UNIT 1:

DEFINITIONS AND
THEORIES OF
READING
DONE BY: JADA SINANAN& OPAL GARRICK

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TABLE OF CONTENT:
• INTRODUCTION
• DEFINITIONS OF READING
• THEORIES OF READING
• READING AS A PRODUCT
• READING AS A PROCESS
TABLE OF CONTENT (CONT’D)

• CONCLUSION
• REFRENCES
INTRODUCTION
• Reading is one strand of literacy. The reading process is complex and multi-dimensional. Effective
teachers have an understanding of this complexity and are able to use a range of teaching
approaches that produce confident and independent readers. Recent work completed by the NCCA
(Research Report 15, 2012) identified a number of components that need to be considered in the
teaching of reading towards recognizing this complexity. 
•
Among these are: · the establishment of varied and rich vocabulary · development of phonological
processes · the provision of a framework for teaching comprehension strategies · a need to ensure
that motivation and enjoyment of reading are key aspects of the reading process. 
DEFINITIONS OF READING
• Reading is when someone investigates a written text and starts to absorb
the information from the written linguistic message.
• Saying a written text aloud (oral reading). This can be done with or
without understanding of the content. (Longman Dictionary)
• Reading is a mental process.
THEORIE
S OF
READING

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 COGNITIVE& HYBRID
THEORIES OF READING
• Cognitive theory maintains that the •  Hybrid theories of reading borrow
concept and process of reading is learned liberally from both traditional and
first and then broken down into cognitive theories.
individual words, parts of words, • Reading is both a top-down and bottom-
sentences, paragraphs and so on.
up approach in that as individuals
• Cognitive theories of reading lend approach whole texts and decode
themselves to models of instruction like discrete components of those texts.
the wholistic model that has individuals
approach texts as a whole.
METACOGNITIVE
THEORY OF READING
• Metacognitive theories of reading relate to how an individual thinks about his reading processes both
before, after and during the actual act of reading.
• Metacognitive theories of reading maintain that individuals, regardless of whether they approach
reading from traditional, cognitive or hybrid theories or models of reading.

• Metacognitive theories of reading lend themselves to modelling practices such as written or spoken
reflection following a reading exercise, as well note-taking on the margins of a page or highlighting
lines or passages while reading.
READING AS A PRODUCT
• Reading has been viewed both as a product and as a process. The product view of reading is
generally the product view seems to be that reading is treated as though it is stopped in time,
captured in the static scores of tests. This feature of the product view will have to be dealt
associated with static information produced by testing techniques. A major difficulty with a product
theory of reading and the complex, changing referent for that theory as it exists in process. The
process view of reading is concerned with the Reading as a product.
THE
READING
PROCESS

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This Photo by Unknown Author is licensed under CC BY-SA
READING AS A PROCESS
• In the before-reading phase, the reader establishes in his or her mind a purpose and a plan
for reading. Reading is a process that includes three phases: before reading, during reading
and after reading, the reader begins to read the written text—the during-reading phase.
While he or she reads, the reader will think about the purpose for reading and about his or
her prior knowledge. This may occur during short pauses taken while reading. Finally, the
after-reading phase of the process occurs when the reader finishes reading the written text.
READING AS A PROCESS (CONT’D)
• The reader takes time to think about what he or she knew before the reading and what is
learned or connected with during the reading, and then makes the association with the
information together to build new knowledge. Throughout the reading process, but
specifically  in the during-reading phase, reading strategies can be useful to improve
comprehension. Comprehension is an intentional, active, and interactive process that
occurs before, during and after a person reads a particular piece of writing.
READING AS A PROCESS (CONT’D)
• There are two elements that completeness the reading process  and they are as  follows :

• The first element is vocabulary knowledge. The reader must be able to understand the
vocabulary used by the writer. 

• The second element is text comprehension, where the reader puts together the vocabulary
and different comprehension strategies to develop an understanding of the text.
READING INVOLVES MANY PROCESSES
READING AS A
PHYSIOLOGICAL
PROCESS
READING AS A COGNITIVE
PROCESS
READING AS A
COMMUNICATI
VE PROCESS
READING AS A PYSCHO-
SOCIAL PROCESS
CONCLUSION
• The conclusion infers that without the basic reading and writing skills, one will not be
able to master the art of literacy. Therefore, reading approach is one method that can be
utilized by teachers for students to become critical thinkers. This will further develops
their problem solving skills and will greater enhance their knowledge skills. Additional,
reading is viewed as a product and a process that emphasizes on the pre reading stage,
mid and final reading stage to ascertain students understanding and comprehension.
Children develops at different stages of life so it’s important that they are given
stimulating reading materials to engage, explore, elaborate and explain their interpretation
of the events read. Reading however must be geared on four stages or process to be
effective for the purpose intended and they are Psychological, cognitive, communication
and psycho-social.  
REFERENCES
• The Reading Process - PDST

• https://pdst.ie › files › Reading Booklet - to circulate

•  https://www.nlsd.k12.oh.us › userfiles › Classes

• The Reading Process - PDST

• https://pdst.ie › files › Reading Booklet - to circulate