yl
es,andi t
cant akesomepr acti
cet ogett oknow t hem.Forexampl e,scienti
ficarti
clesf ol
low a
very particularf ormatand t y
picall
y 
cont ai
nt he f ol
lowing sect i
ons:an abst ract,
i
ntroducti
on, met hods,resul
ts,anddiscussions.Ify ouar eusedt oreading l
i
terarywor ks,
suchasgr aphicnov el
sorpoet ry
,itcanbedi sorientingtoencount erthesenewf ormsof
writ
ing.

Bel
owar
esomest
rat
egi
esf
ormaki
ngdi
ff
erentki
ndsoft
ext
smor
eappr
oachabl
e.
Gett
oKnowt
he 
Conv
ent
ions

Academi ctexts,li
kescienti
fi
cstudi
esand journalart
icles,may
 havesecti
onsthat
are new toy ou.Ifyou’
renotsurewhatan“abstract”i
s,resear
chit
 onl
ineoraskyour
i
nst ruct
or.Under st
andi
ngt hemeaningandpur poseofsuchconv enti
onsisnotonly
helpfulforr
eadi ngcomprehensi
onbutforwr
it
ing,too.

LookupandKeepTr
ackofUnf
ami
li
arTer
msandPhr
ases

Hav eagood  coll

ege dict
ionarysuchasMer ri
am-Webst erhandy(orf i
nd it
 onli
ne)when
your eadcompl exacademi ctexts,soyoucanl ookupt hemeaningofunf ami l
iar words
andt erms.Manyt extbooksal socontai
nglossari
esor“ keyter
ms”sect i
onsatt heends
ofchapt ersortheendoft hebook.Ifyoucan’tfindt hewor dsyou’rel ookingf orina
standard di
cti
onary,youmayneedonespeci all
ywr i
ttenf orapar t
iculardiscipline.For
exampl e,amedi caldicti
onarywoul dbeagoodr esourcef oracour seinanat omyand
physiology.

I
fy oucircl
eorunderli
net er
msandphr asesthatappearr epeatedl
y,you’
l
lhaveav i
sual
reminder t
orevi
ewandl earnthem.Repeti
ti
onhelpst
ol ockint hesenewwor dsandt
heir
meaninggett hem i
nto 
long-t
erm memor y,
sothemor ey ourev i
ewthem themoreyou’l
l
understandandfeelcomfortabl
eusingthem.

Lookf
orMai
nIdeasandThemes

Asacol legest udent ,y ouar enotexpect edt ounder st

andev erysinglewor dori dea
present edi nar eading,especi al
lyifyouhav en’
tdiscussedi tincl assy et.Howev er,you
willgetmor eoutofdi scussi onsandf eelmor econf identaboutaski ngquest ionsifyou
cani dentifythemai ni deaort hesisinar eadi ng.Thet hesisstatementcanof ten(butnot
alway s)bef oundint hei ntr
oduct orypar agr aph,andi tmay  beint r
oducedwi thaphr ase
l
ike“ I
nt hisessayIar guet hat... ”Get ti
ngahandl eon  t
heov eral
lr easonanaut hor
wrot esomet hing(“t
opr ov eX”or“ toexpl oreY, ”forinstance)giv esyouaf ramewor kfor
under standingmor eoft hedet ail
s.It’sal sousef ult okeept rackofany  t
hemesy ou
noticeint hewr i
ti
ng.At hememay  
bear ecur ri
ngidea, word,orimaget hatst r
ikesyouas
i
nter esti
ngori mpor tant:“ Thisst oryisaboutmenwor ki
ngi nagl oomy  
factory,butthe
authorkeepsment ioni ngbi r
dsandbat sandwi ndows.Whyi sthat ??”

Gett
heMostofOnl
ineReadi
ng

Readingonl i
netext
spresent
suniquechal
lengesforsomest
udents.Foronet
hing,you
can’
tr eadil
y 
cir
cleorunder
li
nekeyter
msorpassagesont hescreenwithapencil
.For
another,therecanbemanyt empti
ngdist
ract
ions—j
ustaqui
ckvisi
ttoamazon.com or
Facebook.

Whi
l
et her
e’snosubst
it
utef
orol
d-f
ashi
onedsel
f-
disci
pli
ne,y
oucant akeadv
ant
ageof
t
hefol
l
owingtipst
omakeonli
ner
eadingmoreef
fi
cientandef
fect
ive:

Wher
epossi
ble,
downl
oadt
her
eadi
ngasaPDF,
Wor
ddocument
,et
c.,
soy
oucan
 r
eadi
tof
fl
ine.
Getoneoftheappst
hatal
l
owy
out
odi
sabl
eyoursoci
almedi
asi
tesf
orspeci
fi
ed
per
iodsoft
ime.
Adj
ustyourscreentoavoidglar
eandeyest
rai
n,andchanget
het
extf
ontt
obe
l
essdi
stract
ing(fort
hoseessayswr
it
teni
nComicSans)
.
I
nstal
lanannotat
iontooliny
ourWebbr owsersoyoucanhighl
ightandmake
not
esononl i
netext.Onetot r
yis hy
pot
hes.
is.
 Al
ow-
techopti
oni stohav
ea
not
ebookhandytowrit
einasyouread.

Lookf
orReput
abl
eOnl
ineSour
ces

Professor s  t
endt oassi gnreadi ngf r
om r eputable 
pri
ntandonl i
nesour ces,soy ou can
feelcomf or tabl
er efer
encingsuchsour ces i
nclassandf orwr i
ti
ngassi gnment s.Ify ou
arel ookingf oronlinesourcesi ndependent ly
,howev er,
 devotesomet i
meandener gyt o
cri
tically ev aluati
ng t he qual i
ty oft he sour ce before spendi ng 
time r eading any
resour cesy ouf i
ndt here.Findoutwhaty oucanaboutt heaut hor( i
fonei slisted),the
Websi te, andanyaf fi
li
atedsponsor sitmayhav e.Checkt hattheinformationi scurrent
andaccur ateagai nstsi mi
lari nformationonot herpages. Dependingonwhaty ouar e
resear ching,si t
est hatendi n“ .
edu”(indicati
ngan“ education”sitesuchasacol l
ege,
university, orotheracademi ci nstit
uti
on)t endtobemor ereli
ablethan“ .
com”si tes.

PayAt
tent
iont
oVi
sualI
nfor
mat
ion

I
magesi ntextbooksorjournalsusuall
ycontainv
aluabl
einfor
mationt
ohelpy oumor e
deepl
ygr aspat opic. Graphsandchar ts,fori
nstance,hel
pshow ther el
ationshi
p
betweendiff
erentki
ndsofi nf
ormationordata—how apopulati
onchangesov ertime,
howav i
russpreadsthroughapopul ati
on,
etc.

Data-r
ichgraphi
cscant akel
ongert o“read”thanthet extaroundthem becausethey
presentalotofi
nformati
oninacondensedf or
m. Givey our
selfpl
entyofti
met ostudy
theseitems,astheyof
tenprovi
denewandl asti
nginsightsthatareeasytorecal
llat
er
(l
ikeinthemiddl
eofanexam ont hattopi
c!)

MYCOLLECTI
ON

Col
l
ect(
3)oft
hef
oll
owi
ngr
eadi
ngmat
eri
als.

a.Magazi
nesections
b.Newspapersecti
ons
c.Bl
ogarti
cles
d.Poem

Dotheannotat
ionbyhighli
ght
ingkeywor
dsorphrase/sorpartoft
extthaty
ou
don’
tunder
standory ouwanttoemphasi
ze.Gi
vemeani ngorexpl
anat
ionofthose
hi
ghli
ght
edtexts.Annotat
ionmustbewri
tt
eninthetextit
sel
f.
LESSON2:READI
NGSTRATEGI
ES
Therear eav ar
iet
yofst rat
egiesusedt ot eachreading.Strategiesarekeyt ohelp
withreadingcompr ession.Theyv ar
yaccor dingt othechallengesl ikenew concept s,
unfamil
iarvocabular
y,longandcompl exsentences,etc.Tryi
ngt odealwi thallofthese
chall
engesatt hesamet i
memaybeunr eal
ist
ic.Thenagai nstrategiesshouldfittothe
abil
it
y,aptit
udeandagel evelofthelearner.Someoft hest r
ategiest eacher
susear e:
readi
ngaloud, gr
oupwor k,andmor ereadingexercises.

Lear
ningObj
ect
ives:
Byt
heendoft
hissect
ion,
youwi
l
lbeabl
eto:
I
dent
if
ycommont
ypesofst
rat
egi
esf
orr
eadi
ngt
asks 
I
dent
if
y v
ocabul
ary
-bui
l
dingt
echni
quest
ost
rengt
heny
ourr
eadi
ngcompr
ehensi
on

Ty
pesofReadi
ngSt
rat
egi
es

Act
ivat
ingpr
iorknowl
edge

Acti
vat
ingpr i
orknowledgei ssomet hi
ngt hatwedonat ural
lyasadultr eaders,as
maturereaders.Weal waysrelat
ewhatwe' r
er eadi
ngt osomethingweknow.Asa
matteroff actwhen we r ead we reall
yhav et othink aboutthose connect i
ons.
Sometimesst udent
sdon’taccesst hei
rbackgr oundknowledgebecauset heynev er
thi
nkthatit'
si mpor
tantoriftheydon’thav ethebackgroundknowledget het eacher
doesn’
thaveanoppor t
unit
ytoreall
ybuil
dthatbackgroundknowledge"(Cl
ewel l
,2012).
 

Activ
atingPri
orKnowledgeisi mport
antinstudent sunder standing,becauseitall
ows
them andhel psmakeconnect i
onst othenew i nformation.Byusi ngwhatst udent
s
alr
eadyknow,i thel
pstheteacherassi
ststudentswi t
ht hel earni
ngpr ocessbecauseit
givehim/heranideaofwhatstudent
sknowandwhatt heyst il
lneedt olear
n.I
tissimpl
y
tousebackgroundknowledgetomakeunder standingofwhatt het extmean. 
Pr
edi
cti
ng

Goodreadersmakepr edi
cti
onsast heyread,t
ohelpthem deepentheirthi
nki
ngand
bet
tercomprehendwhatt heyread. 
Predi
ctingi
swhenreadersusetextcluesandthei
r
ownpersonalexper
iences,t
oantici
patewhatisgoi
ngtohappennextinthestor
y. 

Thisst r
ategyfocusesont hetextathand,const antl
yt hinki
ngaheadandal sorefi
ning,
revi
sing,and v er
if
ying hisorherpr edi
cti
ons.  I
n otherwor ds,itisimport
antthat
studentsunderstandt hatastheyr ead,thei
rpredicti
onsmaychange.  Student
sshould
alsov er
ifythei
rpredicti
onsbydet ermi ni
ngiftheirpredicti
oncamet r
ueornot. I
ftheir
predicti
ondidnotcomet rue,ortheydon'tthi
nki twil
lcomet rue,t
hentheymaywantt o
modi fyorchangetheirpredict
ion.
 

Vi
sual
izi
ng

Visuali
zi ngreferstoourabilit
ytocreatepicturesinourheadsbasedont extwer eador
wordswehear .Itisoneofmanyski l
lsthatmakesr eadingcompr ehensionpossi bl
e.
Visuali
zi ngstr
engt hensreadingcompr ehensi
onski l
lsasst udentsgainamor ethorough
underst andingoft het exttheyarer eadi
ngbyconsci ouslyusingthewor dst ocr eate
ment ali mages.Asst udentsgainmor edeliberat
epr acti
cewi ththisskill,theactof
vi
sual i
zingtextbecomesaut omatic.Studentswhov isuali
zeast heyreadnotonl yhav ea
ri
cherr eadingexper i
encebutcanr ecallwhattheyhav ereadf orl
ongerperiodsoft ime.

Visual
i
zingt extasi ti
sbei ngreadorheardalsocreatesper sonalli
nksbet
weenthe
reader
s/li
stenersandtext.Readerswhocanimagi
net hecharacterstheyr
eadabout
,for
i
nstance,maybecomemor einvol
vedwit
hwhattheyar ereadi
ng.Thismakesforamor e
meaningfulreadingexper
ienceandpromotescont
inuedreading.

Quest
ioni
ng

Questi
oningiswhenr eadersaskquest ionsaboutapi eceoftextandaut hor
'smeaning
i
nor dertof i
ndandgat herinfor
mat i
on,clari
fy,andbuildcomprehension.Throught he
st
rategyofquestions,st
udentswi l
lbeabl etodrasti
call
yincr
easetheircomprehension.
Byanswer i
ng and asking questi
ons,st udents ar
e engaging i
nt heirlearni
ng and
i
nter
actingwi ththetext.Studentsshoul dlearntoaskquest i
onsbef ore,duri
ng,and
af
terreadingtohelpbuil
dcompr ehension.

Thi
sstrat
egyisbenefici
ali
nincr
easingstudentspar
ti
cipationinclass.Whenteachi
nga
whol
egr ouplesson,thequesti
oningstrategycouldbeav eryusefultooltogetall
st
udentsinv
olved.Questi
oni
ngdoesnotj ustoccurwhenr eadi
ng.Thest r
ategycanalso
beusedtobuil
ddeeperknowledgeoflessonstaughtordiscussions.

Maki
ngI
nfer
ences

Makingi
nfer
encesi
sacomprehensionstr
ategyusedbyprofi
cientr
eaderst
o“read
bet
weentheli
nes,
”makeconnect
ions,anddrawconcl
usionsaboutthetext
’smeaning
andpur
pose.

Makingani nf
erencei nv
olvesusingwhaty ouknow t omakeaguessaboutwhaty ou
don'
tknoworr eadingbetweenthelines.Readerswhomakei nfer
encesuset hecl
uesin
thetextalongwi ththeirownexper i
encest ohelpt hem fi
gureoutwhati snotdir
ectl
y
sai
d,maki ng the text personaland memor able.Helping st udents make text
s
memor ablewillhel
pt hem gai
nmor epersonalpleasurefrom reading,readt
hetextmore
cri
ti
call
y,andrememberandappl ywhatt heyhaver ead.

Fi
ndi
ngt
heMai
nIdea

Fi
ndingthemai nideai natextiscr i
ti
calf orcompr ehensionbecausethei
mpor tant
i
deasarethe pur
pose  ofthet
ext.I
t’
swhatt hewr i
teri
stryi
ngt ot
ellr
eader
s.
Whetherwear etalkingaboutt hemaini deaofapar agr
aph,apoem,achapt er,ora
l
ongertext
,findi
ngt hemai nidearequi
rest her eadertoidenti
fythetopi
cofapieceof
wri
ti
ngandt henuncov erwhatthewrit
erwant sust oknowaboutthattopi
c.

Summar
izi
ng

Summar izingteachesstudentshowt otakeal argesel

ectionoftextandreduceittothe
mainpoi ntsformor econci seunderstanding.Uponr eadingapassage,summar i
zing
hel
psst udentslearntodetermineessentiali
deasandconsol i
dateimport
antdetail
sthat
supportt hem.I tisat echniquethatenabl esstudentst ofocusonkeywor dsand
phrasesofanassi gnedtextthatar
ewor thnot i
ngandremember ing.

Summar izingbui l
dscompr ehensionbyhel pingtor educeconfusion.Teacher
st rain
studentst opr ocesst heinformationtheyreadwiththegoalofbr eakingdowncontent
i
ntosucci nctpieces.Thisstrategycanbeusedwi ththewhol ecl
ass,smallgr
oups,oras
ani ndivi
dualassi gnment .Summar i
zingtextbyusingwr it
ingacti
vi
tiesbuil
dsonpr ior
knowl edge, hel
psi mprovewr it
ing,andstr
engthensvocabularyski
l
ls.

Sy
nthesi
zing

Synthesizingisoneofthemostchal l
engingr eadingstrategi
esforstudentstomast er
,
simplybecausei tr
equi
resstudentstousemul tipleskil
lsandstrat
egiestoget her
.In
fact,thepr efi
x“syn”meanst oget
her. Synthesizingat extisthepr ocessofpul l
ing
togetherbackgr oundknowledge,newlyl earnedi deas,connecti
ons,inferencesand
summar i
esi ntoacompl et
eandor igi
nalunder st andi
ngoft hetext.
 Whenst udents
synthesize,theyaremadeawar eofhow t heirthinki
ngchangesandev olvesast hey
readat ext.

Moni
tor
ingCompr
ehensi
on

Studentswhoaregoodatmoni t
oringtheircomprehensi
onknowwhent heyunderst
and
whatt heyreadandwhent heydonot .Theyhavest rat
egiesto" f
ix"problemsinthei
r
understandi
ngastheprobl
emsarise.Researchshowst hatinst
ruct
ion,evenintheearl
y
grades,canhel
pstudent
sbecomebet teratmonit
or i
ngthei
rcompr ehension.

Compr
ehensi
onmoni
tor
ingi
nst
ruct
iont
eachesst
udent
sto:
 Beawareofwhattheydounderstand
I
denti
fywhattheydonotunder
stand
Useappropr
iat
estrat
egi
estoresolvepr
obl
emsi
ncompr
ehensi
on

Ev
aluat
ing

Evaluatingisareadi
ngstrategythatisconduct
edduringandaf t
err
eadi
ng.Thisinv
olves
encour agingthereadertof orm opini
ons,makej udgments,anddevelopideasf r
om
reading.Teacherscancr eateev al
uati
vequesti
onst hatwi
llleadthest
udenttomake
gener al
izati
onsaboutandcr i
ti
cal
lyevaluat
eatext.

LESSON3:VOCABULARYBUI
LDI
NG

Asacol l
egest udent,youwil
leventual
lychooseamaj ororfocusofstudy.Inyourf
ir
st
yearorso,t hough,y ou’l
lprobabl
yhav eto complet
e“ cor
e”orr equi
redclassesin
dif
fer
entsubjects.Thesediff
erentacademicdisci
pli
nes canvar
ygreatl
yintermsofthe
materi
alsthatstudentsareassi
gned toread.

Lear
ningObj
ect
ives:

Expl
orest
rat
egi
esf
orbui
l
dingv
ocabul
ary
I
dent
if
y v
ocabul
ary
-bui
l
dingt
echni
quest
ost
rengt
heny
ourr
eadi
ngcompr
ehensi
on

VOCABULARY-BUI
LDI
NGTECHNI
QUES

Gaini
ngconf i
dencewi t
huni que t
erminologyusedi ndi f
fer
entdiscipl
i
nescanhel pyou
be more successfuliny ourcour ses and i n coll
ege gener
ally.In addi
ti
on tothe
suggest
ions descr
ibedearlier,suchasl ookingupunf amil
i
arwor dsindicti
onar
ies,t
he
fol
lowi
ngar eaddit
ionalvocabul ar
y-bui
ldi
ng techniques f
oryout
ot ry:

ReadEv
ery
thi
ng 
andReadOf
ten

Reading frequent
ly bothin and outoft he classroom wil
lhelp st
rengthen y
our
vocabulary
.Whenev ery ou r
ead a book,magazi ne,newspaper
,blog,oranyot her
resource,keep arunningl
istofwor dsyoudon’ tknow.Lookupt hewor dsasy ou
encounterthem andtrytoi
ncorpor
ate 
them i
ntoyourownspeakingandwriti
ng.

MakeConnect
ionst
oWor
dsYouAl
readyKnow

Youmay  
bef amil
i
arwit
hthe“looksli
ke...soundsli
ke”say
ingthatappl
iest
owor ds.
It
 meansthatyoucansometi
mesl ookatanewwordandguessthedefini
ti
onbasedon
si
milarwordswhosemeaningyouknow.Forexample,i
fyouarer
eadingabiol
ogybook
onthehumanbodyandcomeacr osstheword malignant
,youmi
ght  
guesst
hatt
his
wor
d means somet hing negati
ve or br oken i
f y ou al
ready know t he
wor
d mal
funct
ion,
 
whi
ch shar
ethe“mal-
”pref
ix.

MakeI
ndexCar
ds

If
 youar est udyi
ngcertainwords 
forat est,
 
oryouknow thatcert
ainphrases wi
l
lbe
usedf requentl
yinacour seorf
iel
d,trymakingfl
ashcar
dsforrev
iew.Foreachkeyterm,
writethewor dononesi deofanindexcardandthedefi
nit
ionontheother
. 
Dril
lyour
self
,
andt henasky ourfr
iendstohel
pqui zyou.

Developingastr
ongvocabularyi
ssimil
artomosthobbiesandact
ivi
ti
es.Evenexper
tsi
n
afi
eld conti
nuetoencounterandadopt
 newwords.Thefol
lowi
ngvideodiscussesmor
e
st
rategiesfori
mprovi
ngv ocabul
ary
.

NOTE-
TAKI
NGMETHODSFORCOLLEGESTUDENTS
Not
e-t
akingi soneoft hemosti mpor t
antactivit
iesf orstudent
s.Ther earea
vari
etyofreasonsf oritbutweonl ywantt ohighli
ghtt hemosti mportantonehere:
Takingnoteswillhelpy our ecal
linf
ormationthatwoul dot herwi
sebel ost .Andweall
knowhowcr ucialthatcanbewhenwe’ r
epr epar
ingforanex am.What ’
stheessenceof
thi
sf i
gur
eagain?Not e-takingtotherescue.Buttaki
ngnot estheri
ghtwayi sn’
taseasy
asitsounds.I
tisn’tsimpl yaboutjot
ti
ngdownev ery
thingt hatyouhear. 
Taki ngnot
esis
aboutsummar i
zingcor econceptsaspr eci
selyaspossi bl
ei nyourownwor ds.

Not
e-t
aki
ngmet
hod#1:
TheOut
li
nemet
hod

TheOutl
i
ningnotet
aki
ngmet hodusesheadi
ngsandbul
letpoi
ntstoor
ganize
topics.Thi
smethodismostusef
ul whenl
earni
ngaboutt
opi
csthati
ncludealotof
detail
.

Whenshoul
dyouuset
hisnot
e-t
aki
ngmet
hod?
Thi
smethodcanbeusedinav ar
iet
yofsi
tuat
ionsbutwor
ksbesti
fthel
ect
ureorcl
ass
fol
l
owsarel
ati
vel
ycl
earst
ruct
ure.

Pr
os
Highl
ight
sthekeypointsofthelect
ureinalogi
cal
way
Easeofuseallowsthestudent
st ofocus
Reducestherevi
ewingandediti
ngtime
Givesaproperandcleanstr
ucturet
oy ournot
es
Cons
Notsui
tabl
eforsubj
ectsl
ikechemi
str
yandmatht hatcompr
iseoffor
mulasand
char
ts
Doesn’
tworkwelli
ftheat
tendedl
ect
uredoesn’
tfoll
owacert
ainstr
uctur
e

Howdoy
ouusei
t?
1.Duringal
esson,begi
nyournoteswi
thasingl
ebull
etpoi
ntandwri
tethemai
n
topi
c.
2.Placethefir
stsubtopicbelowandi ndentedsli
ghtl
ytotheright.
3.Listanydetail
sbelowy ourheadingandsl i
ghtl
ytotheright
.

Not
e-t
aki
ngmet
hod#2:
TheCor
nel
lMet
hod
I
tis a uni
que note-t
aking method thatf i
nds i
ts appli
cati
on inav ar
iet
yof
sit
uati
ons.Whatdiff
erenti
atesi tf
rom othermet hodsisthepagel ayout.Thepageis
divi
dedint
ot hr
eeorf oursectionsstar
ti
ngf rom onerow atthet opfort i
tl
eanddate
(opti
onal
)andoneatt hebottom alongwitht wocolumnsi nthecenter.30% ofwidt
h
shouldbekepti
ntheleftcol
umnwhi l
etheremai ni
ng70%forther i
ghtcol
umn.

Whenshoul
dyouuset
hisnot
e-t
aki
ngmet
hod?

TheCornel
lmethodisidealforal
lty
pesofl ect
uresorevenmeeti
ngs.TheCornel
lnot
e
taki
ng met
hod helps organi
ze cl
ass notes int
o easi
l
ydigesti
ble summar
ies.Thi
s
methodiseff
ecti
vebecauset hemainpoints,detai
l
s,st
udycues,andsummar yar
eall
wr
it
teni
nonepl
ace.

Pr
os
Aquickerwaytotake, revi
ew, andorgani
zeyournotes
Summar i
zesall
theinf ormationinasy st
emati
cmanner
Hel
psi nef
fect
ivelearningasi tenabl
estoabsorbinfor
mat
ioni
nashor
tert
ime
Hel
psy outoextr
actmai nideas
Cut
sdownt imeforr eviewing

Cons
Pagesneedtobepr
epar
edbefor
ealect
ure
Requi
ressometi
meforrev
iewi
ngandsummar
izi
ngt
hekeyconcept
s

Howdoy
ouusei
t?
1.Usethemainnotessecti
ontotakenotesdur i
ngcl
ass.
4.Usethecuessecti
ont or
evi
ewy ournotes.Aft
ercl
ass,
writ
edownt hi
ngsy ou’
l
l
needtorememberandapr omptforeach.Youcanalsousethi
ssectionfor
vocabul
arywor
dsandst udyquesti
ons.
5.I
nt hesummarysegmentatthebottom, wri
teasummaryofyournotes.Thisi
s
whereyouwil
lhighl
ightt
hemainpoints.

Not
e-t
aki
ngmet
hod#3:TheChar
ti
ngMet
hod

Chart
ingnot etakingmet hodusescol umnst oor ganizeinf
ormation.Thi smet hodi s
usef
ulforlessonst hatcov eralotoffactsorrel
ati
onshipsbetweent opics.Iti
sani deal
methodfornotest hatinvolvealotofinformat
ioninthef or
m offact
sandst ati
sti
cs,that
needtobel ear
nedbyhear t.Theinf
ormat i
onwill
beor ganiz
edinseveralcolumns, si
mi l
ar
toatableorspr eadsheet.Eachcol umnr epr
esentsauni quecat
egor ywhi chmakest he
rowseasil
ycompar abl
e. 

Whenshoul dyouusethi
snot e-
taki
ngmet hod?
Thisisalsooneoft hemost -
eff
ecti
venot e-
takingmethodsforcoll
egestudents
wheni tcomest ojot
ti
ngdownheav ycontentwhichincludesst
atsandotheri
nfor
mat i
on.
Ital
sowor ksgreatwheny ouwantt ocutdownont heamountoft i
mey ouspendon
edit
ingandr ev
iewingdur
ingtestti
me.
 Creati
ngchart
swiththechar
ti
ngmet hodst
akestime.Itmakessenset
ouset
his
method when summar i
zi
ng wholelect
ures as a pr
eparat
ion f
orexams ordur
ing
i
ntensi
vestudysessi
ons.

Pr
os
i
nfor mati
onisclear
lystr
uct
ured
fantast
icforrevi
ewing
notesareeasilycomparabl
e
alotofinformati
oncanbememor i
zedr
atherqui
ckl
y

Cons
Veryti
me-consumi ngmethod
Barel
ymakessenset oappl
ythismethodinalect
ure/cl
asswher
ethecont
ent
i
sn’tcl
earbeforehand
doesn’
tworkf orinf
ormati
onthatcan’
teasi
lybecategori
zed

Howdoy
ouusei
t?

1.Wheni nf
ormati
onaboutacat
egor
yisment
ioned,
joti
tdownunder
neat
hthe
propercol
umn.
Whent
henexttopicbegi
nsmovedownonerowandbeginagai
n.

Not
e-t
aki
ngmet
hod#4:
TheMappi
ngMet
hod

Allnotest
hatarerel
atedtoeachot
heraregr
oupedtogetheri
nabox.Adedi
catedboxi
s
assignedforeachsecti
onofnoteswhichcutsdownt hetimeneededf
orreadi
ngand
revi
ewing.
 

Whenshoul
dyouuset
hisnot
e-t
aki
ngmet
hod?
Thi
smet hodworksbesti
fy ouhav
eacl
ass/
sessi
ont
hati
sspl
i
tint
odi
ff
erent
sect
ionsthatar
estil
lrel
atedi
nasense.
Pr
os
Segr
egat
esandor
gani
zesy
ournot
esi
nthef
orm ofboxes

Let
’syoufocusononeboxatat i
mewhi l
ereadi
ng
Hel
py oumemor i
zetherel
ati
onbetweennotesi
navi
sual
way
Per
fectforpeopl
ethatt
akenotesonaniPad

Cons
Notsuitabl
eforever
ylect
uretype
notsui
tablet
obeusedduringl
ectur
esasitr
equi
resmoreti
metoorgani
ze
Doesn’tworkwelli
fnooveral
ltopi
cscanbeassignedt
oagroupofnotes
Requir
esadditi
onalti
metogroupthenotesint
heendorduri
ngthelectur
e
Howdoy
ouusei
t?
1.Eachpageofyournotesisfi
lledwit
hsever
alboxes.
 
2.I
nsidet
heboxesareal l
inter
relat
edcont
ent.
3.Divi
detheboxesbytopicsorsubtopi
csasyouchoose.

Not
e-t
aki
ngmet
hod#5:TheMappi
ngMet
hod

Whent helect
urecontentisi
ntense,t
hemappi ngmethodwor
ksbest.I
thel
psorgani
ze
yournotesbydi vi
ding them int
o branches,enabl
i
ng yout
o est
abli
shrel
ati
onshi
ps
betweenthetopi
cs.
 

Whenshoul dyouusethisnote-
taki
ngmethod?
Thistechni
quewor ksbestwhent helect
urecont
enti
sheav
yandyouneedto
organi
zeitinastruct
uredandeasyf orm.Itcanal
sobeusedwhenyouhav
enoidea
aboutthecont
entofthelect
uretobepresent
ed.

Ther
eisnof i
xedwayofmapping;youcanstar
ttheplacementofy
ourmaintopi
c
atthet
opoft hepage,t
hesideorthecenter
.Howev er
,theideaistobr
anchoutfrom
ther
ewithsubtopi
csandbranchoutevenfur
therwit
hmor esupporti
ngdet
ail
s.Hence,
yourmapmayendupl ooki
ngli
keabarchar
toratree.Akeyadv
ant
agei
syoucan 
draw
outint
erest
ingconnecti
ons 
bet
weenyourpoi
nts.

Pr
os
Vi
sual
lyappeal
i
ng
Canbeusedfornoti
ngdowndet
ail
edi
nfor
mat
ionbuti
naconci
sef
orm
Al
lowseasyedi
tingoft
henot
es

Cons
Whil
emappingyournot
es,youmightr
unoutofspaceonasinglepage
Canbeconf
usingift
heinf
ormati
oniswrongl
yplacedwhi
l
etakingnotes

Howdoyouusei t?
1.Whileinclass,
beginthemapwiththemaintopi
c. 
2.Branchingofft
hemai ntopi
c,wr
it
eaheadingforeachoft
hesubt
opi
cs.
3.Wr i
teanyimportantnot
esunder
neatheachsubtopi
c.
4.Continuethepatter
n.

TestYour
sel
f!

Note-
taki
ng:Usi
ngt
heCornel
lMet
hod,wat
chandlist
entoav ideoandt
akedownnot
es.
Usethegivent
empl
atebel
ow.Her
e’sy
ourl
inkht
tps:/
/yout
u.be/MY5Sat
bZMAo
RUBRI
CforRef
lect
iveWr
it
ing
RUBRI
CforResear
chAssi
gnment