Basic Education Department

Senior High School

COMM02: Reading and Writing

1 The Reading Process

realizes that information in a written text may be selected and organized

Content Standards
to achieve a particular purpose.

critiques a chosen sample of each pattern of development focusing on

Performance Standards
information selection, organization, and development
● define reading clearly and scientifically;
● point out the commonalities between and among the definitions of
reading forwarded by various authors and experts;
Intended Learning
Outcomes
● compare and contrast the traditional and modern definitions of
reading;
● apply the SQ3R and KWL methods of reading in the given
materials
Duration 180 minutes (1 week)
Developed by: Lilia Ibo, and Robie R. Postrano

INTRODUCTION

Directions: Complete the concept definition map below. Write your initial thoughts
about the given word.

CONCEPT DEFINITION MAP

What is it? What is it like?

READING

What are some situations/examples?

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Talk Time

Instructions: Pair off and share with your partner your answers to these
questions:
1. what comes into your mind when you hear the word reading?
2. What is your own view about the reading process?
3. What ideas on reading do the two of you have in common?

INTERACTION

A. What is reading?

Traditional definitions of reading state that learning to read means learning

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

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

1. “Reading maketh a full man, conference a ready man, and writing an

exact man.”
-Francis Bacon-
2. “Reading after a certain age, diverts the mind too much from its creative
pursuits. Any man who reads too much and uses his own brain too little falls into
lazy habits of thinking.”
-Albert Einstein-
3. “The greatest gift is the passion for reading. It is cheap, it consoles, it
distracts, it excites, it gives you knowledge of the world and experience of a wide
kind. It is a moral illumination.”
-Elizabeth Hardwick

B. What is reading?

1. National Reading Panel (2002) – Reading is a complex system of

deriving meaning from print that requires all of the following: (1) the skills
and knowledge to understand how phonemes, or speech sounds are
connected to print, (2) the ability to decode unfamiliar words, (3) the ability
to read fluently, (4) sufficient background information or schema and
vocabulary to foster reading comprehension, (5) the development of
appropriate active strategies to derive meaning from print, and (6) the
development and maintenance of a motivation to read.

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2. Robert Ruddell, Matha Rapp Ruddell, and Harry Singer (1994) –

Reading is (1) going beyond merely decoding the symbols on the page, (2)
thought of as making meaning, (3) an understanding of what the writer is
saying, (4) an interaction between the reader and the writer in a specific
context, (5) involved with predicting and verifying predictions, (6)
influenced by one’s purpose for reading, (7) influenced by other factors that
involve knowledge, distractions, and what one does when he/she is
reading, (8) indicative that the amount of information that is known about
something one is reading prior to reading is directly proportionate to how
easy or hard it is to read.

C. Skills Required for Proficient Reading

The National Reading Panel (2002) suggests that the ability to read
requires proficiency in a number of language domains. The language
domains include:

Phonemic Awareness ● The ability to distinguish and manipulate

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

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

D. Other Reading Strategies

In addition to the given strategies before, during, and after reading,

there are other reading strategies that you can employ to ensure critical
reading not only of academic texts, but also of other texts in general.

d.1. SQ3R Method of Reading

The SQ3R method stands for Survey (or Skim), Question, Read,
Recite (or Recall), Review.

Stage Guidelines
Survey ● Skim the target text.
● Check the headings and tables, diagrams, or
figures presented in the text.
● Read the first few and last sentences of the
text to determine key information.
● Get a feel of the text.
Question ● Annotate the headings with your questions.
● Develop questions on the types of
information you expect from the text.
Read ● Look for answers to your questions
● Stop and slow down if the passage is not
clear.
● Make sure to proceed reading only when you
already understand the previous texts.
Recite ● Recount the main points of the text.
● Recall by writing a summary or synthesis
based on what you understand of the text.
● Highlight or underline the important points
you read.
Review ● After finishing the text, go back and re-read
the questions you wrote and see if you can
answer them; if not, refresh your memory.
● Evaluate what you learned to ensure that
you are convinced and satisfied with the
information presented in the text.

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d.2. KWL Method

The KWL method guides you in reading and understanding a text. To apply
the KWL method, simply make a table with three columns. In the first
column, write what you know about the topic (K); in the second, list down
what you want to learn (W); and in the last column, write down what you
learned (L).

Below is a sample KWL chart using an article which focuses on language

and gender.

K W L
What I (K)now What I (W)ant to What I Have
Learn (L)earned
● There is a ● Are women ● Women are
connection really more reported to
between talkative than speak 20,000
language and men? words a day
gender. ● What accounts while men speak
● Women and men for the difference on average of
are on different in the frequency 7,000 words.
levels of of language use ● Foxp2 protein is
talkativeness. between men one of the genes
and women? associated with
language.
● It was shown
that women
have higher
levels of this
protein than
men.

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INTEGRATION

Worksheet 1

A. Instructions: Give the meaning of the following words taken from

the definitions found under Input 1.

TERMS MEANING
moral illumination
full man
exact man
creative pursuits
diverts
consoles

B. Instructions: Refer to Interaction A to complete the table below.

Write the names of the authorities who forwarded the definitions of reading,
keywords found in their definitions, and your own interpretations of these
definitions. On the last part of the table, write what these definitions have
in common.

Definition Number Authority Keywords Your Interpretation

What They Have in Common

C. Instructions: Answer the following questions briefly.

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

2. What do the definitions of reading above have in common?
3. What does Elizabeth Hardwick mean by this statement: “Reading is a
moral illumination?”
4. How does reading make a full man?
5. Do the definitions above give you a clearer picture of the reading
process? How?

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Worksheet 2

Instructions: Refer to Interaction B to complete the table below. Write

at least 3 viewpoints then state why you agree on them. You are given
three (3) minutes to state your idea/s. Then one (1) member from each
group will share it to the class
Reading Viewpoints Points for Agreement
1.
2.
3.

Worksheet 3

Instructions: Refer to Interaction C when you answer the following task.

Complete the table below by writing on the second column the definition of
each domain required for proficient reading. On the third column, write
another definition of the term called from other resources or references.
After completing the table, answer the questions that follow.

Domain Given Meaning Other Meaning

Phonemic Awareness

Phonics

Fluency

Vocabulary

Reading
Comprehension

1. What role does each domain play in the reading process?

2. Are these domains equally important? Why? Why not?
3. If one of these domains is not developed, will one’s reading proficiency
be affected? Why? Why not?
4. How do you think can each domain be further honed? Give specific
measures.

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Worksheet 4

Instructions: Make an acronym for the word READING. Write it on the

space below and be prepared to share it to the class.

R - __________________________

E - __________________________

A - __________________________

D - __________________________

I - __________________________

N - __________________________

G - __________________________

Worksheet 5

Checking for Understanding

Instructions: Write T if the statement is true and F if it is false.

_____ 1. Academic reading requires concentration and comprehension.

_____ 2. Academic texts are completely different from non-academic texts
in terms of structure, content and style.
_____ 3. Authors of academic texts usually present facts to support their
main argument.
_____ 4. Completing academic readings appears to be a challenge in which
students fail.
_____ 5. Critical reading strategies lead the readers to a full understanding
of the text.
_____ 6. Essentially, the language of academic texts is precise and
accurate.
_____ 7. One has to determine his/her purpose before reading.
_____ 8. Reading strategies differ from one person to another.
_____ 9. Successful readers of academic texts generally integrate valuable
information or ideas from one source to another.
_____ 10. Through writing annotations, readers are guided on important
ideas presented in the text.

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EXAMINE (self-assessment)

Based on what you have learned, answer the following self-assessment

checks.
Rate yourself in terms of the abilities listed using the legend provided. Tick
(/) the box that corresponds to your answer.

Legend:
4- Strongly agree
3- Agree
2- Disagree
1- Strongly disagree

Abilities 4 3 2 1
1. I can define reading.
2. I can explain why reading is an important
skill.
3. I can identify the different levels of reading
comprehension.
4. I understand why critical reading is
important.
5. I know what possible logical fallacies to
avoid.
6. I can reason based on facts.

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Senior High School

REFERENCES:
Books:

Hernandez, P.J.S., Esteron, J.J, & Watchon, C.B. (2017). Ready to write: A
reading writing textbook for Senior High School. Quezon City. SIBS Publishing
House, Inc.

Website:
https://fnhs.edu.ph/wp-content/uploads/2021/10/Oral-
Communications_Q2_Module-1.pdf
https://stu.westga.edu/~cbailey4/curriculum_web/roleplay_rubric.pdf

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