I.

Reading o Emphasis on reader rather than text

Some Definitions of Reading o Readers process what is written
Frederick Once you learn to read you will be 3. Interactive-Compensatory
Douglas forever free o Reading involves processing of the text and
Reading early in life gives a youngster the use of the reader’s background
Carroll Gray a multitude of 'friends' to guide knowledge and language ability
intellectual and emotional growth o The emphasis is on the flexible interaction
Reading is to the mind what exercise is
Richard Steele between the reader and the author through
to the body
the text
Chinese After 3 days without reading, talk
Proverb becomes flavorless
Francis Bacon Reading maketh a full man Stages of Reading Development
The delights of reading imparts the Stage Name The Learner
Isaac D’Israeli Stage 0: Birth Emergent Gains control of oral
vivacity of youth even in old age
The greatest gift is a passion for to Grade 1 Literacy language; relies
reading. It is cheap, it consoles, it heavily on pictures in
Elizabeth text; pretends to read;
excites, and it gives you knowledge of
Hardwick recognizes rhyme
the world and experience of a wide
kind. It is a moral illumination Stage 1: Decoding Grows aware of
Chinese Beginning sound/symbol
A book is a garden carried in a pocket Grade 1 relationship; focuses on
Proverb
A man without a book is a body printed symbols;
Cicero attempts to break
without a soul
Carolina Maria code of print; uses
The book is man’s best invention so far decoding to figure out
de Jesus
Books are the treasured wealth of the words
Henry David Stage 2: End of Confirmation Develops fluency in
world and the fit inheritance of
Thoreau Grade 1 to End and Fluency reading; recognizes
generations
of Grade 3 patterns words; checks
for meaning and
Nature of Reading
sense; knows a stock of
o According to Gunning (2003), reading is a sight words
process of constructing meaning from the text Stage 3: Grade Learning the Uses reading as a tool
o The main purpose of reading is comprehension, 4 to Grade 8 New (Single for learning; applies
and without it there is no reading Viewpoint) reading strategies;
expands reading
Factors involved in the Reading Process vocabulary;
1. Readers comprehends from a
o Amount and type of prior knowledge, singular point of view
strategies used, attitude, work habit that the Stage 4: Multiple Analyzes what is read;
reader possesses Secondary Viewpoints reads critically to texts;
and Early deals with layers of
2. Text
Higher facts and concepts;
o Genre, theme or topic, style, different level Education comprehends from
and appeal of reading material multiple point of view
3. Context Stage 5: Late A Worldview Develops a well-
o When, where, and why of text being read Higher rounded view of the
Education and world through reading
Reading Models Graduate
1. Bottom-Up School
o Meaning is derived from the reader’s
sequential processing of words Six Core Development Reading Approaches
o Emphasis text rather than the reader’s 1. Basal Reading Approach
background knowledge o Commonly used as core for teachers
o Theory of behaviorism o Begins with pre-primary readers and goes to
o Literal meaning eight grade readers
2. Top-Down o Examples: workbooks, flash cards, skill
o Deriving meanings using one’s background packets, wall charts, placement and
knowledge, language ability, and achievement tests, and computer software
expectations 2. Literature-Based Reading
 o Teacher reading aloud to children, oral o Its analysis shows sound changes affecting
reading variation linguistic units (phrases, words, lexemes,
o Shared Reading, sustained silent reading morphemes, syllables, phonemes, or phones)
o Word recognition strategies, comprehension
strategies Text as Connected Discourse
3. Whole Language Approach o There is a significant difference between the
o Uses student’s languages and experience way words are pronounced in isolation and
o Makes meaning out of what you read and when pronounced in the context of connected
express speech
o Students are taught to read for meaning o SURFACE TEXT - explicit
o Curriculum is organized around themes and o DEEP TEXT – implicit
units to increase language and reading kills o Students engaged in reading-to-learn will also
4. Language Experience Approach be prepared to write well
o Integrates development of reading skills with o Those engaged in writing-to-learn will become
listening, speaking, and writing skills more effective readers
o Based on student’s oral and written o READING is a complex cognitive process of
expression decoding symbols to construct/derive meaning
o Similarity to WHA: both emphasize the o WRITING is a medium of human communication
importance of literature, treat reading as a that represents language and emotion with
personal act, and advocate many books signs and symbols
written by young children about their own o Sequential Implicativeness
lives - Denotes connectionism; each line in a text is
o Difference from WHA: Language connected from/to the previous line
experience says written language is - Language contains linear sequence; the
secondary system taken from oral language lines progression creates context of
5. Phonics Approach meaning
o Teaches word recognition through learning
the relation to the letters (graphemes), to III. Critical Reading and Thinking
the sounds (phonemes) they represent to Critical Reading
teach reading o A process of analyzing, interpreting, and
o Most languages have consistent phoneme sometimes evaluating
to grapheme correlation o A more active way of reading; reflects on text
o Once learner has learned the relationship of by making judgement
letters to sounds, they can pronounce o Deeper and more complex engagement with a
printed words by blending sounds together text
6. Linguistic Approach: Word Families and Onset-
Rime Critical Reading Process (?)
o Designed for those who are not successful in 1. Analysis
basal approach 2. Interpretation
o Words are taught in families, around rimes 3. Evaluation
and onsets
o Alternative for young children struggling with Critical Thinking
phoneme-level segmentation and blending o Series of complex thought allowing to make
reasoned judgements, assess the way you think,
II. Connected Discourse and solve problems effectively
Meaning of Discourse
o Comes from the Latin word “discursus” denoting Critical Thinking as a process
“conversation, speech” 1. Identifying main idea
o Continuous stretch of language larger than a 2. Summary
sentence o Recalling pertinent info and thinking how to
o In the broad sense, discourse includes text, but make summary
the terms are not always easily distinguished 3. Inference
and are often used synonymously o Understanding idea not stated explicitly
4. Conclusion
Connected Discourse o Figuring out much more than what author
o A.k.a. connected speech says directly
o Continuous sequence of sounds forming 5. Sequence
utterances or conversation in spoken language o Order of arrangement
6. Facts vs. Opinion o Is a literary device that creates an
o Opinions is an unverified idea interrelationship between texts and generates
o Fact is a proven idea related understanding in separated works
7. Cause and Effect 1. Obligatory Intertextuality
o Identifying event that causes another event - Is when the writer deliberately involves a
8. Comparing and Contrasting comparison or association between two
o Defining differences and similarities in the or more text
text 2. Optional Intertextuality
9. Problem-Solution - Has a less vital importance on the
o Discussing complex issues and identifying significance of the hyperlinks. It is
the solution impossible, but not essential relationship
that if , the connection will slightly shift
IV. Reading Comprehension the understanding of the text
Definition - The intent of the writer when the
o Understanding of what a particular text means optional intertextuality is to play homage
o Deriving meaning from what is read to the original writer
3. Accidental Intertextuality
Levels of Comprehension - Is when readers often connect a text
1. Literal with another text, cultural practice, or
o What the text says personal experience without there being
o Answer is found on the text any tangible anchor point within the
2. Inferential original text
o What is the underlying meaning of the text
o Reader interprets information from text VI. EXPLICIT AND IMPLICIT MEANING
3. Evaluative Explicit (Explicitus)
o What the text tells us about the world o Obvious and apparent; directly stated
outside the story o Surface text
o Reader makes links between text and
his/her own experience and knowledge to Implicit (Implicitus)
develop answer o Not expressed clearly; only suggested
o Indirectly stated
V. Hypertext and Intertextuality o Deep-text
Hypertext
o Text displayed on a computer or other Explicit Information
electronic devices with references to other text o IS any idea that is stated
that the reader can immediately access o With explicit information, you see the text
o Where text can be revealed progressively at explained
multiple levels of details (also called Stretch o Explicit information is written in the text
Text)
o Interconnected by hyperlinks, typically Implicit Message
activated by a mouse click, key press set, or by o This picture means that
touching the screen even in the year 2012,
some people are under
Types of Hypertext the assumption that it is
1. Static a woman’s role in life to
o Can be used to cross reference collections clean and take care of
of data on documents, software, the household
applications, or books on CDs
2. Hypertext document VII. Facts vs. Claim
o Replaces the current piece of hypertext with Fact
destination document. Lesser known feature o A statement about the real world reinforced by
is Stretch Text which expands or contracts reliable evidence
the content in place o Can express explicit or obvious information
o Remains the same/universal
Intertextuality o A true piece of information
o Is the shaping of the text’s meaning by another
text. Intertextual figure include allusion, Kinds of Facts
quotation, calque, plagiarism, and translation 1. Empirical Facts
 o Facts that can be proven by SCIENTIFIC
observation, experience, or experiment
o Ex. The Philippines is composed of 3 major
islands, namely Luzon, Visayas, and
MIndanao
2. Analytical Facts
o Facts that make use of various operations in
mathematics to prove a statement
o Ex. 5 + 5 = 10
3. Evaluative Facts
o Facts that are supported by laws, local and
international, and ideally give order
o Ex. Philippines owns Spratly Island
4. Metaphysical Facts
o Facts that are verified by revelatory
evidence or self-evidence
o Facts that are assumed to be true without
external evidence
o Ex. All men are created equal

Claims
o A statement that the author wants the reader to
accept
o Writer’s point or position regarding the chosen
topic

Kinds of Claims
1. Claim of Fact
o Relates to the statement that can be
verified, no matter how difficult
o Inferred from a reliable source of information
o Claim that can be proven by steadfast
information or data
o Not dependent or merely a person’s
preference but can be true or false
o Ex. Cancer is not contagious
2. Claim of Policy
o An argument that asserts the
implementation of a certain policy
o Depends on an existing policy, rule, or law
o Posits that specific action should be chosen
as solution to a particular problem
o Begins with “should”, “ought to”, or “must”
o Ex. The death penalty must be revived
3. Claim of Value
o Is based on personal taste or practices and
morality
o Argues whether something is good or bad
o A statement about which is better, more
important, more desirable, more needed, or
more useful
o Ex. Buying and fixing a house is better than
building a new one