Is a process of putting meaning to the text.

Is a process of getting meaning from the text.

Is a psycholinguistic guessing game.
Is the key to unlock the world of enlightenment.
Is the basic tool for learning in all areas.
Common to all definitions above is the concept of
meaning. Reading and reading comprehension are
inseparable.
Reading as a task is different from learning to walk
or talk (upon maturation they will naturally develop).
Reading is learned in a different way. Many factors
should be considered like mental ability, environmental
stimulations, etc.

Developmental in a sense that

.
Step 1: Word Perception - the ability to
pronounce word as a meaningful unit.

Word perception also involves the

identification of the printed symbol and the
meaning intended by the author. The
printed word acts as trigger to release a
meaning of which the reader already
possesses.
Step 2: Comprehension - the skill in making individual words
construct useful ideas as they are read in context.

Comprehension requires the fusion of meanings of separate

words into a chain of related ideas.

On the literal level, one reads to understand the passage- its main
thought, specific details, sequence, and directions to be followed.

The implied level involves making inferences, sensing

relationships, drawing conclusions, and recognizing the author’s
purpose, tone and feeling.
Step 3: Reaction - judgement on what
the author has said.

Reaction includes the ability to judge

accuracy, quality, or worth. On the
emotional level, reaction requires value
judgements, background experience,
and the ability to recreate sensory
images.
Step 4 Integration - the ability to assimilate idea or concept into
one's background of experience so that it’s useful as part of the
individual's total experience.

Assimilation/ Integration is determined by the reaction of the

reader. If ideas are accepted, they become a part of this total
experience. They are integrated with all previous related
experiences.

On the other hand, wrong concepts are corrected and new

insights are acquired. Integration also involves applying ideas
acquired in problem solving.

Rate refers to the speed of recognition, comprehension,

reaction and assimilation.
Literal – reading the lines; means reading the lines, getting
the information drift, answering questions on knowledge: who,
what, where and when.

Interpretative – reading between the lines; exploring

information, and making inferences and comprehending them:
how and why questions.

Critical Analysis- means evaluation of characters, pilot, and

style; answers open-ended questions.

Applied- reading beyond the lines, using information to

express opinions and from ideas, involves application, analysis,
synthesis.
BOTTOM-UP reading model emphasizes a single-
direction, part-to-whole processing of a text.
Advocates of the said theory believes that readers
need to:

• identify letter features;

• link these features to recognize letters;
• combine letters to recognize spelling patterns;
• link spelling patterns to recognize words; and
• then proceed to sentence, paragraph and text-level
processing.
TOP-DOWN reading models suggest that processing of a text begins in the
mind of the readers with meaning driven process or an assumption about the
meaning of the text. Advocates of the said theory believes that:

• Readers can comprehend a selection even though they do not recognize each
word.
• Readers should use meaning and grammatical cues to identify unrecognized
words.
• Reading for meaning is the primary objective of reading rather than mastery
of letters, letter/sound relationships, and words.
• Reading requires the use of meaning activities rather than the mastery of a
series of word-recognition skills.
• The primary focus of instruction should be the reading of sentences,
paragraphs, and whole selections.
• The most important aspect about reading is the amount and kind of
information gained through reading.
 INTERACTIVE READING MODEL attempts to
combine the valid insights of bottom-up and top-
down models. It attempts to take into account the
strong points of the bottom-up and top-down
models, and tries to avoid the criticisms leveled
against each, making it one of the most promising
approaches to the theory of reading

The INTERACTIVE MODEL suggests that the reader

constructs meaning by the selective use of
information from all sources of meaning (phonemic,
morphemic, syntax, semantics) without adherence
to any one set order. The reader simultaneously
uses all levels of processing even though one source
of meaning can be primary at a given time.
The DOLCH WORD list is a list of frequently used English words compiled
by Edward William Dolch, a major proponent of the "whole-word" method
of beginning reading instruction. The list was first published in a journal
article in 1936 and then published in his book Problems in Reading in
1948.
The precise fractional moment when the eyes pause on a
word or groups of words. It is when the eyes "fix" on an
image and transmit that image to the brain, after which
reading actually occurs.

As reading is actually done during fixations (pauses or stops

of the eyes between eye spans), it is helpful in reading
faster to reduce the number of fixations per line of print.
Also, long stops or fixations tend to allow the mind to
wander or daydream, thus causing readers to lose
concentration.

Successful rapid reading, therefore, involves learning how

to achieve short fixations and fewer fixations.
Moving from one fixation to another, the period between two fixations.

Readers are not aware of any loss of visual sharpness during interfixation
movements because their minds are dealing with after-images from the
previous fixation, or pause in eye movements.
Return Eye Sweeps - The smooth flow of a reader's eyes from one line of
text to the next line of text. The smoother the flow of return eye sweeps,
the more quickly the reader is able to read.

Movements of the eyes going from the end of one line of text to the
beginning of the next line are return eye sweeps.

To be efficient, return eye sweeps should be very rapid, rhythmic and

smooth. Newspaper or magazine articles in columns are good for
practicing to achieve fast and smooth return eye sweeps.
Backward fixations during the reading process.

Regressions can be conscious or unconscious.

A conscious regression occurs during the re-reading of a difficult

passage in the text.

An unconscious regression occurs when the reader looks back

at words unnecessarily. This often happens when a reader lacks
confidence in comprehension. It is one of the most common of
poor reading habits learned in early training.
Reading words again, or backward eye movements, are
regressions, which slow down a reader's speed.
Regressions are unnecessary and inefficient, and
interfere with the logical sequence of reading material.
The tendency to regress is often the result of early
training in learning how to read.

Reading speeds can be increased significantly by

eliminating or reducing regressions, which can result by
simply being aware of the habit and trying to overcome
it through conscious effort.
SPAN OF RECOGNITION is the Eyes’ recognition of a group of words.

DURATION OF FIXATION is the length of time the eyes pause. Most

readers make an average of four eyes stops per second, but poor readers
require more time to pause in order to see accurately.
->close reading or reading according to purpose

a. refers to looking only for the general or main ideas, and works best with non-
fiction (or factual) material. With skimming, your overall understanding is
reduced because you don't read everything.

a. is to look at all parts of (something) carefully in order to detect some feature.

a. Intensive reading involves learners reading in

detail with specific learning aims and tasks.
a. which involves learners reading texts for enjoyment

a. exposes you to various types of written works that express man’s best
thoughts and feeling on a certain subject matter

a. purpose: understand the content of the reading material by practicing SQ3R

S- survey
Q- question
R- read
R- recite
R- review
SQ3R means Survey-Question-Read-Recite and Review. It is a
comprehension strategy that helps students think about the text they are
reading while they're reading.

• Survey: Students review the text to gain initial meaning from the
headings, bolded text, and charts.
• Question: Students begin to generate questions about their reading
from previewing it.
• Read: As students read, they need to look for answers to the questions
they formulated during their preview of the text. These questions, based
on the structure of the text, help focus students' reading.
• Recite: As students move through the text they should recite or rehearse
the answers to their questions and make notes about their answer for
later studying.
• Review: After reading, students should review the text to answer
lingering questions and recite the questions they previously answered.
EXPLORATORY READING happens when one aims to get fairly
accurate picture of a whole presentation of ideas.

Materials that call for this type of reading contain few headings
and cues and require more concentration like long articles in
magazines, descriptive literature and light fiction.

In CRITICAL READING the reader stops to consider the facts

carefully. It is not necessary to read fast because rapid reading
of the main ideas might lead to false conclusion.

This is the kind of reading used on periodicals, books and

advertising materials which are loaded with propaganda devices
designed to sway opinions or sell products.
ANALYTIC READING is the type that demands careful
attention to each word and its relative importance in
relation to other words in the sentence or paragraph.

Reading mathematical theorems and problems,

scientific formula, and certain definitive statements of
key ideas require a questioning mind.

DEVELOPMENTAL READING in college refers to the

refinement of vocabulary, and comprehension.
Phonological awareness skills are the building
blocks of future reading success. It’s important to
help your little learners develop phonological
awareness skills in Preschool, Pre-K, and
Kindergarten, because without these basic literacy
skills they will struggle with reading later.
The ability to hear and manipulate the sounds in spoken language

has been proven to help young children become better readers.

Even before they learn to identify the letters of the alphabet,

children can say the sounds they hear in spoken language. When

they can hear the sounds in a word and identify where the sounds

occur in the word, they are developing good pre-reading skills.

(initial sound isolation):
What is the first sound in mop?
(final sound isolation):
What is the last sound in mop?
(Tells difference between single phonemes)
Which one is different? /s/ /s/ /k/ ?
(orally blends 2 or 3 phonemes into one word)
What word am I trying to say? /m/ /o/ /p/?
(orally blends onset-rimes)
What word is this? m-ilk

• (identifies number of syllables in spoken words)

Claps syllables in 1, 2, and 3 syllable words
• (orally blends syllables)
What word is this? mon-key

“I have a dog” = four different words.

Words that have the same initial sound:
Marvelous Monday, Terrific Tuesday etc.

(Identifying rhyming words)

Do “cat” and “mat” rhyme?
(Produces a rhyming word)
Tell me what word rhymes with nose?

(Tells whether words or sounds are the same or different)

cat/cat= same cat/car= different
(Identifies which word is different)
sun, fun, sun = fun is different
Tapping into a student's schema is one of the most important
things to do before starting a lesson or unit. Teachers must quickly
assess where her students stand, knowledge-wise, and what
background or pertinent information they are missing or have
misconceptions about.

A "before" reading strategy is strategy that is used before students

jump into a text with ties to a lesson or content-area unit. The
purpose is to mentally prepare the students for the lesson or
assignment ahead, giving them the tools to begin to start to think
critically about the topic. It also introduces the lesson little by
little, generating excitement from students as to what the next unit
or lesson may be
In order for students to start building new knowledge, they must
first have a sturdy and complete foundation. This "foundation" is
their background and previous experiences and knowledge. For
this reason, "before" reading strategies are necessary before any
real learning can take place.
activate prior knowledge of the topic
encourage student predictions
set the scene by briefly summarizing the plot
demonstrate the kind of questions readers ask about
a text
identify the pivotal pages in the text that contain the
meaning and ‘walk’ through the students through
them
introduce any new vocabulary or literary language relevant to
the text
locate something missing in the text and match to letters and
sounds
clarify meaning
bring to attention relevant text layout, punctuation, chapter
headings, illustrations, index or glossary
clearly articulate the learning intention (i.e. what reading
strategy students will focus on to help them read the text)
K-W-L Chart
Anticipation Guides
Exclusion Brainstorming
Pre-reading Plan
K-W-S Chart
Problem-Solution Chart
"During" reading strategies help students meet those expectations by aiding
students in comprehension. To read is to actively search for, decode, and
comprehend content; it is the active search for knowledge.

"During" reading strategies also aid students in monitoring their

comprehension and understanding; it lets students know if they are indeed
learning.

For this reason, reading strategies that take place while students are reading
are very important to the ultimate goal of gathering and transforming text
into knowledge.
‘listen in’ to individual students
observe the reader’s behaviors for evidence of strategy use
assist a student with problem solving using the sources of information -
the use of meaning, structure and visual information on extended text
confirm a student’s problem-solving attempts and successes
give timely and specific feedback to help students achieve the lesson
focus
make notes about the strategies individual students are using to inform
future planning and student goal setting
Venn Diagram
Double-Entry Journals
Clusters
T-Chart
Learning Logs
Step-by-Step Chart
Reading strategies that take place after reading are used to summarize,
wrap up, and finalize the information that has, or should have been,
learned and understood while reading.

It further strengthens the main ideas as well as offers students a chance to

think deeply and critically about the information they have read.

For this purpose, "After" reading strategies are just as important as the
strategies that should take place before and during reading. "After" reading
strategies also demonstrate to the student what they are capable of doing
and learning if they are sincere about their efforts to do so.
talk about the text with the students
invite personal responses such as asking students to make connections to
themselves, other texts or world knowledge
return to the text to clarify or identify a decoding teaching opportunity such
as work on vocabulary or word attack skills
check a student understands what they have read by asking them to
sequence, retell or summarize the text
develop an understanding of an author’s intent and awareness of conflicting
interpretations of text
ask questions about the text or encourage students to ask questions of each
other
develop insights into characters, settings and themes
focus on aspects of text organization such as characteristics of a non-fiction
text
revisit the learning focus and encourage students to reflect on whether they
achieved the success criteria.
Story Boards
Grand Conversation
Open Mind Portraits
Plot Profiles
Story Map
Time-Order Chart
(When students preview text,
that will help them to understand the text they
are about to read. This provides a framework for any new
information they read.

Finding out whether the look or article is written by a

specialist in a certain field and
.
Examine the title of the selection you are about to read
List all the information that comes to mind about this title
Use these pieces of information to recall and understand the material
Use this knowledge to reframe or reorder what you know, or to note what you
disagree with, for further research

Group discussions in and out of class will help you to discover what you bring to your
reading, what your fellow students bring, as well as shared experiences
If you find they have new background information, ask for more information from
them

This is a type of brainstorming where you place the title/subject as the main idea,
then develop a "mind map" around it. It can be effective either in a group or by
yourself
There are three steps in the K-W-L process
(Ogle, 1986):

Before students read the text, ask them as a group

to identify what they already know about the topic. Students write this list in the
“K” column of their K-W-L forms.

Ask students to write questions

about what they want to learn from reading the text in the “W” column of their K-
W-L forms. For example, students may wonder if some of the “facts” offered in the
“K” column are true.

As they read the text, students should look

for answers to the questions listed in the “W” column and write their answers in
the “L” column along with anything else they learn.
When students make predictions about the text they are about to read,

. As they read, they may mentally revise their prediction as they gain
more information.
Identifying the main idea and summarizing requires that students
determine what is important and then put it in their own words. Implicit
in this process is
.
Asking and answering questions about text is another strategy that
. Teachers can help by modeling both
the process of asking good questions and strategies for finding the answers
in the text.
An inference is . It is
an assumption about something that is unknown
based on something that is known.

In order to
, students must learn
to draw on prior knowledge and recognize clues in
the text itself.
Studies have shown that students who visualize while reading have better
recall than those who do not (Pressley, 1977).

Readers can take advantage of illustrations that are embedded in the text
or create their own mental images or drawings when reading text without
illustrations.
 . This is accomplished by
firstly, the students asking the Facilitator questions and secondly, the
Facilitator asking their students questions.

The goal of Reciprocal Questioning,

. Therefore, keep in mind that this type of

questioning technique is best used when reviewing reading and writing
assignments used in a certain course.
This strategy aids in the improvement of students’ questioning, reasoning,
and (reading) comprehension skills.

This technique allows you as a Facilitator, to demonstrate the thinking skills

that need to be exercised when answering and asking valuable questions.

It helps the students to learn in a stress free environment.

This process teaches students to use meta-cognition, or thinking about their

own thinking, to analyze their own ability to ask good questions. (Ex. “Is this
the most useful question that I can ask about the text?”)
 . (Note: This
technique helps to review assignments that students may or may not
have had difficulty with or previewing new reading. Reciprocal
Questioning is especially helpful in that, it enables you and the instructor
to check and see if the students understood/understand the main ideas
of the piece while encouraging social learning and critical thinking
amongst students.)
. This makes it possible for both the students and
the Facilitator to ask questions during the session. As a result, students
can get clarification where confused and the Facilitator can pose possible
test questions to prepare students.
Developmental reading refers to

Covers vocabulary, comprehension skills, study skills

and literary appreciation skills
Engages in varied activities using real or concrete
objects like toys, picture books, and alphabet blocks

Acquires skills in auditory and visual discrimination,

motor – ocular coordination, and critical thinking
Listening to stories and reading rhymes and poems are
enjoyable experiences

Acquires a basic sight vocabulary through the use of

action, picture, configuration and context clues

Learns to attack words through the use of phonetic

and structural analysis
Physical factors
Intelligence and mental factors
Social and emotional factors
Personality factors and experience background
Language factors
Educational factor
It includes:
Getting acquainted with an idea or experience
Seeing how the combination of symbols that stand for the idea looks
Remembering how the combination of symbols may be distinguished
from other combinations
Children have mastered the techniques of reading
Lessons in basic readers are followed by comprehension
check-ups in the form of teacher-made exercises
Free- reading is encouraged
Learners practice scanning or skimming techniques as they
go over the table of contents, the glossary and index of a
book
They use the dictionary to locate the meaning of new
words
They make summaries, book reports and outlines
Learners do a great deal of serious and interpretive
reading
Reading becomes a tool for purposeful study in
other subjects.
Practice on the finer skills like wide reading for
pleasure, doing research for solution to problems or
reading orally to entertain others
More independent reading
Can take down note and organize them efficiently.
Study skills are abilities associated with learning, remembering and using
information and ideas taught in school. They can be described as acquiring,
recording, organizing and synthesizing.

Devine (1981) classifies basic study skills in three parts: incoming or

receptive skills (e.g noting signal words, following the sequence of ideas,
recognizing the author’s purpose and main points, inferencing, predicting
etc); synthesizing or reflective skills (e.g. distinguishing reports from other
kinds of communication, identifying the intended audience, choosing
appropriate words, avoiding common errors in grammar).

It is to be noted that study skills encompass a wide range including those

often classified under word learning, comprehension and creative thinking.
PQ5R is the mnemonic for an effective student regulated approach to
studying the kind of material assigned every day – textbooks. Gaining new
information and ideas from a variety of different textbooks demands a
balanced and flexible network of study strategies.
Know where you’re going first. You would never plunge in and try to cross
rugged territory if you could have in advance an accurate map of the
region.

Here is your of a textbook chapter:

1. Examine the title.

2. Read the introduction.
3. Glance at the pictures, charts, and diagrams.
4. Read the wrap-up of the chapter—the summary and review
questions.
Work through the chapter- one manageable section at a time. A section
marked off with a bold face or italic side heading is likely to be the right
size “bite” for you to digest.

Be a human question mark.

Go into each section with a question in your mind.
Turn headings, and sometimes topic sentences, into questions.
These should guide you to the main points.
Read to and .
Unknown terms say, STOP! LOOK UP! LEARN! Remove these roadblocks.

Each pictorial aid is saying, “This is clearing up something important.”

Shift into back-and-forth reading for pictures, diagrams, and charts.
Shift your eyes (and thoughts) back and forth as needed from the printed
words to the pictorial aid.
Speed up and slow down as needed within the passage.
Do stop-and-go reading.
Thought time is needed in addition to reading time.
Reread as often as necessary. Do “stop-and-go” reading.
 . Make the key ideas stand out in some way
so they will “flag” you later.
Use any combination of devices.
Jot mini notes on a memo slip to be inserted between related
pages or in the book’s margin.
Draw vertical line in the margin just to the left or right of important
content.
Bracket key ideas.
Underline or color-accent selectively.
Now you won’t have to reread the entire chapter when you return
to review it later.
Make key ideas “flag” you.
Students exclaim, “I’ve read the chapter twice, but I still can’t
remember it.” Solve this problem by using the most powerful
technique know to psychologist— the technique of self-recitation.

As you complete a section or a paragraph, ask yourself, “Just what

have I learned here?” Look away from the book while you self-
recite, or cover the passage with your hand or with a convenient
index card.

Can you recite the important points to yourself in your own words?
Now look back at the column of print, whenever you need to, and
check your accuracy. Knowing you’re going to self-recite when you
finish a section forces you to concentrate while you’re reading.
 . Can
you recall the broad chapter plan?
Run through the chapter to recall the plan.
Next, run through it section by section, checking yourself once more on
the main points and the important sub-points.
Use your cover card again.
Make some quick reviews later on from time to time.
 Long term memory does improve grades.
As you read a passage, turn on your critical thinking. Ask yourself: “What
does this all mean? Is it true? How can I apply it?”

Reading and reflecting should be simultaneous and inseparable— built

right into every step of PQ5R.
One of the best methods for reading and retaining textbook
information is PQ5R, a systematic reading strategy.

This technique incorporates active reading with recording of

information read.
The relationship between the title, main headings and subheadings.
Pictures, graphs, and charts and what they suggest about the purpose
of the text.
Any review or summary questions at the end of the text.
Turn headings and subheadings into questions; write them down on the
left column
• Cornell-notes style
Write down questions related to who, what, when, where, why, and
how.
Write a brief version of any question that appears at the end of the text.
Pictures, graphs, and charts.
Main ideas and supporting evidence.
Structure and relationships identified by such key phrases as also,
moreover, furthermore, in addition, although,
nevertheless, however, therefore, in conclusion,
and consequently.
New vocabulary: look up and record the definitions of new terms.
Write the answers to questions on the right-hand side
• Cornell Notes style
Write any new information that seems significant.
Write reflections about the material.
Write any new questions.
Write a SUMMARY at the bottom of your notes
• Cornell notes style
Recite information about the headings
and subheadings.
React to the text.
Generate more questions and answer
them.
• Skim the text again.
• Redefine the main ideas and their relationships to each other.
• Review questions and answers
• Skim for answers to new questions.
• Answer questions at the end of the section.
Where to find information?
Reference books are of two types:

– those which contain the

needed information.
(e.g. dictionaries, encyclopedias, atlases, almanacs, gazetteers and
handbooks.
 Reference Sources Content
DICTIONARY Information about words- meaning, spelling,
pronunciation, syllabication and current status

ENCYCLOPEDIA Overview of a topic such as description,

definite background and bibliographical
references
ALMANAC A projection of the coming year-days, months,
holidays and weather forecast

HANDBOOK(also called a miscellany, a A small book conveniently in the hand and

manual or a companion) provides miscellaneous items of information

ATLAS A volume of maps, plates, charts with or

without explanatory texts

GAZETTEER A volume which provides geographical data

about places
 – those which refer the
user to the source of information.
(e.g. indexes and bibliographies)

are publications which catalog (by subject and

magazine) all articles that have appeared in a given set of
periodicals. There are indexes which appear in collected
works. (e.g. Reader’s Guide to Periodical Literature, Essay and
General Literature Index)

are listings of books and other materials

which have some relationship to each other. Usually the
materials listed are described as to author, title, publisher,
price and number of pages (e.g. A World of Bibliography of
Bibliographies, Cumulative Books Index)
 are sources of information
other than the usual printed materials the
majority of which are books.
They include:
 refer to illustration in magazines and
books photographs, study prints and the like that can
be examined without using a projector or a viewer.

are small units of transparent material with

images mounted in rigid format and are designed for
us in a slide viewer or projector.

is a roll of film contains a succession images

designed to be viewed one frame at a time.
 are image produced on transparent material used with
an overhead projector.

– with or without sound - consisting of a

sequence of images which create the illusion of movement when
projected. These may be in loops, cartridges and magnetic tapes.
 refer to micro photographically
produced printed matter which the learners read with
the aid of a microfilm reader.
The microforms are:

- a 16mm or 35mm roll of cartridge fill which reproduces

information by micro copying back issues of newspapers and magazines,
book, reports, and government publications, dissertations and other
printed materials

- microphotograph of printed materials reproduced in 6x9 inch

cards or sheets that may accommodate as many as 100pages of text
 – a 4x6-inch film card which can contain as many as 98
pages of reduced images of a text

– another microscopic reproduction on 3x5-inch library

catalog cards that can contain as many as 80 pages of printed
material, the images of which are placed on the card in rows
- is an assembly of computer hardware, software, firmware, or any
combination of these,

. Included are computers, word processing systems,

networks, or other electronic information handling systems, and
associated equipment.
 that summarize
information and ideas through words, symbols,
pictures and drawings.

Words and numbers are utilized to clarify the

meaning of drawings and visual symbols or to present
quantitative information in condensed form. Posters
and charts are good examples.
 is a visual representation of quantitative information meant to make the
reader see instantly how gathered data relate to each other (e.g. line graph, bar
graph circle graph and pictograph

are drawings made up of lines and symbols which show the

interrelationships of parts or elements steps of a process or key pictures of an object
or an area. (e.g. tree chart, timeline, technical diagram and process diagram)

are visuals that summarize data, explain a process or describe a set of

relationships. They consist of any combination of verbal and visual element. (e.g.
outline chart, tabular chart, flow chart and organization chart)

are flat representations of the earth that show geographical areas by means of
scales and models
learn primarily through

experience difficulty putting experiences into words

rapid language growth

explore writing in the form of scribbles, letter-like

forms, or invented spelling
egocentric

love being read to and cannot hear their favorite tales often enough

have poorly developed concept of connection

like the elements of rhyme, repetition, and alliteration

manipulate objects and ideas mentally

can reason logically

have difficulty comprehending underlying

principles

have evolving grasp of the alphabetic principle

Develop evolving fluency
Extensive reading of both fiction and nonfiction
Become more appreciative of stories involving the
lives of others
Judge their reading affectively and personally
rather than by using standards
May have difficulty explaining why they like a
selection.
wide application of word-attack and
comprehension skills
much greater emphasis is placed on grasping
informational text
vocabulary and conceptual load increase
significantly
words in listening vocabulary
they can construct multiple hypotheses

evaluations of readings become more

elaborate and reflect an evolving set of
standards for judging
 Oral language development

 Letters represent sounds

 Sound-spelling relationships

 Decoding skills
 Fluency
 Additional strategies
Expand vocabularies
Build background and world knowledge
Develop strategic habits

Analyze texts critically

Understand multiple points of view

Construct understanding based on analysis and synthesis

COLLOCATION a sequence of words or terms
that co-occur more often than would be
expected by chance.

Sweet sugar Sweet potato

Heavy rain Sweet voice
High temperature Sweet lover
Sweet heart Sweet tooth
A CLINE is a scale of language items that goes from one
extreme to another, for example, from positive to negative, or
from weak to strong.
 – a group of similar or related things; words may be related
they are similar in meaning, they belong to the same classification and they
have some common characteristics or they are evoked when the cover term is
mentioned.

Attractive, lovely, beautiful, charming (synonyms)

Fly, mosquito, ant, locust (insect – same group)
Operating room, syringe, doctor, emergency room (words that are evoked
when hospital is mentioned)
 – Fairy + tale, rain + drop
– motorbike, cinematography
– examination – exam
– PAGASA
– Dr., Atty. And Ms.
– un + imagin(e) + able
– nitty-gritty, hodge-podge
– pure (purity, purify and purification)
 – words have the same meaning but although similar, certain
words may fit into the context while others may not
– words are opposite in meaning (antonyms)
 – words have the same meaning but although
similar, certain words may fit into the context while others may
not
– words are opposite in meaning (antonyms)

– a part of something may stand for the whole or

vice versa
– words belonging to the same genus may also
be called grouping because the relationship between the word
is one similarity of certain characteristics
– relationship between a noun and its verb, a doer
and its action, the action and its receiver
 – refers to words that grow out of other words. From one word
many words can be formed by adding affixes or even adding other root
words to form compounds

– words with same sound and pronunciation

– relationship between a word and its modifier

relationship between words in a compound word

– relationship (not previously given) between words and ideas

that are brought to mind with a given word
 – and expression
peculiar to language; it is usually has more
than on meaning that is not gained from the
meaning of its word taken separately.
 – underestimate someone
– be in fortunate position
– become very angry
–fool someone
– a dull or boring person who spoils the happiness of others
– keep something a secret
 – stop bothering someone
– behave properly or leave
– pay one’s bill
– reveal a secret
– not in serious
– uninteresting and meaningless
– hurry
The Philippine Informal Reading Inventory (Phil-IRI) is an initiative of the
Bureau of Learning Delivery, Department of Education (DepEd) that directly
addresses its thrust to make every Filipino child a reader. It is anchored on
the flagship program of the Department: “Every Child A Reader Program,”
which aims to make every Filipino child a reader and a writer at his/her
grade level.
The Phil-IRI is an informal reading inventory composed of graded passages
designed to determine the individual student's performance in oral reading,
silent reading and listening comprehension. These three types of
assessments aim to find the student’s independent, instructional and
frustration levels. The data from these measures could be used to design or
adjust classroom, small group or individualized instruction to fit the
students’ needs and abilities.
The Phil-IRI is not the sole assessment tool that provides the holistic
reading performance of the students; it only provides an approximation of
the students' abilities and could be used in combination with other reliable
tools of assessment. The data shall also serve as one of the bases in
planning, designing/redesigning the reading programs or activities in the
school to improve the overall school reading performance.