DEVELOPMENTAL

READING
Prepared by:
Karen Tubio Baya, LPT
 
COURSE DESCRIPTION
The purpose of this course is to improve the
reviewees’ reading skills through the practice
of vocabulary enrichment, reading exercises,
speed reading strategies, written responses,
discussions and reflections. Exploring and
examining the entire reading process, the
reviewees will become effective and efficient
readers.
 COURSE OBJECTIVES (DESIRABLE
  OBJECTIVES)
To enable the students to:
 Demonstrates study skills or study methods
associated with reading strategies.
 Demonstrates competence in different levels
of comprehension.
 Demonstrates techniques for improving
vocabulary.
THE READER
Reading
-can be defined in many different ways:
 Is a process of putting meaning to the text.
 Is a process of getting meaning from the text.
 Is a psycholinguistic guessing game.
 Is the key to unlock the world of enlightenment.
 Is the basic tool for learning in all areas.
 Common to all definitions above is the concept of
meaning. Reading and reading comprehension are
inseparable.
Developmental
 Reading as a task is different from learning to walk
or talk (upon maturation they will naturally
develop). Reading is learned in a different way. Many
factors should be considered like mental ability,
environmental stimulations, etc.

 Developmental in a sense that reading skills are

developed from simple to complex, from the early
part of life until adulthood.
 Purposes of Reading
Informational Reading
Recreational/Pleasure Reading
Functional Reading or Public Use
I. THE READING PROCESS
ACCORDING TO ZINTZ (1972)
Step 1: Word Perception - the ability to
pronounce word as a meaningful unit.

Word perception also involves the identification of

the printed symbol and the meaning intended by the
author. The printed word acts as trigger to release a
meaning of which the reader already possesses.
Step 2: Comprehension - the skill in making individual
words construct useful ideas as they are read in context.

Comprehension requires the fusion of meanings of separate

words into a chain of related ideas.

On the literal level, on reads to understand the passage- its main

thought, specific details, sequence, and directions to be followed.

The implied level involves making inferences, sensing relationships,

drawing conclusions, and recognizing the author’s purpose, tone and
feeling.
Step 3: Reaction - judgement on what the
author has said.

Reaction includes the ability to judge accuracy,

quality, or worth. On the emotional level,
reaction requires value judgements, background
experience, and the ability to recreate sensory
images.
 Step 4 Integration - the ability to assimilate idea or
concept into one's background of experience so that it’s
useful as part of the individual's total experience.

Assimilation/ Integration is determined by the reaction of the

reader. If ideas are accepted, they become a part of this total
experience. They are integrated with all previous related experiences.

On the other hand, wrong concepts are corrected and new insights are
acquired. Integration also involves applying ideas acquired in problem
solving.

Rate refers to the speed of recognition, comprehension, reaction and

assimilation.
II. Levels Of
Comprehension
Levels of Comprehension
Literal – reading the lines; means reading the lines, getting the
information drift, answering questions on knowledge: who, what, where and
when.

Interpretative – reading between the lines; combing information, and

making inferences and comprehending them: how and why questions.

Critical Analysis- means evaluation of characters, pilot, and style;

answers open-ended questions.

Applied- reading beyond the lines, using information to express opinions

and from ideas, involves application, analysis, synthesis.
III. Models of Reading
Strategies
 Models of Reading Strategies
 Bottom-up of – depicts reading starting with
the input of some graphic signals or stimulus.

The role of the reader is to get meaning from the

text based on the stimulus or the words used.

This is also called data-driven processing.

Top-down of – depicts reading beginning
with the cognitive processes occurring in the
reader’s mind as he or she reads.

The role of the reader is to give meaning to the

text based on the information already held within
the reader’s store of prior knowledge.

This is also called concept-driven processing.

Interactive or schema reading
of – depicts reading as the process of
constructing meaning through the
dynamic interaction among the reader’s
existing knowledge, the information
suggested by the written language, and
the context of the reading situation.
IV. Grace Goodell’s Reading
Skills Ladder
 GRACE GOODELL’S
READING SKILLS LADDER
1. Basic sight words 9. Classifying and organizing facts
2. Using phonetic analysis 10. Using parts of the book
11. Using the dictionary
3. Using structural analysis
12. Using the encyclopedias and other
4. Using contextual clues reference books
5. Vocabulary building 13. Borrowing library books for
6. Finding the main idea research and enjoyment
14. Starting your private library
7. Finding the supporting
collection
details
15. Exposure to reading from mass
8. Inferring meanings, media
drawing conclusions 16. Reading from the Internet
V. Eye Movement
 Fixation
The precise fractional moment when the eyes pause on a word or groups
of words. It is when the eyes "fix" on an image and transmit
that image to the brain, after which reading actually occurs.

As reading is actually done during fixations (pauses or stops of the eyes

between eye spans), it is helpful in reading faster to reduce the number
of fixations per line of print. Also, long stops or fixations tend to allow
the mind to wander or daydream, thus causing readers to lose
concentration.

Successful rapid reading, therefore, involves learning how to achieve

short fixations and fewer fixations.
 Interfixations
Moving from one fixation to another, the
period between two fixations.

Readers are not aware of any loss of visual

sharpness during interfixation movements
because their minds are dealing with after-
images from the previous fixation, or pause in
eye movements.
 Return Eye Sweeps:
Return Eye Sweeps - The smooth flow of a reader's eyes from
one line of text to the next line of text. The smoother the flow of
return eye sweeps, the more quickly the reader is able to read.

Movements of the eyes going from the end of one line of text to
the beginning of the next line are return eye sweeps.

To be efficient, return eye sweeps should be very rapid,

rhythmic and smooth. Newspaper or magazine articles in
columns are good for practicing to achieve fast and smooth
return eye sweeps.
 Saccades (fixation to fixation):
 The movements between fixations, sometimes
referred to as "saccadic movements" or
"interfixation movements." Saccades are often
jerky and erratic, instead of smooth.
 Regressions
Backward fixations during the reading process.
Regressions can be conscious or unconcious.
 A conscious regression occurs during the re-reading of a difficult passage in the text.
 An unconscious regression occurs when the reader looks back at words
unnecessarily. This often happens when a reader lacks confidence in comprehension.
It is one of the most common of poor reading habits learned in early training.

Reading words again, or backward eye movements, are regressions, which slow down a
reader's speed. Regressions are unnecessary and inefficient, and interfere with the
logical sequence of reading material. The tendency to regress is often the result of early
training in learning how to read.

Reading speeds can be increased significantly by eliminating or reducing regressions,

which can result by simply being aware of the habit and trying to overcome it through
conscious effort.
Span of recognition
– Eyes’ recognition of a group of words.

Duration of fixation
– the length of time the eyes pause. Most readers make
an average of four eyes stops per second, but poor
readers require more time to pause in order to see
accurately.
VI. Kinds of Reading
 Types of Reading
->close reading or reading according to purpose
1. Skimming
a. Pay attention closely to the title, headings, u=index,
aspects of the reading material to get a general
understanding of the whole text
2. Scanning
a. Requires you to look for particular or specific
information in the text
3. Intensive or Functional Reading
a. word-for-word type of reading requires you to read
materials related to your course or research
 Types of Reading
->close reading or reading according to purpose
4. Extensive or recreational reading
a. light type of reading
b. resort to reading as your way of spending your leisure time
5. Literature reading
a. exposes you to various types of written works that express man’s best
thoughts and feeling on a certain subject matter
6. Detailed study reading
a. purpose: understand the content of the reading material by practicing SQ3R
S- survey
Q- question
R- read
R- recite
R- review
Exploratory Reading – when one aims to get fairly
accurate picture of a whole presentation of ideas.
Materials that call for this type of reading contain few headings
and cues and require more concentration like long articles in
magazines, descriptive literature and light fiction.

In Critical Reading – the reader stops to consider the

facts carefully. It is not necessary to read fast because rapid
reading of the main ideas might lead to false conclusion.
This is the kind of reading used on periodicals, books and
advertising materials which are loaded with propaganda devices
designed to sway opinions or sell products.
 Analytic Reading – is the type that demands
careful attention to each word and its relative
importance in relation to other words in the
sentence or paragraph.
Reading mathematical theorems and problems,
scientific formula, and certain definitive statements of
key ideas require a questioning mind.

 Developmental Reading - in college refers to the

refinement of vocabulary, comprehension, literary
VII. PHONOLOGICAL
AWARENESS
 HOW TO TEACH PHONOLOGICAL
AWARENESS SKILLS
 Phonological awareness skills are the
building blocks of future reading success. It’s important to
help your little learners develop phonological awareness
skills in Preschool, Pre-K, and Kindergarten, because
without these basic literacy skills they will struggle with
reading later.
What is Phonological Awareness?
Phonological awareness refers to the ability to segment and manipulate the
sounds of oral language. It is not the same as phonics, which involves knowing how
written letters relate to spoken sounds. Activities that help develop phonological
awareness skills in children provide practice with rhyme, beginning sounds, and
syllables.

1. Phonological awareness is not just phonics.

2. Phonological awareness is auditory and does not involve words in print.

3. Phonological awareness is not a curriculum.

 Why are phonological awareness skills
important?
The ability to hear and manipulate the sounds in spoken
language has been proven to help young children
become better readers. Even before they learn to identify
the letters of the alphabet, children can say the sounds they
hear in spoken language. When they can hear the sounds in a
word and identify where the sounds occur in the word, they
are developing good pre-reading skills.
Components of Phonological Awareness

The term ‘phonological awareness’ does not

describe just one skill, rather it encompasses a
whole list of important skills.
 The following are all important parts of
phonemic awareness:
Blending and Segmenting Phonemes
(initial sound isolation):
What is the first sound in mop?
(final sound isolation):
What is the last sound in mop?
(Tells difference between single phonemes)
Which one is different? /s/ /s/ /k/ ?
(orally blends 2 or 3 phonemes into one word)
What word am I trying to say? /m/ /o/ /p/?
Onset-Rime Blending and Segmentation
(orally blends onset-rimes)
What word is this? m-ilk
Syllable Blending and Deletion
• (identifies number of syllables in spoken words)
Claps syllables in 1, 2, and 3 syllable words
• (orally blends syllables)
What word is this? mon-key
Sentence Segmentation
“I have a dog” = four different words.
Alliteration
Words that have the same initial sound:
Marvelous Monday, Terrific Tuesday etc.

Rhyming
(Identifying rhyming words)
Do “cat” and “mat” rhyme?
(Produces a rhyming word)
Tell me what word rhymes with nose?

Sound Word Discrimination

(Tells whether words or sounds are the same or different) cat/cat= same
cat/car= different
(Identifies which word is different)
sun, fun, sun = fun is different
 VIII. Effective
Comprehension Strategies
 Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what you
read, is the ultimate goal of reading.

Experienced readers take this for granted and may not appreciate the
reading comprehension skills required. The process of comprehension is
both interactive and strategic. Rather than passively reading text, readers
must analyze it, internalize it and make it their own.

In order to read with comprehension, developing readers must be able to

read with some proficiency and then receive explicit instruction in reading
comprehension strategies (Tierney, 1982).
 ​General Strategies for Reading
Comprehension
The process of comprehending text begins before children
can read, when someone reads a picture book to them. They
listen to the words, see the pictures in the book, and may
start to associate the words on the page with the words they
are hearing and the ideas they represent.

In order to learn comprehension strategies, students need

modeling, practice, and feedback.
Why use guided reading?
Guided reading is informed by Vygotsky’s (1978) Zone of Proximal
Development and Bruner’s (1986) notion of scaffolding, informed by
Vygotsky’s research. The practice of guided reading is based on the belief
that the optimal learning for a reader occurs when they are assisted by an
educator, or expert ‘other’, to read and understand a text with clear but
limited guidance. Guided reading allows students to practise and
consolidate effective reading strategies.

Vygotsky was particularly interested in the ways children were challenged

and extended in their learning by adults. He argued that the most
successful learning occurs when children are guided by adults
towards learning things that they could not attempt on their
own.
Guided reading helps students develop greater
control over the reading process through the
development of reading strategies which assist
decoding and construct meaning.

The teacher guides or ‘scaffolds’ their students as they

read, talk and think their way through a text
(Department of Education, 1997).
Key elements of guided reading
Guided reading sessions are made up of three parts:

before reading discussion

independent reading
after reading discussion

The main goal of guided reading is to help students

use reading strategies whilst reading for meaning
independently.
Teacher’s role in guided reading
Teachers select texts to match the needs of the group so that
the students, with specific guidance, are supported to read
sections or whole texts independently.

Students are organized into groups based on similar reading

ability and/or similar learning needs determined through
analysis of assessment tools such as running records, reading
conference notes and anecdotal records.
 "Before" Reading Strategies:
Tapping into a student's schema is one of the most important things to do before
starting a lesson or unit. Teachers must quickly assess where her students stand,
knowledge-wise, and what background or pertinent information they are missing or have
misconceptions about.

A "before" reading strategy is strategy that is used before students jump into a text with
ties to a lesson or content-area unit. The purpose is to mentally prepare the students for
the lesson or assignment ahead, giving them the tools to begin to start to think critically
about the topic. It also introduces the lesson little by little, generating excitement from
students as to what the next unit or lesson may be

In order for students to start building new knowledge, they must first have a sturdy and
complete foundation. This "foundation" is their background and previous experiences and
knowledge. For this reason, "before" reading strategies are necessary before any real
learning can take place.
Before reading the teacher can:
 activate prior knowledge of the topic
 encourage student predictions
 set the scene by briefly summarising the plot
 demonstrate the kind of questions readers ask about a text
 identify the pivotal pages in the text that contain the meaning and
‘walk’ through the students through them
 introduce any new vocabulary or literary language relevant to the text
 locate something missing in the text and match to letters and sounds
 clarify meaning
 bring to attention relevant text layout, punctuation, chapter headings,
illustrations, index or glossary
 clearly articulate the learning intention (i.e. what reading strategy
students will focus on to help them read the text)
 Examples of "Before" reading
strategies:
K-W-L Chart
Anticipation Guides
Exclusion Brainstorming
Pre-reading Plan
K-W-S Chart
Problem-Solution Chart
 "During" Reading Strategies:
"During" reading strategies help students meet those
expectations by aiding students in comprehension. To read
is to actively search for, decode, and comprehend content;
it is the active search for knowledge.

"During" reading strategies also aid students in monitoring

their comprehension and understanding; it lets students
know if they are indeed learning.

For this reason, reading strategies that take place while

students are reading are very important to the ultimate
goal of gathering and transforming text into knowledge.
During reading the teacher can:
‘listen in’ to individual students
observe the reader’s behaviours for evidence of strategy use
assist a student with problem solving using the sources of
information - the use of meaning, structure and visual
information on extended text
confirm a student’s problem-solving attempts and successes
give timely and specific feedback to help students achieve
the lesson focus
make notes about the strategies individual students are using
to inform future planning and student goal setting
Explore these other examples of "During"
reading strategies:
Venn Diagram
Double-Entry Journals
Clusters
T-Chart
Learning Logs
Step-by-Step Chart
 "After" Reading Strategies:
Reading strategies that take place after reading are used to
summarize, wrap up, and finalize the information that has, or
should have been, learned and understood while reading.

It further strengthens the main ideas as well as offers students a

chance to think deeply and critically about the information they
have read.

For this purpose, "After" reading strategies are just as important as

the strategies that should take place before and during reading.
"After" reading strategies also demonstrate to the student what
they are capable of doing and learning if they are sincere about
their efforts to do so.
After reading the teacher can:
talk about the text with the students
invite personal responses such as asking students to make connections to
themselves, other texts or world knowledge
return to the text to clarify or identify a decoding teaching opportunity such as
work on vocabulary or word attack skills
check a student understands what they have read by asking them to sequence,
retell or summarize the text
develop an understanding of an author’s intent and awareness of conflicting
interpretations of text
ask questions about the text or encourage students to ask questions of each
other
develop insights into characters, settings and themes
focus on aspects of text organization such as characteristics of a non-fiction text
revisit the learning focus and encourage students to reflect on whether they
achieved the success criteria.
 Explore these other examples of "After"
reading strategies:
Story Boards
Grand Conversation
Open Mind Portraits
Plot Profiles
Story Map
Time-Order Chart
 The key comprehension strategies are
described below.
Using Prior Knowledge/Previewing (activating
schema)
(When students preview text, they tap into what they
already know that will help them to understand the text they
are about to read. This provides a framework for any new
information they read.

Finding out whether the look or article is written by a

specialist in a certain field and whether it contains the
information needed.
 Strategies to activate your prior knowledge:
Brainstorming: 
Examine the title of the selection you are about to read
List all the information that comes to mind about this title
Use these pieces of information to recall and understand the material
Use this knowledge to reframe or reorder what you know, or to note what you
disagree with, for further research
Group discussions: 
Group discussions in and out of class will help you to discover what you bring to
your reading, what your fellow students bring, as well as shared experiences
If you find they have new background information, ask for more information from
them
Concept or mind mapping: 
This is a type of brainstorming where you place the title/subject as the main idea,
then develop a "mind map" around it. It can be effective either in a group or by
yourself
 ​K-W-L
There are three steps in the K-W-L process (Ogle, 1986):

What I Know: Before students read the text, ask them as a group to
identify what they already know about the topic. Students write this list in
the “K” column of their K-W-L forms.

What I Want to Know: Ask students to write questions about what

they want to learn from reading the text in the “W” column of their K-W-L
forms. For example, students may wonder if some of the “facts” offered in
the “K” column are true.

What I Learned: As they read the text, students should look for
answers to the questions listed in the “W” column and write their
answers in the “L” column along with anything else they learn.
Predicting
When students make predictions about the
text they are about to read, it sets up
expectations based on their prior knowledge
about similar topics. As they read, they may
mentally revise their prediction as they gain
more information.
Identifying the Main Idea and
Summarization
Identifying the main idea and summarizing
requires that students determine what is
important and then put it in their own words.
Implicit in this process is trying to
understand the author’s purpose in
writing the text.
 Questioning
Asking and answering questions about text is
another strategy that helps students focus on the
meaning of text. Teachers can help by modeling
both the process of asking good questions and
strategies for finding the answers in the text.
Making Inferences
An inference is a conclusion based on evidence. It is
an assumption about something that is unknown
based on something that is known.

In order to make inferences about something that is

not explicitly stated in the text, students must learn
to draw on prior knowledge and recognize clues in
the text itself.
Visualizing
Studies have shown that students who visualize
while reading have better recall than those who
do not (Pressley, 1977).

Readers can take advantage of illustrations that

are embedded in the text or create their own
mental images or drawings when reading text
without illustrations.
 Reciprocal Questioning
Reciprocal Questioning is an especially helpful strategy in that it
uses a unique questioning format that switches back and forth
between the Facilitator and their students. This is accomplished by
firstly, the students asking the Facilitator questions and secondly, the
Facilitator asking their students questions.

The goal of Reciprocal Questioning, is to enable students to gain a

deeper understanding of specific elements of course content
(reading materials etc.) by encouraging discussion without the fear of
being graded for being wrong. Therefore, keep in mind that this type of
questioning technique is best used when reviewing reading and writing
assignments used in a certain course.
 Why Reciprocal Questioning Should be
Used: 
This strategy aids in the improvement of students’ questioning,
reasoning, and (reading) comprehension skills.

This technique allows you as a Facilitator, to demonstrate the thinking

skills that need to be exercised when answering and asking valuable
questions.

It helps the students to learn in a stress free environment.

This process teaches students to use meta-cognition, or thinking about

their own thinking, to analyze their own ability to ask good questions.
(Ex. “Is this the most useful question that I can ask about the text?”)
 As a general rule, the ideal time to use
Reciprocal Questioning is when: 
 To introduce a topic or new course content.
 To discuss reading or writing material in greater depth. (Note: This
technique helps to review assignments that students may or may not
have had difficulty with or previewing new reading. Reciprocal
Questioning is especially helpful in that, it enables you and the
instructor to check and see if the students understood/understand the
main ideas of the piece while encouraging social learning and critical
thinking amongst students.)
 To prepare for an exam. This makes it possible for both the students
and the Facilitator to ask questions during the session. As a result,
students can get clarification where confused and the Facilitator can
pose possible test questions to prepare students.
Graphic Organizers
(Please see other file)
IX. Phases of Reading
Development
 WHAT DEVELOPMENT READING REALLY
MEANS?
Developmental reading refers to a comprehensive
reading program which consists of several periods
or stages the period usually coincides with the
individual’s developmental stages of growth.

Covers vocabulary, comprehension skills, study skills

and literary appreciation skills
READING READINESS PERIOD– period when
the child gets ready to read
 Engages in varied activities using real or concrete objects like toys, picture books, and
alphabet blocks

 Acquires skills in auditory and visual discrimination, motor – ocular coordination, and
critical thinking

 Listening to stories and reading rhymes and poems are enjoyable experiences

 Acquires a basic sight vocabulary through the use of action, picture, configuration and
context clues

 Learns to attack words through the use of phonetic and structural analysis
 Factors that contribute to reading
readiness
Physical factors
Intelligence and mental factors
Social and emotional factors
Personality factors and experience
background
Language factors
Educational factor
BEGINNING READING – initial process of learning to
recognize words, phrases and sentences as symbols
for ideas.
It includes:
 Getting acquainted with an idea or
experience
 Seeing how the combination of symbols that
stand for the idea looks
 Remembering how the combination of
symbols may be distinguished from other
combinations
 PERIOD OF RAPID GROWTH OR
EXPANDING POWER
 Children have mastered the techniques of reading
 Lessons in basic readers are followed by comprehension
check-ups in the form of teacher-made exercises
 Free- reading is encouraged
 Learners se scanning or skimming techniques as they go
over the table of contents, the glossary and index of a
book
 They use the dictionary to locate the meaning of new
words
 They make summaries, book reports and outlines
 PERIOD OF REFINEMENT OR GROWTH IN
THE USE OF READIN TOOL
 Learners do a great deal of serious and interpretive
reading
 Reading becomes a tool for purposeful study in
other subjects.
 Practice on the finer skills like wide reading for
pleasure, doing research for solution to problems
or reading orally to entertain others
 More independent reading
 Can take down note and organize them efficiently.
X. Thinking and Study Skills
 THINKING AND STUDY SKILLS
• Study skills are abilities associated with learning, remembering and
using information and ideas taught in school. They can be described as
acquiring, recording, organizing and synthesizing.

• Devine (1981) classifies basic study skills in three parts: incoming or

receptive skills (e.g noting signal words, following the sequence of ideas,
recognizing the author’s purpose and main points, inferencing, predicting
etc); synthesizing or reflective skills (e.g. distinguishing reports from
other kinds of communication, identifying the intended audience,
choosing appropriate words, avoiding common errors in grammar).

• It is to be noted that study skills encompass a wide range including those

often classified under word learning, comprehension and creative
thinking.
 The PQ5R Method
PQ5R is the mnemonic for an effective
student regulated approach to studying the
kind of material assigned every day –
textbooks. Gaining new information and ideas
from a variety of different textbooks demands
a balanced and flexible network of study
strategies.
 P-Preview
Know where you’re going first. You would never plunge in and
try to cross rugged territory if you could have in advance an
accurate map of the region.

Here is your mental map of a textbook chapter:

1. Examine the title.

2. Read the introduction.
3. Glance at the pictures, charts, and diagrams.
4. Read the wrap-up of the chapter—the summary and
review questions.
 Q-Question
Work through the chapter- one manageable section at a
time. A section marked off with a bold face or italic side
heading is likely to be the right size “bite” for you to
digest.

Be a human question mark.

Go into each section with a question in your mind.
Turn headings, and sometimes topic sentences, into
questions.
These should guide you to the main points.
 R1 Read
Read to find the answer to your question and other important
content. Unknown terms say, STOP! LOOK UP! LEARN! Remove these
roadblocks.

Each pictorial aid is saying, “This is clearing up something

important.”
Shift into back-and-forth reading for pictures, diagrams, and charts.
Shift your eyes (and thoughts) back and forth as needed from the
printed words to the pictorial aid.
Speed up and slow down as needed within the passage.
Do stop-and-go reading.
Thought time is needed in addition to reading time.
Reread as often as necessary. Do “stop-and-go” reading.
 R2 Record
Jot down or mark important ideas. Make the key
ideas stand out in some way so they will “flag” you
later.
Use any combination of devices.
 Jot mini notes on a memo slip to be inserted between related
pages or in the book’s margin.
 Draw vertical line in the margin just to the left or right of important
content.
 Bracket key ideas.
 Underline or color-accent selectively.
 Now you won’t have to reread the entire chapter when you return
to review it later.
 Make key ideas “flag” you.
 R3 Recite
Students exclaim, “I’ve read the chapter twice, but I still can’t
remember it.” Solve this problem by using the most powerful
technique know to psychologist— the technique of self-recitation.

As you complete a section or a paragraph, ask yourself, “Just what

have I learned here?” Look away from the book while you self-recite,
or cover the passage with your hand or with a convenient card (such
as 5”x8” index card).

Can you recite the important points to yourself in your own words?
Now look back at the column of print, whenever you need to, and
check your accuracy. Knowing you’re going to self-recite when you
finish a section forces you to concentrate while you’re reading.
 R4 Review
Add a last quick run through. Can you
recall the broad chapter plan?

Run through the chapter to recall the plan.

Next, run through it section by section, checking
yourself once more on the main points and the
important sub-points.
Use your cover card again.
Make some quick reviews later on from time to time.
 Long term memory does improve grades.
 R5 Reflect
As you read a passage, turn on your critical
thinking. Ask yourself: “What does this all
mean? Is it true? How can I apply it?”

Reading and reflecting should be

simultaneous and inseparable— built right
into every step of PQ5R.
 The PQ5R Method
Preview
Question
Read
Record
Recite
Review
Reflect
 The SQ4R Method for Reading and
Retaining Textbook Information
One of the best methods for reading and
retaining textbook information is PQ5R, a
systematic reading strategy.

This technique incorporates active reading with

recording of information read.
 S = Survey the Material
Skim or scan the text. Be aware of and think
about:
The relationship between the title, main
headings and subheadings.
Pictures, graphs, and charts and what they
suggest about the purpose of the text.
Any review or summary questions at the end
of the text.
 
Q = Question the Material
Develop questions about the text.
Turn headings and subheadings into questions;
write them down on the left column
• Cornell-notes style
Write down questions related to who, what,
when, where, why, and how.
Write a brief version of any question that
appears at the end of the text.
 
R = Read the Material.
Read to answer the questions. Pay attention to:
Pictures, graphs, and charts.
Main ideas and supporting evidence.
Structure and relationships identified by such key phrases
as also, moreover, furthermore, in addition,
although, nevertheless, however, therefore, in conclusion,
and consequently.
New vocabulary: look up and record the definitions of
new terms.
 R = Record Key Ideas Found During
 
Reading
Write down key ideas found during reading.
Write the answers to questions on the right-hand
side
• Cornell Notes style
Write any new information that seems significant.
Write reflections about the material.
Write any new questions.
Write a SUMMARY at the bottom of your notes
• Cornell notes style
 R = Recite from the Text
Look away from the text and try to answer
questions about the information.
Recite information about the headings
and subheadings.
React to the text.
Generate more questions and answer
them.
 R = Review
Reread the text and notes.
• Skim the text again.
• Redefine the main ideas and their
relationships to each other.
• Review questions and answers
• Skim for answers to new questions.
• Answer questions at the end of the section.
 LIBRARY SKILLS
Where to find information?
Reference books are of two types:
General reference books – those which
contain the needed information.
(e.g. dictionaries, encyclopedias, atlases,
almanacs, gazetteers and handbooks.
 Reference Sources Content
DICTIONARY Information about words- meaning, spelling,
pronunciation, syllabication and current status

ENCYCLOPEDIA Overview of a topic such as description,

definite background and bibliographical
references
ALMANAC A projection of the coming year-days, months,
holidays and weather forecast

HANDBOOK(also called a miscellany, a A small book conveniently in the hand and

manual or a companion) provides miscellaneous items of information

ATLAS A volume of maps, plates, charts with or

without explanatory texts

GAZETTEER A volume which provides geographical data

about places
Specialized reference books – those which refer the
user to the source of information.
(e.g. indexes and bibliographies)
1. Indexes are publications which catalog (by subject and
magazine) all articles that have appeared in a given set of
periodicals. There are indexes which appear in collected works.
(e.g. Reader’s Guide to Periodical Literature, Essay and General
Literature Index)

2. Bibliographies are listings of books and other materials

which have some relationship to each other. Usually the
materials listed are described as to author, title, publisher, price
and number of pages (e.g. A World of Bibliography of
Bibliographies, Cumulative Books Index)
Non-book Material are sources of information
other than the usual printed materials the
majority of which are books.
They include:

1. Pamphlets and clippings

2. Government publications
3. Audiovisual materials

1. Flat pictures refer to illustration in magazines and books

photographs, study prints and the like that can be
examined without using a projector or a viewer.

2. Slides are small units of transparent material with

images mounted in rigid format and are designed for us
in a slide viewer or projector.

3. A filmstrip is a roll of film contains a succession images

designed to be viewed one frame at a time.
4. Transparencies are image produced on
transparent material used with an overhead
projector.

5. Motion picture are films – with or without

sound - consisting of a sequence of images
which create the illusion of movement when
projected. These may be in loops, cartridges
and magnetic tapes.
 6. Microforms refer to micro photographically
produced printed matter which the learners read with
the aid of a microfilm reader.
The microforms are:

1. Microfilm - a 16mm or 35mm roll of cartridge fill which reproduces

information by micro copying back issues of newspapers and magazines,
book, reports, and government publications, dissertations and other
printed materials

2. Microprint - microphotograph of printed materials reproduced in

6x9 inch cards or sheets that may accommodate as many as 100pages of
text
3. Microfiche – a 4x6-inch film card which can
contain as many as 98 pages of reduced
images of a text

4. Microcard – another microscopic

reproduction on 3x5-inch library catalog
cards that can contain as many as 80 pages
of printed material, the images of which are
placed on the card in rows
 4. Automated Information Sources
- is an assembly of computer hardware, software, firmware, or any
combination of these, configured to accomplish specific
information-handling operations, such as communication,
computation, dissemination, processing, and storage of
information. Included are computers, word processing systems,
networks, or other electronic information handling systems, and
associated equipment.

Management information systems are a common example of

automated information systems.
 INTERPRETING GRAPHICS
Graphics are illustrated visual forms that summarize
information and ideas through words, symbols,
pictures and drawings.

Words and numbers are utilized to clarify the

meaning of drawings and visual symbols or to
present quantitative information in condensed form.
Posters and charts are good examples.
1. A graph is a visual representation of quantitative information meant to make
the reader see instantly how gathered data relate to each other (e.g. line graph, bar
graph circle graph and pictograph

2. Diagrams are drawings made up of lines and symbols which show the
interrelationships of parts or elements steps of a process or key pictures of an object
or an area. (e.g. tree chart, timeline, technical diagram and process diagram)

3. Charts are visuals that summarize data, explain a process or describe a set of
relationships. They consist of any combination of verbal and visual element. (e.g.
outline chart, tabular chart, flow chart and organization chart)

4. Maps are flat representations of the earth that show geographical areas by
means of scales and models
c. Stages of Reading
Development
Stage One. Emergent Literacy
(Birth to Five Years)
 learn primarily through direct sensory contact and
physical manipulation perception-based
conclusions

 experience difficulty putting experiences into words

 rapid language growth

 explore writing in the form of scribbles, letter-like

forms, or invented spelling
 egocentric

 love being read to and cannot hear their favorite

tales often enough

 have poorly developed concept of causation

 like the elements of rhyme, repetition, and

alliteration
Stage 2. Early Reading
(Kindergarten and First Grade)
 manipulate objects and ideas mentally

 can reason logically

 have difficulty comprehending underlying

principles

 have evolving grasp of the alphabetic principle

Stage Three. Growing Independence
(Grades Two and Three)
 Develop evolving fluency
 Extensive reading of both fiction and nonfiction
 Become more appreciative of stories involving the
lives of others
 Judge their reading affectively and personally
rather than by using standards
 May have difficulty explaining why they like a
selection.
Stage Four. Reading to Learn
(Grades Four through Six)
 wide application of word-attack and
comprehension skills
 much greater emphasis is placed on grasping
informational text
 vocabulary and conceptual load increase
significantly
 words in listening vocabulary
Step 5. Abstract Reading
(Grades Seven and Up)
 they can construct multiple hypotheses

 evaluations of readings become more

elaborate and reflect an evolving set of
standards for judging
Stages of Reading Dev’t
(Other Model)
Stage 0 Prereading
 Oral language development
Stage 1 Initial Reading
 Letters represent sounds
 Sound-spelling relationships
Stage 2 Confirmation and Fluency
 Decoding skills
 Fluency
 Additional strategies
Stage 3 Reading for Learning “the New”
 Expand vocabularies
 Build background and world knowledge
 Develop strategic habits
Stage 4 Multiple Viewpoints
 Analyze texts critically
 Understand multiple points of view
Stage 5 Construction and Reconstruction
 Construct understanding based on analysis and
synthesis
XI. The C’s of Vocabulary
 Collocation – “to group or place
together in some system or order”
EXAMPLE:
Sweet sugar Sweet potato
Sweet smell Sweet voice
Sweet music Sweet lover
Sweet heart Sweet tooth
Cline – a graded sequence of different
within a species
 Clusters
Clusters – a group of similar or related thins; words
may be related they are similar in meaning, they belong
to the same classification and they have some common
characteristics or they are evoked when the cover term
is mentioned.
Example:
Attractive, lovely, beautiful, charming (synonyms)
Fly, mosquito, ant, locust (insect – same group)
Operating room, syringe, doctor, emergency room
(words that are evoked when hospital is mentioned)
 Configuration
Configuration – the arrangement of the parts of
something. It refers to the information given
through the size and shape of the letters as well
as through the length or the number of letters
there are in the word.

Configuration clues are especially helpful to

children who are beginning readers.
 Creativity – originality of thought or by the
use of the imagination; this includes:
 Neologisms – newly convinced words or phrases or familiar
words used in a sense. (Ex. “papa” which means sweetheart)
 Loan words – words of other languages are borrowed and
incorporated into the existing vocabulary of another language
(Examples; boondocks, patio)
 Names of persons and places – From the name or places
associated with the word it describes (Examples; French De
Nimes – denims; Earl of Sandwich – sandwich)
 Words from literature – the names of characters and places; and
sometimes events have become the source of a great number of
words. (Examples; Hercules – herculean; Judas – a traitor)
 Context – words that surround the unfamiliar
term are used as clues getting its meaning
A. Definition
B. Synonym/ Restatement
C. Antonym
D. Description
E. Summary
F. Inference
G. Visual
XII. Word Formation
 OTHER WORD FORMATION TECHNIQUES
Compounding – Fairy + tale, rain + drop
Blending – motorbike, cinematography
Clipping – examination – exam
Acronym – PAGASA
Abbreviation – Dr., Atty. And Ms.
Affixation – un + imagin(e) + able
Reduplication – nitty-gritty, hodge-podge
Inflection – pure (purity, purify and purification)
XIII. WORD ASSOCIATION
 Similarity – words have the same meaning but although
similar, certain words may fit into the context while others
may not
 Contrast – words are opposite in meaning (antonyms)
 Cause and effect
 Part-whole – a part of something may stand for the whole or
vice versa
 Classification – words belonging to the same genus may also
be called grouping because the relationship between the
word is one similarity of certain characteristics
 Prediction – relationship between a noun and its verb, a doer
and its action, the action and its receiver
 Derivation – refers to words that grow out of other words. From one
word many words can be formed by adding affixes or even adding other
root words to form compounds

 Sound – words with same sound and pronunciation

 Modification – relationship between a word and its modifier

 Completion relationship between words in a compound word

 Association – relationship (not previously given) between words and

ideas that are brought to mind with a given word
XIV. Idiomatic Expressions
IDIOMATIC EXPRESSION – and expression
peculiar to language; it is usually has more
than on meaning that is not gained from the
meaning of its word taken separately.
Examples
Sell someone short – underestimate someone
Sitting pretty – be in fortunate position
Hit the ceiling – become very angry
Pull some’s leg –fool someone
Wet blanket – a dull or boring person who spoils the
happiness of others
Keep under one’s hat – keep something a secret
Get off someone’s back – stop bothering
someone
Shape up or ship out – behave properly or leave
Make ends meet – pay one’s bill
Spill the beans – reveal a secret
Tongue in cheek – not in serious
For the birds – uninteresting and meaningless
Shake a leg – hurry
 Introduction
The Philippine Informal Reading Inventory Philippine Informal
Reading Inventory (PIRI) is an initiative of the Bureau of is an initiative of
the Bureau of Elementary Education – Department of Elementary Education
– Department of Education that directly addresses its
thrust to Education that directly addresses its thrust to
make every Filipino child a reader.

It is anchored make every Filipino child a reader. It is anchored on the

flagship program of the DepEd on the flagship program of the DepEd “Every
Child A Reader Program” (ECARP) , its goal is to enable every Filipino
child to communicate to enable every Filipino child to communicate
both in English and Filipino through effective both in English and
Filipino through effective reading instruction.