Friday, December 12, 2008

Developmental Reading

Developmental Reading

Objective of the Course
•Improve impression of reading
•gain appreciation of reading

Assessment
•Reading is a burden in study and life.
•Personally, it has not been useful in my studies.
•Reading is for men and women of great minds, however, they are avoided and set aside.
•Books are a sources of rest and enjoyment for me.
•The library is a boring place to stay and spend time in.
•Reading is just a requirement to get a degree.

All About READING
•Reading is to the mind what exercise is to the body. (Richard Sleete)
•After three days without reading, talk becomes flavorless. (Chinese proverb)
•Once you learn to read you will be forever free. (Frederich Douglass)
•Reading maketh a full man. (Francis Bacon)

All about BOOKS
•A book is garden carried in a pocket. (Chinese proverb)
•A man without books is a body without a soul. (Cicero)
•Books we must have though we lack bread. (Alice Williams Brotherston)
•You do not have to burn books to destroy a culture. Just get people to stop reading them. (Ray Bradbury)

History of Reading

“Reading—I discovered—comes before writing. A society can exist—many do exist—without writing, but no society can exist without reading.”
Alberto Manguel (1948 -)Argentinian writer.

PROCESSES OF READING
•Physiological Process
•Cognitive Process
•Communication Process
•Psycho-Social Process
•Reading as a Process of Development

Reading as a Physiological Process
•Eyes seem identify, and recognize the printed word or images
•The cerebral cortex interprets the symbols

Eye movements
Ø fixation- most readers take four eye pauses per second; poor readers need more time to pause in order to see with accuracy
ØInter-fixation – or the eye moving from stopping to the other
Ø return sweeps – eyes swing back from end line to the next line.
ØSaccades – short quick hop and jump
ØRegressions – backward right to left movement
ØSpan of recognition – eyes recognition of a group of word

READING as a Cognitive Process
Comprehension – the mental or cognitive process in the perception of meaning.
- The process of discerning and understanding what the writer or speaker wants to put across to his readers or listeners by inference or by direct expression.
2Basic steps in Reading
Comprehension
•The extraneous process that creates a stimulus on the visual centers of the brain:
•Fusion/interpretation/construction of “meaning” by the mind out of the stimuli

Stimulus
•Word recognition or the written symbols
•Attentive adjustment by the reader on these symbols.

LEVELS OF COMPREHENSION
1. Literal – knowing what is read as is (who, what, where, when, why, how). The reader is expected to identify basic details, follow instructions, and understand specific rules and orders. (WORD MEANING, SYNTAX, COMPOSITION)
ØIdentify characters in the story
ØDescribe the roles each of the characters played in the story
ØIdentify the problems met by the principal characters
ØSummarize the story
2. Interpretative
-What is read combined with one’s subjective ideas.
-“Reading between the lines”
-The reader is expected to figure out what the author is implying in his work.
-Discern the implication of the situation mentioned in the story
-Interpreting by inference.

PRACTICE
“The house is full of cobwebs. It’s floor is covered with dust. The chairs and other household articles are in disarray.”

What does the author want to imply?

3. Critical Level
•This level calls for readers’ judgment on the wisdom, propriety or validity of one’s act.
•The critical level comprehension maybe developed by asking these questions:
ü If you were the author…
üIf your were in the shoes of the character…
üWas the ending of the story appropriate…

4.th Level: Application
•This level aims to enhance one’s ability to apply skills as the situation so demands.
•This develops one’s talent to profit from the vicarious experience gained through reading.

Reading as a Communication Process
•Reading relies much on language
•LANGUAGE is a code system used by humans to communicate.
•There are characteristics of language which is conducive to human’s reading recognition and appreciation.
Characteristics of Language
•CLARITY – concrete vs abstract or generalization:

Many students attended the student council meeting.
Ninety-five college students attended Tuesday’s student council meeting.

•SIMPLICITY – complex wording vs direct and to the point

Shall we partake of our repast?
Shall we eat?

Mother’s culinary dishes are exquisite.
Mother cooks well.

•ADAPTED LANGUAGE – words of expression should relate to the reader’s age, educational attainment, gender, ethnic origin, other personal factors.

4. FORCEFUL – stimulating language provides color, interest and excitement

5. VIVID LANGUAGE – vivid wording that is descriptive and stirs the senses.

He speaks at length while saying little.
He spews forth words – and says nothing.

Crackerjack persuader – very convincing salesman
Festering corruption – dishonest and evil
Seething hell – trouble spot

How dare you insinuate that I could tolerate such a diabolical insult from a mere speck of humanity like you.

Getting the Meaning
•Meaning of the word may either be
ØDenotative
ØConnotative
ØDenotative Meaning – the specific meaning of a word or a term as it is literally designated.
ØConnotative Meaning – the suggestive or associative meaning of a word or term. It is the meaning that carries what the word suggests or implies

•Denotative Meaning
ØNapoleon was defeated in Waterloo.

•Connotative Meaning
ØHe met his waterloo in the hands of his rival.

How to Determine Meaning of a Word
•Context Clue – the process of discovering the meaning of a new word by deducing the meaning of other words used in the sentence in association with the new word.
ØSemantic Clue
ØSyntactic Clue
ØPresentation Clue
Semantic Clue
•Semantic clues are either words, phrases or clauses used with the new words in the sentence which tend to tip off the meaning of the new word by:
ØDefinition. This is just an explanation of the conceptual meaning of a word as defined.
Edifice is a building or any other structure, particularly one that is large and imposing.

ØAppositive. This is a descriptive word, phrase, or clause used to explain the meaning of the unknown term. It is set off by commas within the sentence
Homicide, the killing of a person by another without deliberate intent, is not murder.
ØContrast. This is a way of giving the dissimilarity or opposite meaning of the words by using the conjunction but, however, or nevertheless
Maria is industrious but her sister is indolent.

ØSimile. The words as, as if, or like are used to suggest the meaning of the new word.
Like her mother who is beautiful, Sarah is dainty in her new gown.

ØExposition. This is the process of giving an explanation, a commentary or interpretation of one’s state of being.
Maria was so timid that she could hardly speak before the class.
Practice
•My father is not easily discouraged. He has an indomitable conviction to face problems.
•He who enjoys the company of others is gregarious.
•Juan does not deserve the award. He won the contest clandestinely.
•A person who is active and is always on- the-go would not appreciate a sedentary job.

5. My son is indolent. He does not like to work.
•Obstinate children are usually hard to discipline.
•I can’t sleep in my room. I smell something obnoxious.
•Mary has a mansion. She could actually buy a number of cars of her choice. She is affluent.
•Gerry lives with a woman who is not his wife. He has a paramour.

Reading as a Process of Development
Respond to these concepts:
ØThere are stages of individual development in reading.
ØThese stages are interrelated, each stage being a preparation for the next.
ØDevelopment proceeds sequentially in an upward movement starting with the simplest to increasing levels of complexity.

•There are level of difficulties in reading skills acquisition
•Development is influenced by one’s personal maturation, social demands, values and aspirations.

Stages Reading Development
•Reading Readiness – Nursery and kindergarten pupils
•Beginning reading – Grades 1 and 2
•Period of rapid growth or expanding ability – Grades 3 and 4
•Period of refinement in the use of the reading tool – Grade 6, high school and college


Reading Readiness
•Prepares pupil for learning how to read
•Guides the child in acquiring functional listening and speaking vocabulary
•Initiates activities using real/concrete objects such as alphabet blocks, toys, picture books, etc.
•Imparts skills in auditory and visual discrimination, motor-ocular coordination
•Introduces fun experiences such as listening to stories, reading rhymes and children’s poems
•Imparts inquisition by the child of basic sight vocabulary using pictures, configurations, actions and context clues
•Introduces phonetic and structural lessons
•Imparts lessons to make the child ready for other studies such as in Language, Science, Mathematics, Social Studies and the Arts.

Beginning Reading
In this stage, the learner begins to recognize and remember words, phrases, and sentences as symbols for ideas that corresponds to early experience.
ØIntroduce words, seeing to it that these words relate to real-life situations
•Initiates both oral and silent reading, with preference to oral reading in order to aid the child in recall, correct pronunciations and clear enunciation of words. Should have at least 200 reading vocabulary words
•Engage the child in repetitive, interesting and meaningful vocabulary building activities.

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