Department of Education

Bureau of Learning Delivery

Teaching and Learning Division

National Training
National Training
on Literacy Instruction
on Literacy Instruction
 National Training on Literacy Instruction

Session 2

The Nature of Reading

Presented by:
Rosalina J. Villaneza
Chief
Teaching and Learning Division
Bureau of Learning Delivery

Delivered by:
Kerwin M. Regis
SDO-Quezon City
 National Training on Literacy Instruction

Learning Objectives
1. Examine teaching practices that will
help uncover belief in the reading
process;
2. Explain the nature of reading;
3. Realize that the reader has a
significant role in the reading
process and that his/her attitude and
motivation affect his/her reading
performance; and
4. Apply research-based practices in
teaching children learn to read and
read to learn
 National Training on Literacy Instruction

Activity 1 - THE READING BILL OF RIGHTS

1. What do you believe
about reading? Literacy?
2. Watch the video and note
down the meaningful
ideas pointed out by
educators as they speak
about the “Reading Bill of
Rights.
3. Share those ideas that
made an impact to you.
 National Training on Literacy Instruction

What is Reading?
. . . a dynamic process in which the
reader interacts with the text to
construct meaning. Inherent in
constructing meaning is the reader’s
ability to activate prior knowledge,
use reading strategies, and adapt
to the reading situation.
 This will look weird!
Believe it or not, you can read it!
I cdnuolt blveiee taht I cluod
aulaclty uesdnatnrd waht I was
rdgnieg.
The phaonmneal power of the
hmuan mnid Aoccdrnig to a
rscheearch at Cmabrigde
Uinervtisy, it deosn’t mttaer.
Inwaht oredr the ltteers in a word
are, the olny iprmoatnt tihng is
that the frist and lsat ltteer be in
the rghit pclae.
The rset can be a taotl mses and
you can still raed it wouthit a
porbelm. This is bcuseae the
huamn mnid deos not raed ervey
lteter by istlef, but the word as a
wlohe.
Amzaning huh? Yeah and I
awlyas thought slpeling was
ipmorantt!
Before

Prior Knowledge
The questions that p______ face as they raise
ch_____ from in______ to adult life are not easy
to an_____. Both fa____ and m_____ can become
concerned when health problems such as co____
arise any time after the e_____ stage to later in
life. Experts recommend that young ch______
should have plenty of s____ and nutritious food
for healthy growth. B_____ and g_____ should
not share the same b____ or even sleep in the
same r____. They may be afraid of the d______.

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who?
Aurora: McREL (Mid-continent Regional Education Laboratory),1998
 National Training on Literacy Instruction

ALTERNATIVE VIEWS ABOUT READING

1. Reading as SKILL

2. Reading as PROCESS

3. Reading as COMPREHENSION

4. Reading as DEVELOPMENT

5. Reading as STRATEGY
 National Training on Literacy Instruction

Reading as SKILL
While the reader’s knowledge
of language is recognized as an
integral part of reading print,
reading is viewed as a skill that is
learned. In fact, reading is a unitary
skill that we use to process texts.
 National Training on Literacy Instruction

Reading as a Skill
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The Word Identification Subskills

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Comprehension Subskills
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Skills and Strategies Go Together

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Providing Scaffolding through Strategies

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Reading as PROCESS

The reading process, also

known as the meaning – making
process, provides an explanation of
“how reading happens” (Cambourne,
1998). To construct meaning,
readers draw on, or sample the
language information available to
them.
 National Training on Literacy Instruction

A Language-based Model of the Reading Process

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Reading as COMPREHENSION
Comprehension occurs in the
transaction between the reader and the
text.
Reading Situation
* Purpose
* Setting

(Kucer 2001; Rosenblatt, 1978)

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Interactive Model of Reading Comprehension

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FACTORS THAT AFFECT READING COMPREHENSION

THE READER – brings the following to the text:

Script knowledge - knowledge and beliefs about the world.

Knowledge about language - graphophonics, syntax,

semantics, pragmatics.

Knowledge of text structure - text cohesion, general text

structure (narrative,
expository, etc.)
Pragmatic system - how language is used in social
settings.
 National Training on Literacy Instruction

FACTORS THAT AFFECT READING COMPREHENSION

The Text

Text Structure
its genre, vocabulary, language, even the
specific word choices
How well text is written
Content, difficulty or readability
Author’s intent
 National Training on Literacy Instruction

FACTORS THAT AFFECT READING COMPREHENSION

The Context
involves the activity that occurs around
the transaction.
Purpose
- reading a text for a specific
reason.
Setting
- teacher creates the learning
opportunities to support the
construction of meaning.
 National Training on Literacy Instruction

Reading as DEVELOPMENT
Reading is an interplay of one’s
experience, oral language, and ability to
interpret written symbols as shown in the
diagram.

Figure 3. The relationships of three types of knowledge used in reading

(Hermosa, 2002)
 National Training on Literacy Instruction

Reading as DEVELOPMENT
The relationship of circles A, B, and C is reciprocal. It
is true that Circle A develops first, followed by Circle B, then by
Circle C. However, once an individual has acquired a
language, he uses it to learn more experiences. Similarly, once
he has learned to read, Circle C becomes a very powerful tool
for learning, even more so than oral language.
 National Training on Literacy Instruction

Reading as STRATEGY
Strategies are conscious, flexible plans a
reader applies to a variety of texts.

The use of strategies implies awareness, reflection,

and interaction between the reader and the author.

Strategies do not operate individually or sequentially,

but are interrelated and recursive.

The goal is the active construction of meaning and

the ability to adapt strategies to varying reading
demands.
 National Training on Literacy Instruction

Reading as STRATEGY
National Training on Literacy Instruction
 National Training on Literacy Instruction

Reflection Questions:

1. Learning all these, how should

learners be taught to read?

2. Why do you think we still have

frustrated readers even in the
higher grades?
 National Training on Literacy Instruction

My Professional Development Plan

as a Reading Teacher
As a Reading Teacher, I plan to …………..
STOP SUSTAIN START
 National Training on Literacy Instruction

Children Learn to Read and Write

Good readers aren’t born.

They’re created.
Created as the evening clock
stands still and the minutes of a
bedtime story reign supreme.
Lovingly read each night.
 National Training on Literacy Instruction

Children Learn to Read and Write

Good readers aren’t born.

They’re created.
Created as the evening clock
stands still and the minutes of a
bedtime story reign supreme.
Lovingly read each night.
 National Training on Literacy Instruction

Children Learn to Read and Write

Good readers aren’t born.

They’re created.
Created as the evening clock
stands still and the minutes of a
bedtime story reign supreme.
Lovingly read each night.
Adapted from “A daughter learns to read”
By Mardi C. Dilks, The Reading Teacher,
Vol. 56, No. 3 November 2002
National Training on Literacy Instruction

Thank You .......