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 1

The Nature of Reading

Presented by:

Rosalina J. Villaneza
Chief
Teaching and Learning Division
Bureau of Learning Delivery
 National Training on Literacy Instruction

OBJECTIVES:

1. Examine teaching practices that

will help uncover belief in the
reading process;

2. Explain the nature of reading;

 National Training on Literacy Instruction

OBJECTIVES:
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 - Anticipation Guide (3 minutes)

Directions: For each of the following statements, write “Agree” or “Disagree” to
show how you feel on your paper.
Agree Disagree

______1. Before children learn to read they should know the sounds of _______
most letters.
______2. The more symbols (letters or words) there are in a text, the _______
longer it will take to read it.
______3. We gather meaning from what we read. _______
______4. When one reads one tries to find some cues in an effort to _______
make sense of the written text.
______5. Visual information provided by maps, charts, or pictures help _______
young readers store and retrieve information they have read.
______6. A reader who is familiar with the subject matter of a text _______
already has a basis for making sense of it.
 National Training on Literacy Instruction

Activity 1 - Anticipation Guide (5 minutes)

Let’s Talk
About It!
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Activity 1 - Anticipation Guide (2 minutes)

Let’s Talk
More About It!
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Activity 2 - Think-Pair-Share (2 minutes)

Let’s Think!
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Activity 2 - Let’s Think (2 minutes)

1. How did you learn to read?

2. What do you do while reading?
3. How do your experience/s in
learning to read influenced the way
you teach your learners to read?
 National Training on Literacy Instruction

Activity 2 - Think-Pair-Share (8 minutes)

Let’s Pair-Share!
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Activity 2 - Think-Pair-Share (10 minutes)

Let’s Share!
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The
Nature
of
Reading
 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.
 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.
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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.
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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 - graphophonic, syntactic,

semantic, pragmatic.

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.
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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)
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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.
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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.
 National Training on Literacy Instruction

Reading as STRATEGY
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.
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Reading as STRATEGY
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Reading as STRATEGY
In-the-Head Reading
Strategies Used by the
Reader While Engaged In
Reading
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Let’s Think
Deeper!
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My Professional Development Plan

as a Reading Teacher
As a Reading Teacher, School Head, Supervisor I plan to …………..
STOP SUSTAIN START
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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

Good writers aren’t born.

They’re taught.
Taught the revere writing, as an important
tool, the nuts and bolts linking them to
the world beyond.
Guaranteed to strengthen the mind of an
impressionable child.
 National Training on Literacy Instruction

Good readers and writers aren’t

born.
They’re inspired.
Inspired by teachers who value reading
and writing, as the keys to knowledge and
success.
Who read and write like they breathe…
Continuously, steadily, automatically.
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 ...