DEVELOPMENTAL READING

LEVELS OF COMPREHENSION
a. Literal comprehension means reading the lines, getting the information drift,
answering questions on knowledge: who, what, where, and when
b. Interpretative comprehension means reading between the line, combing
information, and making inferences and comprehending them : how and why
questions

c. Critical analysis means evaluation of characters, pilot, and style; answers open-
ended questions

d. Applied or reading beyond the lines, using information to express opinions and
form ideas, involves application, analysis, synthesis. (e.g. if you were ______,
what would you do?

II. GRACE GOODELL’s READING SKILLS LADDER

1. Basic sight words
 220 most frequently found words in books that children read.
 cannot be sounded out because they do not follow decoding rules, so they
must be learned as sight words.

2. Using phonetic analysis

3. Using structural analysis
4. Structural Analysis
 breaking down unknown words into prefixes & suffixes, then into syllables.

Ex. Bicyclist
bi – prefix, meaning ‘two’
cycle – root word, meaning ‘wheel’
ist – a noun suffix, meaning ‘a person who’

5. Using contextual clues

 Synonyms - Ex. Bill felt remorse, or shame, for his harsh words.
 Antonyms - Ex. Marty is gregarious, not like his brother who is quiet and
shy.
 Cause and Effect - Ex. The intrepid warrior led the assault on the well
guarded fortress.
 Explanation - Ex. Something in the refrigerator has a putrid odor; the smell
was rotten when we opened the door.
 Examples - Ex. There is a 30 percent chance of precipitation, such as snow
or sleet.
 Appositive - Ex. At night you can see constellations, groups of stars, in thE sky.
6. Vocabulary Reading
7. Finding the main idea
8. Finding the supporting details
9. Interfering meanings, drawing conclusions
10. Classifying and organizing facts
11. Using parts of a book
12. Using the dictionary
13. Using the encyclopedia
14. Borrowing library books
15. Private library collection
16. Reading from mass media
17. Using Reading from the internet

III. THREE MODELS OF READING STRATEGIES:

a. Bottom- Up (Text-based)- reading begins with letters on a page that the reader
must distinguish and organize as words, sentences, and meaningful paragraphs

b. Top-Down (Reader- based)- reading begins with the reader’s mind set to
hypothesize and predict from paragraphs, stories, and poems to be read, based
on past experiences with language and the world.

c. Interactive- readers use text features and background knowledge to understand

print.

IV. FOUR-PRONGED APPROACH TO TEACHING READING

- literature-based integrated and balanced approach to teaching beginning reading

a. literature-based = uses stories or poems as a spring board for other skills & as a
tool for developing genuine love for reading
b. integrated = integrates literature and skills (a. critical thinking, starting with
noting the important details of a selection, making interpretations, making
judgments and valuing; b. decoding and encoding skills)

c. balanced =uses whole language approach (taps on learners’ prior knowledge and
experience) and explicit instruction (teaching topics directly to them; example:
lecture.)

d. four-pronged approach (four components)

1. genuine love for reading
2. critical thinking
3. grammar and oral language development
4. transfer stage
Grammar and Language Development Steps*
1: Introduction (Story as springboard)
2: Teacher Modelling/Direct Instruction
3. Guided Practice
4. Individual Practice

V. EFFECTIVE READING STRATEGIES

a. What do we do before reading?
 activate students’ prior knowledge, while extending, refining, and building schemata
Strategies:
- Overview
- Vocabulary Preview
- Structural Organizer
- Student-Centered Study Strategies

 PQRST= Preview, Question, Read, Summarize, Test

 KWL = what I (reader) Know, Want-to-know, Learned
 SQ3R = Survey, Question, Read, Recite, Review
 SQ4R = Survey, Question, Read, Respond, Record, Review
 PQ4R = Preview, Question, Read, Reflect, Recite, Review
 PQ5R = Preview, Question, Read, Reflect, Recite, Review, Revise
- Teacher-Directed Lesson Frameworks
 Directed Reading-Thinking Activity (DRTA)
 Guided Reading Procedure
 Reciprocal Questioning (ReQuest)

b. What do we do while reading?

 Teacher guide reader-text interactions while reading is taking place
Strategies:
- Question Answering
- Inserted Questions
- Immediate Oral Feedback
- Time Lines and Charts
- Listing main ideas
- Outlining, Paraphrasing, Summarizing

c. What do we do after reading?

 Teacher help students remember new ideas while getting feedback on how well texts
have been understood
Strategies:
- Have students talk/write/make up tests about what they read
- Encourage creative response to reading

VI. PHONOLOGICAL AWARENESS SKILL

1. Blending sounds to words
manifested when children mimic the process of sounding out unfamiliar words.
For example, to read the word scrap, children have to retrieve the sound for each
of the graphemes in the word /s/ /c/ /r/ /a/ /p/, then say them together to
decode the word.

2. Segmenting words to sounds

involves the breaking up of words into their component sounds (phonemes).

3. Deleting and manipulating sounds

involves identifying the sounds in words, and deleting or swapping sounds to
make new [Link] example: "What is 'swing' without the /s/?" The answer
would be "wing"

VII. KINDS OF READING & TECHNIQUES

Extensive Reading
 Reading for pleasure any topic of interest
 Main Purpose: to relax and enjoy
 Examples: reading comics, tales, novels, jokes, & other
forms of light reading materials

Intensive Reading
 Careful and in-depth reading
 Read for details or to extract specific information on
particular topics
 Subtypes:
exploratory, study, critical, and analytical reading

Subtypes of Intensive Reading

Exploratory Reading
 Get an accurate picture of a whole presentation of ideas or
how the selection is presented (technique used: outlining)

Study Reading
 Read to gain maximum understanding of the text by
employing SQ4R or SQ3R techniques

Critical Reading
 Question, analyze, and evaluate the text
 Use critical thinking skills to differentiate between fact and
opinion, etc.

Analytical Reading
 Careful attention to each word and its importance in
relation to other words in a sentence (math problems,
scientific formula, research hypothesis)

b. Reading Techniques

Survey Skim Scan

PURPOSE to get broad, to concentrate your to help you find one
overall picture of attention on the specific bit of
essentials in article, essentials information within a
chapter, or book of a paragraph or relatively long
series of reading
paragraphs
HOW TO DO IT?  read title  read first sentence  visualize thing to be
 read first of spotted – get clear
paragraph paragraph mental picture of the
 read all headings,  read last sentence words
italicized words, of  use all available
graphs and tables paragraph clues--capital letters,
 read last  read key words in hyphens, italics,
paragraph between synonyms, key words
 read summary  use paragraph
topical clues, such as
words in boldface or
italics
WHT IS IT helps you to be It will help you get It can help you find
HELPFUL? selective through information that you
material faster. know is in the
reading
VIII. WORD FORMATION
1. Compounding – combination of two or more root morphemes. (mailman)
2. Blending – combination of two words with emission of some letters (spoon + fork = spork)
3. Clipping – a type of abbreviation where some letters of a word is omitted and read as is.
(hamburger = burger)
4. Acronym – initial words are taken from a phrase and making a word out of it. (RADAR =
Radio Detection And Ranging) (Note: Acronym is read like a word, Initialism is read as
individual letters. Ex. WWW = world wide web)
5. Abbreviation – a shortened form of word with period. (mister = mr.)
6. Reduplication – (Rhyming Compounds) Words that are similar/ rhyming with each other.
TOTAL: fifty-fifty, PARTIAL: hocus pocus

7. Affixation – a morpheme attached to a word to form a new one.

a. Prefix – Affixes put in the beginning of words. (un + fair = unfair)
ACADEMICSANDSERVICESDEPARTMENT-ASD
b. Suffix – Affixes put at the end of words. (pain + ful = painful)
c. Derivational – the word class changes. [fear (noun) + less = fearless (adjective)]
d. Inflectional – the word class does not change. [play (verb) + ed = played (verb)]