2. Reading Problems
Cause No. 1- Inadequate Instruction
Cause No. 2- Lack of Appropriate Materials
Cause No. 3- Big Unmanageable Classes
Cause No. 4- Poor Attitude Towards Reading
Cause No. 5- Conflict with Interests
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3. Factors Affecting Reading
Development
1. Physical and Clinical Problem
2. Predictors of School Entry
3. Acquired Knowledge Literacy
4. Family-based Risk Factors
5. Neighborhood, Community and School-
based Factors
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4. Skills required for
Proficient Reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Reading Comprehension
*National Reading Panel (2000)
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5. Skills required for
Proficient Reading
• Phonemic Awareness- ability to distinguish and
manipulate the individual sounds of language
• Phonics- study of sound
• Fluency-ability to read with speed, accuracy and
vocal expression
• Vocabulary-knowledge of words and word
meanings
• Reading Comprehension-engagement with text
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6. Developmental Reading Stages
Stage 0 (Birth-Age 6) Learning to recognize the alphabet,
Reading Readiness/ Pre imitation reading, experimentation
Reading with letters and learning sounds
Understanding the world around
them
Stage 1 (Age 6-7, Grade 1-2)
Initial Reading or Decoding Sounding out words from print
Utilize consonants and vowels to
blend together simple words
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7. Developmental Reading Stages
Stage 2(Age 7-8, Grades 2-3) Considered to be on the ‘real’
Fluency reading stage. They are fairly
good at reading and spelling and
are ready to read without
sounding everything out.
Re-reading allows them to
concentrate on meaning and
builds fluency
Sounding out unfamiliar words and
Stage 3 (Age 9-13, Grades 4 read with fluency
to 2 Year)
nd
Reading for Learning the New Readers need to bring prior
Stage knowledge to their reading
Acquisition of facts
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8. Developmental Reading Stages
Stage 4 (High School; Ages 14- Readers are instructed in reading and study
18) skills
Multiple Viewpoints Stage Learn to analyze what they read and react
critically
Share multiple views and concepts
Reads materials useful to them and apply
Stage 5 (College; Ages 18 and
up)
those skills
Construction and Reconstruction Readers know what not to read, as well as
Stage what to read
They have the ability to synthesize critically
the works of others and able to defend
their stand on specific issues
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9. Reading Pyramid
able to
construct
meaning from
the words read
Comprehension
Vocabulary
Fluency
Read text quickly Knowing what
And accurately the words mean
-a combination of
Word Identification- Fluency and word
Ability to see a word identification
And know what it is
Decoding- is where children begin to sound out words
Phonics- ability to identify letters and their specific sounds
Phonemic Awareness- is the foundation of reading because it is the ability to
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understand that words are made up of sounds
10. Components of a
Balanced Literacy Program
• Reading Aloud
• Shared Reading
• Guided Reading
• Independent Reading
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11. Reading Models
• Rumelhart Model 1977
-States that successful reading is both perceptual
and cognitive process. Stresses the influence
of various source namely feature extraction,
lexical knowledge, syntactic and semantic
knowledge. Incorporates mechanism labeled
as the ‘message center’ which holds
information and then redirects them as
needed.
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12. Reading Models
• Stanovich Model 1980
-Introduced the interactive-compensatory
reading model. Believes that neither
Bottom-up or Top-down processes
simultaneously and alternatively
depending on the reading purpose,
motivation, schema and knowledge of
the subject.
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13. Reading Models
• Anderson and Pearson Schema-
theoretic view 1984
-Focuses on the role of schemata,
knowledge stored in memory, in text
comprehension. Believes that
comprehension is the interaction
between old and new information.
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14. Reading Models
• Pearson and Tierney Model
-There is an identified compromise of
meaning between writer and reader who
both create meaning through text as the
vehicle. Views readers as composers.
States that readers read with the
expectation that the writer has provided
sufficient clues and meaning
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15. Reading Models
• Mathewon’s Model of Attitude
-Addresses the role that attitude and
motivation play in reading. States that
attitude has tri-componential construct:
cognitive, affective, conative. Provides
feedback on how motivation may change
and how important it is to address
affective issues in teaching reading.
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16. Reading Comprehension Strategies
1. Skimming –quickly identifying main
ideas, speed 3x faster than normal
reading
2. Scanning- finding a particular piece of
info, running your eyes over the text
looking for specific info
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17. Reading Comprehension Strategies
3. Extensive Reading- used to obtain
general understanding of a subject and
includes reading longer text for pleasure,
also business books
4. Intensive reading-used on shorter text in
order to obtain specific information
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18. Reading Comprehension Strategies
5. Visualizing- used to be able to create
sensory images in the readers’ minds so
they will be more engaged with the
content of the text
6. Synthesizing- involves evaluating, sorting
and sifting through information that is new
and reorganizing it into larger concept
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19. Reading Comprehension Strategies
7. Inferring- drawing upon reader’s
background knowledge and connecting
this with new information.
8. Questioning- ability to generate questions
that demonstrate that’s students are
synthesizing, evaluating, and attempting
to clarify what they read
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20. Reading Skills
• Vocabulary • Idioms-
• Structural Analysis • Synonyms and Antonyms
- Affixes • Figures of Speech
- Root words
- Compound Words
• Noting Details
- Context Clues • Getting the Main Idea
a. Semantic Clues • Inferring
- definition clue- defining
- appositive clue- synonymous
• Making Generalizations
- comparison/ contrast • Predicting Outcomes
- explanation
b. Syntactic Clues- contained in
the grammar of the language. Helps us
identify what part of speech they
belong
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