LARRY L.

LUMANTAS

What is Reading?
This is seemingly simple question although it is filled with complexity. People from
various disciplines have attempted to define reading. Anyway, varied as the definitions are, a
commonality among them remains: reading involves the use of a code that has to be
interpreted for meaning.
Lapp & Flood (1978) states that all definition of reading fall into two categories.
First, these are those who view reading primarily as a decoding process, a breaking of a visual
code. In a second view, reading for meaning is emphasized from the very earliest stages of
instruction; in this view reading as a comprehension process is stressed.

Although there are differences of opinion about a precise definition of reading, many
reading educators agree on the following:
1. Reading is decoding written symbols.
2. Reading is getting meaning from the printed page.
3. Reading is putting meaning into the printed page.
4. Reading is the process of interpreting the written symbols.
5. Reading is a process of communication between author and reader.

A number of reading scholars have arrived at some characteristics of the reading process:
1. Reading is a complex process.
One's reading performance is affected by a number of correlates so is not easy to
explain why an individual's reading performance may be satisfactory or
unsatisfactory.
2. Reading is a two-way process.
Reading is communication between author and reader. Communication gap between
author and reader results to poor comprehension. When that gap is
bridged, better comprehension takes place.
3. Reading is largely a visual process.
Normally, good eyesight is required in good reading.
4. Reading is an active process. It is a thinking process.
A reader usually reacts physically, emotionally, or intellectually with what he reads.
5. Reading makes use of a linguistic system which enables readers to be more effective
users of written language.
A reader who has some knowledge of the syntax, Orthography (writing words,
letters and spellings) , and morphology (formation of words) of a language can
interact more effectively with the printed form of that language.
6. Effective reading is partly dependent on the reader’s prior knowledge or background
experiences.

STAGES OF DEVELOPMENTAL READING

4TH Refinement Stage

3rd Rapid Growth Stage

2nd Beginning Stage

1st Reading Readiness Stage

THE STAGES OF READING

According to Havighurst (1981) as cited by Villamim, Salazar and Gatmaitan (1995),

reading periods correspond to the individual’s developmental stages of growth, namely:
1. Reading Readiness Stage
This is the period when the child begins to acquire some forms of communication skills
through the use of concrete objects like toys or alphabet blocks. He begins to use his visual and
auditory discernment.
This is the time when the child informality of formally associates words with actions and
actions with signals and symbols.
2. Reading Beginning Stage
It is during this period when the learner begins to recognize words phrases sentences and
symbols used to stand for a thing or an idea.
The child starts to learn from experiences and to recognize what makes one thing different from
another.
In this stage, the learner becomes more interested in oral expressions, hence he tends to become
more expressive in words and in actions.
3. Rapid Growth Stage
During this stage the learner becomes more interested in developing vocabulary and
comprehension skills. The child tends to get interested in using his locational skills as in making
use of playthings and objects within his reach. He also starts to develop his organizational skills
as in expressing his ideas. Thus, the teacher should take this cue to develop skills in using the
dictionary encyclopedia, almanac, and other learning materials that would of lead to making of
reports and summaries.
4. Refinement Stage
 This period corresponds to that stage where the learner has already acquired the
necessary reading tools for developmental reading. Hence, the teacher should avail of strategies
to refine the reading proficiency of the learner through evaluation, analysis, and interpretation of
what are to be read.
Refinement of the reading ability of learners at this stage could be achieved through
intensive and extensive reading.

Reading Classification as to Speed Rate

As to speed rate, reading may be classified as: Previewing, Skimming, and Scanning.
Previewing is an act of viewing something in advance. In reading, previewing means having
a cursory evaluation of the subject to be read.
Previewing could be observed by gathering the main subject matter of the book

Skimming is the process of glancing through a book without reading word for word. It is a
superficial way of reading rapidly with the purpose of getting what may be interesting to
the reader by reading only the headings and topic sentences. This gives the reader a bird’s
eye-view of what is to be read thoroughly.
How to Skim:
1. Set your eyes to go rapidly over the pages and look for clues that would make you
aware of the information as to who, what, when, where or why was the book written.
2. Look over the whole material and have an overview of the subject or subjects written
about.
3. Glide lightly over the summary or concluding statements to ascertain the importance of
the reading material.

Scanning is another way of browsing a book for the sole purpose of nibbling the pages for
some topics necessary for understanding any preparation for a research work.
This reading strategy could be effectively done by a reader who scans the table of
contents and index of a book. This guides the reader in looking for desired details and
information.
How to Scan:
1. With the cues from the table of contents and index, the reader rapidly goes over the
paragraph from page to page and seek for the facts he needs.
2. As soon as he comes across of the desired information, the reader may use bookmarks
to underscore the subject.
3. Some kind of note taking may be recommended to enhance the reader’s retention of his
memory.
Reading Classification as to Purpose
 As to purpose, reading may be classified as follows.
1. Study or Idea Reading – This reading process gives premium to understanding of the
main ideas with the use of the SQ3R reading scheme.
The SQ3R reading procedure is recommended for reading articles on science,
mathematics, social studies, and other subjects which require intensive mode of reading. (S
stands for survey, Q, for question, and 3R’s, for Read, Recite, and Review).
Survey- First, get an overall sense of your learning task before proceeding to details.
Skim the whole assignment to obtain some ideas about the material and how it is organized.
Question – Check section headings and change these to questions to set your purposes for
reading.
Read- Read to answer the questions that you have formulated for yourself.
Recite – without referring to your book, try to answer the questions that you formulate for
yourself.
Review – Go over the material and check how well you remember major ideas that you
are supposed to remember.
2. Exploratory Reading- This reading scheme is undertaken when one wants to have a
clearer view of the relationship of significant ideas presented in longer selections.
Under this reading scheme, the reader has to concentrate on new ideas interwoven with
the inner thoughts brought about by descriptive literature. Hence, the reader then explores
associative ideas that would give a more accurate insight or perception of the main subject
matter.
3. Critical Reading- This is the kind of reading mode used on articles, like editorials and
advertisement which tend to persuade and assuage readers to conform with the writers’
opinions.
Under this reading situation, the readers do not right away swallow the hook, line, and
sinker. One must meticulously look into the veracity of the information. He first assesses and
evaluates the logic and consistencies of the facts.
The reader uses his cognitive power rather than his affective discretion in exercising his
decision-making rights.
4. Analytical Reading- This type of reading calls for the reader’s talent to anaylze a
problem in relation to other activities of life. This may be associated with problems arising
out of the application of mathematical formulas.
Example: If the area of a certain space can be solved by multiplying its length by its width, what
should be the formula if the given measurements are area and its width?
The aforementioned problem requires analytical reading.