DEVELOPMENTAL READING

______________________________

A Compilation of Term Paper

Presented to
Dr. Lourdes Evangelista Abiog
Pamantasan ng Lungsod ng Marikina

In Partial Fulfillment
Of the Course Requirements for Education 5
Bachelor of Secondary Education
________________________________________________

By:

BSE 2 – 1AE

2009
 LIST OF BSE 2 – 1 AE

-Ö-
Aroy, Christopher -Ö-
Balgua, Cherry Lou Felizardo, Ruby
Bendicio, Maverly Ann Fernandez, Maureen Claire
Biron, Charmaine Guevara, Jonathan
Brinquis, Lilian Longga, April Vanessa
Longga, Jerico
-Ö-
Caballero, Josephine May -Ö-
Camposano, Joy Luaña, Lenie
Castor, Rose Fay Maaño, Ma. Cherielyn
Cera, Jonnalyn Mandalones, Jason
Climaco, Geneva Marty, Carina
Mendoza, Ronniek
-Ö-
Cornico, Ma. Catherine -Ö-
Cruz, Jerome Paz, Roman
Dalanon, Katherine Rose Ricablanca, Trina Rose
Del Rosario, Noree Sarmiento, Roselle
Dela Rosa, Rhea Tapel, Edness
Tomesa, Maylen
-Ö-
Doinog, Jhoan -Ö-
Doringo, Carlito Tuyo, Marianne
Esmer, Janice Villota, Ercheney
Esteban, Guillermo Yanza, Catherine Anne
Evaristo, Daisy

2
 TABLE OF CONTENTS

Title Page 1
List of BSE 2 – 1AE 2

Lists Page
Quadrant One
1. What is Reading? 5
2. Academic Reading: Skimming, Scanning, Browsing 11
3. More on Academic Reading: Note – taking, Organizing, Outlining 14
4. Aid to Comprehension: Graphic Organizer, Direct Reading, SQ4R 16
5. Use of Reference Material: Dictionary, Encyclopedia, Atlas, 23
Thesaurus, etc.
6. Expository Structure: Element, Linguistic Signal, Course Pattern, 26
Lexicon
7. Narrative Structure: Element, Story Grammar 30

Quadrant Two
1. Efferent Reading: Reading to Learn 33
2. Types of Informational Material and their Sources 37
3. Aesthetic Reading: Reading for Appreciation and Enjoyment 41
4. Reading Traditional Tale and knowing their Patterns and Variants 43
5. Reading to Modern Story: Element (Plot, Conflict, Turing Point, 46
Climax, Setting, Characters, Theme)
6. Reading a Book/Movie tie – in: Themes, Subplots, Characters 50
7. Poetry as Shape: Imagery, Voice, and Experience 54
8. Reading a Play (Simple Interpretation, Creative Classroom 72
Dramatics)
9. Reading a Persuasive Materials (Essay, Editorial, Column, 77
Advertisements)
10. Reading to Writing (Pattern Writing, Book Report, Journalist) 81

3
Lists Page
Quadrant Three
1. Reading as a Neuro – physiological Process (eye, ear, brain, 83
Dominance, etc)
2. Reading as a Language Process (Halliday, Fries) 88
3. Reading as a Cognitive Process (Piaget) 90
4. Reading as a Skill/s (Gray/Gates) 93
5. Reading as a Psycho – social Process (Erikson, Vygotsky) 97
6. Reading as a Developmental Process (Chall) 102

Quadrant Four
1. Intrinsic Factors for Reading Achievement (Motivation, Intelligence, 115
Learning Styles, Self – Concepts, Interest)
2. Extrinsic Factors for Reading Achievement (The Material and the 119
Teacher as X – Factor)
3. Self – fulfilling Prophecy 123
4. The Pygmalion Effect 125

4
WHAT IS READING?

Reported by:

Marty, Carina

Aroy, Christopher

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

5
 WHAT IS READING?
Reading is being defined as:

• An attempt to make meaning from what an author has written. It is finding out
what someone is saying to the reader. It is a thinking activity which is
predominantly getting and making meaning.
• Is what the mind does with what the eyes see imprint, mind translate print into
meaning.
• Is a kind of mental listening, a process by which the author talk silently to the
reader.
• Is a thinking activity. It is getting and making meaning.
• Is an information-processing activity. It is purposive, wherein the reader tries to
match his purpose with that of the author. He reconstructs what the author
intends to convey.
• Is a multi-dimensional process.

The reader’s chief difficulty is reading for meaning. He primarily reads for the
meaning, not for the process. The process of achieving the meaning is discourse,
wherein the reader and the writer take turns to contribute to interaction because
meaning is a function of interaction between the reader and the writer trough
language.

FLOW OF INFORMATION IN THE REDAING PROCESS IN TERMS OF TEXT AND

READERS INTERACTION

Three Major Theories of What Reading is:

1. Reading is a BOTTOM-UP process. The essential element is the written text. The
staring points are letters, words and sentences. Some strategies: phonetic and
structural analysis.

2. Reading is TOP-DOWN process. The focus of attention is the reader. The starting
point is the reader’s schema.(prior knowledge and experience)

6
 3. Reading is both bottoms-up and top-down process. Reading is interactive
process.

TEXT and READER’S INTERACTION

READER C TEXT
O
Reader’s Schema M Author’s Schema
P
Knowledge and Beliefs R
• About the word H • Content information
• About the language E • Language
• About the structure N • Text structure
T
I
O
N

READING-WRITING CONNECTION

In writing, the reader is absent and is unknown. So, the writer tries to enact the
roles of A and B, anticipates Reader’s reaction and provides possible misunderstanding
of knowledge attained. He shifts continuously from initiating to receiving message.

“Reading and Writing are view holistic process enables by underlying skills.
They serve certain function our lives.”

7
 -Carina Marty-

LITERATURE – BASED READING PROGRAM

In LBRP, skills are taught in the context of authentic materials.

SKILLS BASED LITERATURE BASED

• Start from skill (skill first, language • Start from materials (language first,
follows) skill follows)
• Sequential, step by step • Parallel, simultaneous (cooperative,
collaborative, synergetic)
• Basal readers, workbooks, worksheets, • Trader books, inspired readers, Good
textbooks, first stories, uninspired Literature supports cognitive,
readers (no involvement) psychological / analytical and values
development, beauty of language,
(folklore, non-fiction, biographies,
concept books in Science, humanities
authentic materials.

1. Reading is a language process - it is Talk Written down.

CODE

WRITER READER

As one reads, he carries with him his language skills of listening and speaking.

8
2. Reading is a thinking process - comprehension is affected by the schema or
background information of the reader. Failure in reading is the result of the reader’s
inability to link the material to his schema.
OLD
(One – way process)

NEW
(Two – way process)

• In an OLD WAY PROCESS, there is only a single way of learning, the text are
just being read without further comprehension. And the arrows show that there is
no intellectual conversation happens between the reader and the text.
• In a NEW WAY PROCESS, the reader is active, there is an intellectual
conversation happening between the reader and the text. The knowledge from
the texts is absorbed and it brings out his / her own schema and language skills.
• In CRICTICAL READING the focus is from the story to the writer himself. The
writer expresses ideas creatively and inputs own perceptions, so the reader
perceives the non – print, the unsaid and varied points of view, compares and
controls ideas, values, principles, philosophy and theories.

9
READING APPROACHES
PRODUCT APPROACH PROCESS APPROACH
• Target is learning; learning to read • Target is thinking; reading to learn
• Receptivity (passivity) • Productivity (activity)
• WHAT • HOW and WHY
• Linear, Sequential learning • Parallel, Simultaneous learning
• Skills – based Practice and text – • Literature – based and Reader – based
based Interaction, Reciprocal

LITERACY – Integration of language activities with literature.

Illiterate – one who cannot read nor write.
Literate – one who reads and writes.
Alliterate – one who can read and write but does not read nor write.

Failure of many reading programs brought about recent theories:

1. SCHEMA THEORY – making sense of new information based on what one
knows (reader’s background information, knowledge and experiences – the non
– print) - the background needed before reading.
2. READER RESPONSE THEORY – focus on the reader’s personal response to
the text or the transaction between reader and text

The Schema Theory and Reader Response Theory resulted in the broad
conceptualization of literacy and paved the way to literature – based reading
program, a strong component of which is the reading – writing connection. Reading
is enormously important in writing.

Keith Johnson
“A functional approach to writing is through reading comprehension. Good
writers produce reader – based materials (dialogues) rather than writer – based ones
(monologues).

-Christopher Aroy-

10
 ACADEMIC READING
(Skimming, Scanning, and Browsing)

Reported by:

Esteban, Guillermo

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

11
 ACADEMIC READING

SKIMMING
Skimming is the reading technique used to prepare for reading the entire
selection thoroughly. Sometimes called previewing, skimming is not a substitute for
thorough reading, just as watching a movie preview is no substitute for experiencing the
entire film.
o While Skimming, you try to detect in advance important keys to the authors
meaning like sub-headings, topic sentences, words in bold or italics and
summaries.
o Skimming is used to quickly identify the main ideas of a text.
o Skimming is done at a speed three to four times faster than normal reading.
o People often skim when they have lots of material to read in a limited amount of
time.

The techniques of Skimming:

1. Read the title and subtitle of the material.

2. Read the first paragraph completely.
3. Examine each subheading within the text. Change each one into a question.
4. Seek the answer to each subheading question by reading just the first sentence of
each paragraph below it. Do not advance to the next subheading question until you find
your answer.
5. Examine all illustrations – photos, charts, maps, figures, tables, diagrams and other
illustrations.
6. Look for highlighted words and phrases.
7. If your eyes catch any unfamiliar words while you are Skimming, write them down on
a piece of paper.
8. Read the last paragraph completely.

SCANNING

Scanning is the reading technique you use when you look for specific information
from materials you do not intend to read from start to finish. Scanning is also useful in
looking significant factual data – names, dates, quotes, definitions, formulas.
o Scanning is technique you often use when looking up a word in the telephone
book or dictionary.
o You search for key words or ideas.
o Scanning involves moving your eyes quickly down the page seeking specific
words and phrases.

Steps in Scanning:

1. Before you start, think about the data you want to find.
2. Think about the data you are seeking are likely to look.
3. Allow your eyes to drift over the text without actually reading it.

12
4. Do not forget to check graphic materials – pictures, illustrations, maps or graphs – and
their captions for the data.
5. If you fail to find what you want after an initial scan, go back and examine the table of
contents, indices, chapter, headings, and subheadings, topic sentences and highlighted
words to narrow the search for your next scan.

BROWSING

Browsing is the sort of reading where readers do not have any particular goals
for reading and parts of a text maybe skipped fairly randomly and there is little need to
integrate the information.

Skimming and Scanning are different from Browsing:

o Skimming involves looking rapidly over a text for the gist or essence of it.
o Scanning involves looking rapidly for key words, searching for a specific answer.
o Browsing, at its worst, can be hopping between pages and sites aimlessly, driven
by a lack of concentration.

13
 -Guillermo Esteban-

MORE ON ACADEMIC READING

(Note – Taking, Organizing, Outlining)

Reported by:

Brinquis, Lilian

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

14
 MORE ON ACADEMIC READING

Note taking
It is the ability to write down important facts quickly and accurately.
Here are some suggestions about the mechanics of note taking:

1. Set up each page in an orderly format.

2. Split the page in half

3. Take note in your own words

4. Never use full sentences

5. Don’t erase a mistake

6. Emphasize important words

7. Abbreviate as much as possible

Outlining
• It is a compilation of definitions, rules, and other important information
that functions as your private roadmap for the class.
• A good outline is unique to you and reflective of how you study
• It is a helpful strategy for understanding the content and structure of a
reading selection.
• The key to outlining is being able to distinguish between the main ideas
and the supporting ideas and examples.
• When you make an outline, don’t use the texts exact words

15
 -Lilian Brinquis-

AIDS TO COMPREHENSION
(Graphic Organizer, Direct Reading, SQ4R)

Reported by:

Tomesa, Maylen

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

16
 AIDS TO COMPREHENSION
These are strategies that are very useful in incorporating comprehension to
students these are only tools and not source of learning.

GRAPHIC ORGANIZERS
An instructional tool used to illustrate a student or class prior knowledge about a
topic or section of text.
1. Visual pictures of knowledge
2. Tools
>powerful teaching and learning
>facilitate group work
>accommodate individual learning style.

Uses of Graphic Organizers

1. Tools
>motivation
>assessment
>assimilation
>reflection
2. Material
>books
>videos
>class discussions
3. Strategy
>generate interest
>activate background knowledge

17
 Kinds of Graphic Organizers

1. Concept Development Organizer

Allows us to see how things in class are connected to each other.
Example:
Concept Map

Concept Chester/Bubble Map

2. Categorizing/ Classifying Organizer

Example Tree diagram

Pyramid

….

….

….

18
3. Comparing Contrasting Organizers
Example:
Venn diagram

4. Sequence Organizer
Allow us to see the step by step process of a thing. See how things or event
happened.
Example: Flow Chart

5. Relational Organizer
Example: Semantic Web

19
 6. Evaluation Chart Organizer

90
80
70
60
50 East
40 West
30 North
20
10
0
1st Qtr 2ndQtr 3rdQtr 4thQtr

Direct Reading

Grellet (1981:12-13) Three main types of Strategies in Reading Skills

Sensitizing Improving From Skimmimg to Scanning

Reading skills
Making inferences predicting
Understanding relation within Previewing
the sentence Anticipating
Lingking Sentences and ides skimming
Scannimg

SQ3R METHOD

Survey! Question! Read! Recite! Review!

Before you • The title, headings, and subheadings

read, Survey • Captions under pictures, charts, graphs or maps
the chapter: • Review questions or teacher-made study guides
• Introductory and concluding paragraphs

20
 • Summary

Question • Turn the title, headings, and/or subheadings into questions;

while you are • Read questions at the end of the chapters or after each
surveying: subheading;
• Ask yourself, "What did my instructor say about this chapter or
subject when it was assigned?"
• Ask yourself, "What do I already know about this subject?"

Note: If it is helpful to you, write out these questions for

consideration. This variation is called SQW3R

When you • Look for answers to the questions you first raised;
begin to • Answer questions at the beginning or end of chapters or study
Read: guides
• Reread captions under pictures, graphs, etc.
• Note all the underlined, italicized, bold printed words or phrases
• Study graphic aids
• Reduce your speed for difficult passages
• Stop and reread parts which are not clear

• Read only a section at a time and recite after each section

Recite • Orally ask yourself questions about what you have just read
after you've or summarize, in your own words, what you read
read a • Take notes from the text but write the information in your own
section: words
• Underline or highlight important points you've just read
• Use the method of recitation which best suits your particular
learning style but remember, the more senses you use the
more likely you are to remember what you read - i.e.,

TRIPLE STRENGTH LEARNING: Seeing, saying, hearing-

21
 QUADRUPLE STRENGTH LEARNING: Seeing, saying,
hearing, and writing!!!

Review: Day One

an ongoing
• After you have read and recited the entire chapter,
process.
write questions in the margins for those points you have
highlighted or underlined.
• If you took notes while reciting,
write questions for the notes you have taken in the left hand
margins of your notebook.

Day Two

• Page through the text and/or your notebook to re-acquaint

yourself with the important points.
• Cover the right hand column of your text/note-book and orally
ask yourself the questions in the left hand margins.
• Orally recite or write the answers from memory.
• Make "flash cards" for those questions that give you difficulty.
• Develop mnemonic devices for material that need to be
memorized.

Days Three, Four and Five

• Alternate between your flash cards and notes and test yourself
(orally or in writing) on the questions you formulated.
• Make additional flash cards if necessary.

22
 -Maylen Tomesa-

USE OF REFERENCE
MATERIALS
(Dictionary, Encyclopedia, Atlas, Thesaurus, etc)

Reported by:

Bendicio, Maverly Ann

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

23
 USE OF DIFFERENT REFERENCE MATERIALS

A reference is a relation between objects in which one object designates by

linking to another object. Such relations as these may occur in a variety of domains,
including logic, computer science, time, art and scholarship. Although the objects which
the term reference applies may be of a varying character ranging from concrete
examples such as reference work which includes pointers or symbols. The nature of
reference as a role in language and thought has been around since the 19th Century.
During this time of applying it is an important topic of discussion. An object that is
referred to as a reference (where the reference leads) is called a referent.

A dictionary is a book of alphabetically listed words in a specific language,

with definitions, etymologies, pronunciations, and other information; or a book of
alphabetically listed words in one language with their PIE equivalents in another, also
known as a lexicon.

An encyclopedia is a comprehensive written compendium that contains

information on either all branches of knowledge or a particular branch of knowledge.
Encyclopedias are divided into articles with one article on each subject covered. The
articles on subjects in an encyclopedia are usually accessed alphabetically by article
name and can be contained in one volume or many volumes, depending on the amount
of material included.

A thesaurus is a book that contains synonyms and sometimes antonyms, in

contrast to a dictionary, which contains definitions and pronunciations.

24
 An almanac (also spelled almanack and almanach) is an annual publication
containing tabular information in a particular field or fields often arranged according to
the calendar. Astronomical data and various statistics are also found in almanacs, such
as the times of the rising and setting of the sun and moon, eclipses, hours of full tide,
stated festivals of churches, terms of courts, lists of all types, timelines, and more.
A newspaper is a written publication containing news, information and
advertising, usually printed on low-cost paper called newsprint. General-interest
newspapers often feature articles on political events, crime, business, art/entertainment,
society and sports. Most traditional papers also feature an editorial page containing
columns which express the personal opinions of writers. Supplementary sections may
contain advertising, comics, coupons, and other printed media. Newspapers are most
often published on a daily or weekly basis, and they usually focus on one particular
geographic area where most of their readers live. Despite recent setbacks in circulation
and profits, newspapers are still the most iconic outlet for news and other types of
written journalism.

Magazines, periodicals or serials are publications, generally published

on a regular schedule, containing a variety of articles, generally financed by advertising,
by a purchase price, by pre-paid magazine subscriptions, or all three.

A journal (through French from late Latin diurnalis, daily) has several related
meanings:

• A daily record of events or business; a private journal is usually referred to as a

diary.
• a newspaper or other periodical, in the literal sense of one published each day;
• Many publications issued at stated intervals, such as magazines, or scholarly
academic journals, or the record of the transactions of a society, are often called
journals. Although journal is sometimes used as a synonym for "magazine," in
academic use, a journal refers to a serious, scholarly publication, most often
peer-reviewed. A non-scholarly magazine written for an educated audience about
an industry or an area of professional activity is usually called a professional
magazine.

25
 -Maverly Ann Bendicio-

EXPOSITORY STRUCTURE
(Element, Linguistic Signal, Course Pattern,
Lexicon)

Reported by:

Biron, Charmaine

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

26
 EXPOSITORY STRUCTURE
Expository paragraph frames provide a structure for retelling information
presented in expository text. They are based on the principle that information in
exposition is structured in a way that is logical and serves to makes the information clear
to the reader. In effect, the organizational structure-- the composition-- of the text
provides the structure for its comprehension. If this is to be true, however, the student
needs to be familiar with the various structures that authors employ and to have practice
in utilizing those same structures in comprehension. There are five basic ways in which
authors may choose to organize information in expository text:

Text Structure Description Signal Words

Description/List Each section opens with its main idea, and For example, for
Structure then elaborates on it, sometimes dividing instance, specifically, in
the elaboration into subsections. particular, in addition

EXAMPLE: A book may tell all about whales

or describe what the geography is like in a
particular region.
Cause and Effect In texts that follow this structure, the reader Consequently, therefore,
Structure is told the result of an event or occurrence as a result, thereby, leads
and the reasons it happened. to

EXAMPLE: Weather patterns could be

described that explain why a big snowstorm
occurred.
Comparison/Contrast Texts that follow this structure tell about the However, unlike, like, by
Structure differences and similarities of two or more contrast, yet, in
objects, places, events or ideas by grouping comparison, although,
their traits for comparison. whereas, similar to,
different from
EXAMPLE: A book about ancient Greece
may explain how the Spartan women were

27
 different from the Athenian women.
Order/Sequence Texts that follow this structure tell the order Next, first, last, second,
Structure in which steps in a process or series of another, then, additionally
events occur.

EXAMPLE: A book about the American

revolution might list the events leading to
the war. In another book, steps involved in
harvesting blue crabs might be told.

Using a procedure such as paired reading, students are first asked to read and
retell the selection they are studying. Meanwhile, the teacher will have created a
paragraph frame for the text that students can work together to complete. The frame is
made of a series of incomplete sentences (or sentence starters) that the students can
complete by using information from the text. The resulting paragraph should summarize
(and simplify, where possible) the original passage.

For example, consider the following introductory paragraph from Microsoft as

Encarta, a multimedia encyclopedia:

The cell is the fundamental structural unit of all living organisms. Some cells are
complete organisms, such as the unicellular bacteria and protozoa; others, such as
nerve, liver, and muscle cells, are specialized components of multicellular organisms.
Cells range in size from the smallest bacteria like mycoplasmas, which are 0.1 micron in
diameter, to the egg yolks of ostriches, which are about 8 cm (about 3 in) in diameter.
Although they may differ widely in appearance and function, all cells have a surrounding
membrane and an internal, water-rich substance called the cytoplasm, the composition
of which differs significantly from the external environment of the cell. Within the cell is
genetic material, deoxyribonucleic acid (DNA), containing coded instructions for the
behavior and reproduction of the cell and also the chemical machinery for the translation
of these instructions into the manufacture of proteins.

28
 For this expository paragraph, the teacher would construct a descriptive frame
like the following:

All living things are made of cells. For example, ___________________,

__________________________, ______________________________,

_________________________ , and __________________________are all

made of cells. Cells vary in size from ________________________________

to _______________________________________. All cells have 3 parts:

____________________, _______________, and ___________________.

Every cell's DNA has 2 functions: _______________________________,

And _____________________________________________________.

The cell is the fundamental structural unit of all living organisms.

29
 -Charmaine Biron-

NARRATIVE STRUCTURE
(Element, Story Grammar)

Reported by:

Fernandez, Maureen Claire

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

30
 NARRATIVE STRUCTURE

Narrative
- (Story) is a construct created in a suitable format (written,
spoken, poetry, prose, images and song that describes a sequence of
fictional or non-fictional events.
- It may be spoken, written or imagined, and it will have one or
more points of view representing some or all of the participants or
observers.

ELEMENTS OF A NARRATIVE

One of the starting points for interpreting and writing about imaginative
works is to analyze the elements of narration. Here are some questions that may
lead you to consider how the various elements are working in a particular text.

1. Themes--the central meaning of a text

Are the ideas limited to members of the group represented by the

characters (age, class, race, nationality, and dominant culture)? Are these
ideas applicable to general conditions of life? What values are embodied
in the idea?

2. Characters--

How are ideas in the work expressed by character? What actions

bring out important traits of the character? Is this character realistically
depicted? If not, is the character supposed to represent an idea, belief, or
value system? How is the character described?

3. Plot and Structure -- selection and arrangement of incidents

that give a story focus. How and why do certain events happen.

Are there characters that come into conflict with each other? Or is
the plot driven by internal motivation and/or outward circumstances? What
dilemma does the protagonist deal with? What obstacles do the
characters overcome? Is there resolution in the end?

4. Setting--cultural, social, physical context of story's action.

Types of settings: natural world: weather and climate, geography,

animal life, seasons and conditions. Objects of human construction and
manufacture: personal effects, interiors and exteriors, possessions,
buildings. Historical and cultural conditions: perceptions and values of
society, assumptions, prevalent ideas or trends. How does setting

31
 influence character? What cultural, religious, and political conditions are
assumed?

5. Conflict –

What are the problems that arrived in the story? What are the
actions that caused the characters to have a disagreement? What
are the main causes of the conflict?

6. Resolution –

7. Climax --

Story Grammar

- An activity used by the teachers to help the students improve

their comprehension in reading by giving them a framework.

-Maureen Claire Fernandez-

32
EFFERENT READING
Reading to Learn

Reported by:

Dela Rosa, Rhea

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

33
 EFFERENT READING: READING TO LEARN

Before reading, good readers make predictions about what they are going to
read. Students should be encouraged to look at the front cover of trade books and
picture books. Subheadings, illustrations and captions, and graphics and charts in
informational text. Students should make logical predictions based on what they have
seen. Asking students, "Based on the information you have seen, what do you think you
will learn?" Ask students for their rationale.

During reading, good readers gather evidence about their predictions; revising,
abandoning, or creating new predictions based on what they are reading. Students
should be asking themselves, "Does the text support this prediction?" If evidence to
support their prediction is not in the text, should the prediction be revised or abandoned?

How to Learn Reading

Whether you're hitting the textbooks in philosophy class, reading long-winded

emails from co-workers, or just reading the morning newspaper, chances are at one time
or another you've wished you could read a little faster.

Steps in Reading

1. Have your eyes checked. Many people who read particularly slowly do so because
they have an undiagnosed vision problem. Even if you think you have perfect vision,
if you haven't had an eye exam recently, there's no time like the present.

2. Time your current reading speed. It is important to find out how fast you read now
so that you can track your improvement through subsequent timings. Not only will
timing help you to tell if you're improving, but it will also keep you motivated.

o You can break out a book and a stopwatch and either time how long it takes you to
read a certain number of words on a page or find out how many words you read in
a given amount of time.

34
3. Get rid of distractions. Even if you think you read better when you have music
playing or when you're in a crowded coffee house, you can probably increase your
speed if you reduce distractions to a bare minimum. Try to find a solitary place to
read, and turn off the TV, radio and cell phone. Even being in a room of people talking
is distracting. If no solitary place is available, try using earplugs to block out any
distractions around you. In order to maximize comprehension while reading quickly,
you will need to focus on the material at hand as closely as possible.

4. Adjust reading speed depending on the material. Often, we must trade off
comprehension for speed, so an important part of increasing reading speed is
deciding how thoroughly you need to comprehend a particular piece of writing.

So before you even start reading, decide how fast you intend to go. If you're
reading a newspaper article, chances are you just want to get the main ideas, and you
can skim through the passages quite rapidly. If, however, you're reading a mathematics
textbook or a demanding philosophical treatise - and you need to fully understand the
material - you do not want to rush.

5. Learn to separate the wheat from the chaff with pre-reading. No matter what you
are reading, there is frequently a lot of "filler" that you can read quickly through or
even skim over. With practice, you will be able to identify the most important parts of
a book as you skim through it. When you get to such a passage, slow down. Before
you begin a chapter or book, look over the entire piece very quickly. Try to find
patterns of repeated words, key ideas, bold print and other indicators of important
concepts. Then, when you actually do your reading you may be able to skim over
large portions of the text, slowing only when you come to something you know is
important.

6. Train yourself not to reread. Most people frequently stop and skip back to words or
sentences they just read to try to make sure they understood the meaning. This is
usually unnecessary, but it can easily become a habit, and many times you will not
even notice you're doing it. One exercise to help you avoid rereading is to take a
sheet of paper or index card and drag it down the page as you read, covering each
line once you've read it. Try to drag the card in a steady motion; start slowly, and
increase your speed as you feel more comfortable.

35
7. Stop reading to yourself. As you read you probably subvocalise, or pronounce the
words to yourself. Almost everybody does it, although to different degrees: some
people actually move their lips or say the words under their breath, while others
simply say each word in their heads. Regardless of how you subvocalise, it slows you
down. (You are concerned with speed reading here, not reading to practice
communicating the material verbally, which can be done later if you find it necessary.)
To break the habit, try to be conscious of it. When you notice yourself pronouncing
words to yourself, try to stop doing it. It may help to focus on key words and skip over
others, or you may want to try humming to yourself in order to prevent subvocalising.
One exercise to stop your lips from moving is to put a finger on your mouth and keep
it there while you read.

8. Practice reading blocks of words. Nearly everyone learned to read word-by-word

or even letter-by-letter, but once you know the language, that's not the most efficient
method of reading. Not every word is important, and in order to read quickly, you'll
need to read groups of words - or even whole sentences or short paragraphs -
instantaneously. The good news is you probably already do this to some extent: most
people read three or four words at a time. Once you make an effort to be aware of
your reading style, you'll discover how many words you read at a time. Now you just
need to increase that number. Using your hand as a guide may help, as may holding
the book a little further from your eyes than you usually do.

9. Practice and push yourself. While you may see some gains in speed the moment
you start using these tips, speed reading is a skill that requires a lot of practice.
Always push yourself to your comfort level and beyond - if you end up having to
reread a section, it's not a big deal. Keep practicing regularly.

10. Time yourself regularly. After a week or so of practice, time yourself as in step two.
Do this regularly thereafter, and keep track of your improvement. Don't forget to pat
yourself on the back every time your reading speed increases.

-Rhea Dela Rosa-

36
TYPES OF INFORMATIONAL
MATERIALS
Materials and Their Sources

Reported by:

Tapel, Edness

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

37
 TYPES OF INFORMATIONAL MATERIALS AND THEIR
SOURCES

Book
A set of written, printed, illustrated or blank sheets made of paper, parchment or
other material, usually fastened together to hinge at one side. A single sheet within a
book is called a leaf, and each side is called a page.

Types of books according to their contents

Fiction
Many of the book publish today are fictitious stories. They are in-part or
completely untrue or fantasy. Most fiction is additionally categorized by genre.
The novel is the most common form of fictional book. Novels are stories are that
typically feature a plot, settings, themes, and characters.
Non-fiction
In a library, a general type of non-fiction book that provides information as
opposed to telling a story, essay, commentary, or otherwise supporting a point of view, is
often referred to as a reference book.

Dictionary
It is a book of alphabetically listed words in a specific language, with definitions
Etymologies, pronunciation, and other information.

2 Types of Dictionary
• Abridged – a type of dictionary that gives only one meaning of a word.
• Unabridged – a type of dictionary that gives one or more meaning of a word.

Encyclopedia
It is a comprehensive written compendium that contains information on either all
branch of knowledge or a particular branch of knowledge. Encyclopedias are divided into
articles with one article to each subject covered. The term encyclopedia comes from the
Greek words enkyklios paideia, meaning “comprehensive education” and originally

38
signifying instruction in all branches of knowledge, or a comprehensive education in a
specific subject.

Thesaurus – similar to dictionary, but instead of definitions and pronunciation, it

contains synonyms and sometimes antonyms.
Peter Mark Roget – English scholar and physician, who compiled the famous
Thesaurus of English Words and Phrases. He was born in
London, and educated at the University of Edinburgh. His
Thesaurus of English Words and Phrases (1852), which went
through 28 editions in his lifetime, is still a standard reference
work.

Almanac – an annual publication containing tabular information in a particular field or

fields often arranged according to the calendar.
Atlas – a collection of maps, traditionally bound into book, but also found in multimedia
formats. As well as the geographic features and political boundaries, many
often feature geopolitical, social religious and economic statistics.
Newspaper – a publication containing news and comment on current events,
together with features and advertisements, that usually appears daily or
weekly and is printed on large sheets of paper that are folded together.

Feature of a newspaper
• Weather news and forecasts
• An advice column
• Critic reviews of movies, plays, restaurant, etc.
• Editorial opinions
• A gossip column
• Comic strips and other entertainment, such as crosswords
• A sport column or section
• A humor column or section
• A food column
• Classified ads are commonly seen in local or small newspaper

Magazine – a publication issued at regular intervals, usually weekly or monthly,

containing articles, stories, photographs, advertisements, and other

39
 features, with a page size that is usually smaller than that of a newspaper
but larger than that of a book.

Internet – a global system of interconnected computer networks that interchange data

by packet switching using the standard protocol suite (TIP/IP). It is a network
of networks that consist of millions of private and public, academic, business
and government networks of local to local scope that are link by copper wires,
fiber-optic cables, wireless connections and other technologies.

Two sources of information

Primary sources – information and data are directly given by the respondents.
e.g. interviews, and survey.
Secondary sources – in the information and data where already published
e.g. books, research work, and thesis.

-Edness Tapel-

40
 AESTHETIC READING
Reading for Appreciation and Enjoyment

Reported by:

Cera, Jonnalyn

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

41
 AESTHETIC READING: READING FOR APPRECIATION
AND ENJOYMENT

Aesthetic reading

 Reading to explore one.

 In Aesthetic reading, the reader’s attention is centered directly on what he likes
through during his relationship with that particular text.”
 Non-academicals purposes of reading.

Aesthetic Stance

 Recreational reading
 Fulfills an important function in lives
 Reading for pleasure or aesthetic reading, been described as “the most hidden
literary practice
 Aesthetic reading been viewed as “symbolic withdrawal”

Reading for appreciation

 One that is designed to head the learner to understand and enjoy something.

42
 -Jonnalyn Cera-

READING TRADITIONAL TALE

And Knowing their Patterns and Variants

Reported by:

Tuyo, Marianne

Camposano, Joy

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

43
 TRADITIONAL READING

Traditional Reading
It is the way of preparing to learn and recognize the 26 letters of the Roman
alphabet and say their names in sequence.
• Memorizing individual spelled words under tutelage of spelling authority until the
learner has a reading lexicon large enough to be able to use a dictionary must
develop this reading.

Teaching Feeding in Accordance with Spelling

• A teacher conducts a traditional reading class with a group of students.

• Teacher is an essential part of the learning process only Teacher known the
correct response to each written word in the lesson.

The students are engaged with 2 rules: Rule 1- Recall from memory the word
presented by the next printed sequence of letters and pronounce it; Rule 2 - guess a
word that fits the story or picture; on the page.

If the teacher says the student is wrong, try to memorize the word that Teacher
says it right. In this manner, children build up lexicons of word-pictures (spellings)
associated with word-sounds…Children with goo 1 visual image recall often recognize a
word after 1 or 2 positive reinforcements; the less fortunate may require 3,4, or even
more encounters to remember a written word well enough to recall it reliably when
encountering it again.

For many children the initial stages of acquiring and learning “sight words” are a
laborious, discouraging task. Until a child develops a reliable list of many hundreds of
word, it faces the unpleasant prospect of encountering one or more indecipherable
words in every sentence. Only after a child acquires hundreds of common sight words
can teacher suggest other techniques (such as phonics, word group associations, or
dictionary use) to change rule 2 into more than a chancy guessing games.
-Marianne Tuyo-

44
 COMPARISON OF TRADITIONAL AND GUIDED READING
GROUPS
Traditional Reading Group Guided Reading Group

Groups remain stable in composition. Groups are dynamic, flexible, and change on
a regular basis.

Students progress through a specific Stories are chosen at appropriate level for
sequence of stories and skills. each group; there is no prescribed sequence.
Introductions focus on new vocabulary. Introductions focus on meaning with some
attention to new and interesting vocabulary.
Skills practice follows reading. Skills practice is embedded in shared
reading.
Focus is on the lesson, not the student. Focus is on the student, not the lesson.
Teacher follows prepared “script” from the Teacher and students actively interact with
teacher’s guide. text.
Questions are generally limited to factual Questions develop higher order thinking skills
recall. and strategic reading.
Teacher is interpreter and checker of Teacher and students interact with text to
meaning. construct meaning.
Students take turn reading orally. Students read entire text silently or with the
partner.
Students take turn reading orally. Focus is on understanding meaning.
Students respond to story in workbooks or Students respond to story through personal
on prepared worksheets. and authentic activities.
Readers are dependent on teacher Students read independently and confidently.
direction and support.
Students are tested on skills and literal Assessment is ongoing and embedded
recall at the end of each story/unit. instruction.

-Joy Camposano-

45
 READING TO MODERN STORY
(Element: Plots, Conflict, Turning Point, Climax,
Setting, Characters, Theme)

Reported by:

Mendoza, Ronniek

Yanza, Catherine Anne

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

READING MODERN SHORT STORY

General Kinds of Short Stories

1. Escape Stories – these stories designed for pure entertainment allowing the
reader to escape from a matter-of-fact existence into a different world.

46
 2. Parable Stories – these are stories designed to offer a serious comment
interpretation or sometimes criticism of human situations.

Elements of a Short Story

1. Setting – the time and location in which a story takes place.
a. Place – where is the action of the story taking place?
b. Time – when is the story taking place?
c. Weather Conditions – is it rainy or sunny?
d. Social Conditions – what is the daily life of the character’s like? Does the
story contain local color?
e. Mood or Atmosphere – what feeling is created at the beginning of the
story? Is it bright and cheerful or dark and frightening?
2. Character – persons involved in the short story.
a. The persons in a work of fiction
• Protagonist – it is the main character with having important role.
• Antagonist – the oppose of the main character.
b. The characteristics of a person
• His or her physical appearance.
• What he or she says, thinks, feels and dreams.
• What he or she does or does not do.
• What others say about him or her and how others react to him or
her.
Three Types of Characters
a. Individual – round, many sided and complex personalities.

b. Developing – dynamic, many-sided personalities that change for better or

for worse by the end of the story.
c. Static or Flat – stereotype, have or two characteristics that are
emphasized and never change.

3. Plot – pertains to the series of events of the story.

a. Introduction – the beginning of the story where the characters and the
setting is revealed.

47
 b. Rising Action – this is where the events in the story become complicated
and the conflict in the story is revealed.
c. Climax – the crisis or turning point of the story, the points of greatest
interest in the story.
d. Falling Action – the events and complications begin to resolve
themselves.
e. Denouement – this is the final outcome of events in the story.
4. Conflict – it is the opposition of forces that ties one incident to another and
makes the plot move. It is not merely limited to open arguments rather it is any
form of opposition that faces the main character.
Two Types of Conflict
a. Internal Conflict – is a struggle within a character.
b. External Conflict – is a struggle between characters or between a
character and an outside force.
Four Kinds of Conflict
c. Man vs. Man (physical) – the leading character struggles with his physical
strength against other men, forces of nature or animals.
d. Man vs. Circumstances (classical) – the leading character struggles
against fate or the circumstances of life facing him or her.
e. Man vs. Society (social) – the leading character struggles against ideas,
practices or costumes of other people.
f. Man vs. Himself or Herself (psychological) – the leading character
struggles with himself or herself, with his or her own soul, ideas of right or
wrong, physical limitations, choices and etc.

5. Theme – refers to the general truth or particular view of the life which the story
intended.
6. Narration or Point of View – a writer tells his story from a different point of view.

Three Kinds of Point of View

a. First Person (personal) – the author becomes the character who tells the
story.

48
b. Omniscient (impersonal) – when a story is from the viewpoint of someone
who can be in several places at the same time and can see into the
hearts and minds of the characters.
c. Limited Omniscient (third person) – here the author limits what he tells the
reader to what a single character could observe or know.

-Ronniek Mendoza-
-Catherine Anne Yanza-

49
 READING A BOOK
And Movie Tie – In: Themes, Subplots, and
Characters

Reported by:

Del Rosario, Noree

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

READING A BOOK
(Movie Tie-in, Themes, Subplots, Characters)

There are two different ways on how to read. The first one is to read like a
reader and the second is to read like a writer.

50
 When we read as a reader, we do the normal reading in which we try to figure
out what a passage means by comprehending the words used.

There are six things to follow when reading like a reader:

1. Question to clarify understanding.

2. Predict in order to organize thinking.

3. Infer to discover important information.

4. Connect to real life situations for better absorption.

5. Feel the emotion to fully derive the meaning of the text.

6. Evaluate to decide whether the material is of any value to your life.

The second way of reading is to read like a writer in which you can read from
a writer’s viewpoint. You pay much more attention to how the reader delivers the
passage rather than what he delivers.

Reading this way focuses on six things:

1. Ideas that is the heart of the piece.
2. Organization or the order of the ideas.
3. Voice or expression of the personality of the writer by use of words.
4. Word choice which tells whether the passage is memorable and worth
reading.
5. Sentence fluency or the flow on how the passage is delivered when
read aloud.
6. Convections or the agreement upon the use of punctuation, spelling,
grammar, etc. for easy reading and understanding.

In writing a book review, the plot is the most important part. There are three
important things to consider in order knowing how long the plot Summary should be:
1. Hit the highlight and include only the most important aspects in the
summary.
2. Support your important points.
3. Don’t spoil it. Don’t read the book for others.

51
 In analyzing the characters, the five human attributes are five things must
be considered:
1. Physical – the physical appearance of the character/s.
2. Intellectual – the things the character/s knows and the things he/she
will learn in the story.
3. Emotional – the feelings of the character/s most of the time and when
faced to different situations.
4. Social – the social standing of the character/s.
5. Philosophical – the beliefs and outlook of the character/s towards life.

Still, we should be reminded that the characters are used to portray real
people. What is important in analyzing the characters is that we learn from them and
what we have learned; we can apply to real life situations.

The themes are usually defined, as a topic of discourse but the meaning is
still vague. To help us understand it more, let us take a look and consider these seven
things:
1. Events represent ideas in which the writer chooses specific events to
give specific meaning.
2. Experience evolves in patterns the experiences of the characters are
often patterned from real life experiences of real people.
3. Fictions explore important issues. Fictions are created not only for fun
but to tackle issues in a different and unique manner.
4. Stories apply to many readers. Best stories are those that speak to
the readers and appeals to the readers in a powerful way.
5. Themes are abstract nouns. Examples of it can be seen but not the
theme itself.
6. Everyone takes a position. Everyone can give opinions and the right
to stand up to it. You cannot force anyone to believe you.
7. Fiction is instructional. Fiction seems to entertain but it is really used
to teach us valuable lessons of life.

52
 -Noree Del Rosario-

53
 POETRY AS SHAPE
Imagery, Voice, and Experience

Reported by:

Longga, Jerico

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

POETRY AS SHAPE, VOICE AND EXPERIENCE

Poetry as Shape, Voice and Experience

It is mean to how to understand the role of poetry in aspect of mind (Voice,

Imagery), body (Shape) and Soul (Experience) in particular reading. In this topic we will

54
discuss how poetry is defined and analyzed. What are the things that make the poem a
poetry, what are the parts, how poem from one on other and considering a lot topic
under poetry.

What is Poetry?

It is a literary work written in verse in particular of high quality, beauty, emotional,

sincerely, intensity or profound insight.

It is an art of writing creative, persuasive and aesthetic from literature in spite of

the fact that there is no definite definition of poetry. Poetry is a language that is
organized by rhythm.

Why people write a poem?

• To express emotion or feeling (love, anger, doubt, fright, revenge, hate, etc.).
• To tell a story (Tragedy, drama, comedy, etc.).
• To influence belief and principles about life (political, philosophical, social etc.).

Poetry as Shape
(Studying the form)

In studying the form we need to consider the whole structure of the poem.

What is the Genre?

55
 • It is the type or the category of the poem.

• It determines the style of work.

• Also in determining the category of a poem the reader will be aware of the
pattern used.

Analyzed the Sound and Rhythm

Sounds and Rhythm will determine the meter, the Rhyme Scheme and the
pattern in/of the poem, will identify if there is alliteration. Sounds and Rhythm affect the
Poem.

How the ideas are ordered?

How the ideas are ordered. Ideas are marked by stanzas, by rhyme, or by
shifting the subjects or in shift in perspectives. How do these parts relates to each other,
how are they appropriate for the poem.

How the content is divided?

See if there is any progression, like a story having simple events up to the
climax, or it tells a past event up to the present, from one place to another.

Poetry as Experience
(Understanding the Content)

56
 After studying the structure of the poem, understanding the poem comes next.
What the ideas is talking about, or what ideas that the poem foretells. We should
considered the following

Title
Titles serves first impression, what the title say’s. It will give you ideas that the
poem will do. After reading the poem, you will want to comeback to the title in order to
consider further its relationship with the poem.

Subject
Subject are the central focus of the poem, it is the main idea which the character
can be, or an object or an event.

Situation
Inside, a poem includes questions like what is going on/ in it, who is talking, what
it is saying, to whom, what circumstances under, where, about what, why. Sometimes
situations are tangible or intangible.

Symbolisms
Poem is a highly compressed idea, each line may consist different ideas, and
symbols that may represent different ideas in one word, a word can mean a lot of things.

Allusions to figures
These are the allusions to other literary or historical events. We have different
references such as mythology, classics and the bible. How do these add to the poem,
how they are appropriate?
These are important factoring analyzing a poem, there are words, terminologies,
character that is difficult to understand specially if you are not aware of these.

The Author
In understanding the content, the reader should be aware of the author, to
identify what you know about this poet, what year, did the poet write the poem. It

57
identifies what time he lived, is he a classicist, existentialist, etc. which also affect the
style of his/her work.

The Author’s Attitudes

What attitude of the author implies by the subject? It includes if he is serious,
reverent, ironic, satiric towards to his work. It is also includes the personality of the
author towards to his/her philosophy principles, living or to the society.

Word Choice
Poet choose words very carefully, in the choice of words the reader can identify
how prolific the Author in using the language, whether he is native or not. In choice of
words the reader will also encounter difficult words, and these suggest finding these
words to the dictionary or any reference book to make the content easily to understand.

Figures of Speech
It identifies the figurative language included. Are there metaphors or similes in
the poem or a sort of personification? Consider the appropriateness of comparisons. Try
to see why the poets choose a particular metaphor as opposed to other possible one.

Poetry as Voice
(Poem Execution)

After studying the structure of the poem, understanding the poem comes next.
What the ideas is talking about, or what ideas that the poem foretells. In particular
readers do not execute the poem that he/she read. Poem execution or reciting of it the
reader should considered the following

Mood/Tone
What mood is evoked in the poem? How is this accomplished? Consider the
ways in which not only the meaning of the words but also their sound and the rhythms
will help to create its mood.
Punctuation Marks
It is very important to recognize punctuation marks because the meaning can
possibly change if there is a wrong pause and stop.

58
 Punctuation marks also have an important impression in the poem, it may carry n
emotion or it can also shift the idea of the speaker into gestures.

Rhyme Scheme
Scan a line of poetry (that means to hear a rhythm) ,you count the numbers of
feet in a line, the easiest thing to do is to count the number of stresses, but it will work
often enough to give you feeling of the poem.
In verse (traditional, formal poetry) there will be a regular pattern to the rhythm.
Often all the lines in a poem will certain the same number of feet.

Proper Stresses
There are words that should give long stress and some are not and there is
significant word that should be given much stress than other, it is one way to adopt the
author’s feeling in the poem. Avoid monotone. It also implies the effect of the poem to
the listeners.

Clearly and Loud

It is important to be heard clear because it implies to the listeners in
understanding the content and the message of it.
Do not eat your voice. Justify the poem do not read to fast or too slow which can also
catch the attention of the listeners.

Additional Tools for Poetry

Poem Appreciation
Reading and Understanding Poetry

Imagery in Poetry
Imagery refers/ applies to the literary words and phrases, affecting the
minds, senses and also the words and phrases used figuratively.

Mental pictures and the language that presents them are called
Imagery. - Monica Mojica

59
Senses of Minds
The language of poetry is suggestive. It is vivid the poet is seeking to
evoke the sense of physical experience, to tell a story, or to discuss ideas, attitudes, and
feelings; he will usually use too many words that appeal to the senses. Words actually
affect our physical senses, the several means by which we perceive the world about us
– sight, hearing, touch and alike. Some readers are physically affected by words. All or
us, however have the “Senses of Mind”, which are analogous to our physical senses.
We say we see something in the mind’s eye though of course our actual may be closed.
It is not possible to run over the tune in the mind, making no actual sound at all, nor even
activating the muscles of the throat; yet, we say “we can hear the tune” – hear it, that is,
in the mind. The same is true, though perhaps to a lesser extent, with the sense of smell,
touch and so on. The major senses are Sight (the visual sense); Hearing (the aural
sense); Smell (the olfactory sense); taste (the gustatory sense); Heat, Cold (the thermal
sense); Motion (the kinesthetic sense) and touch (the tactile sense).

The poet uses words that appeal to the Senses of Mind. Or, to use the
customary term, we say that the word creates image to our mind-“a mental
representation of anything not actually present to do the senses”, as the dictionary
defines “Image”. Mental pictures and the language that presents them are called
Imagery. The individual pictures (or the words embodying them) are called Images.
Derived from the word Image as Imagination which means the faculty of the mind to
create meanings of the words also it means that we must be able to recall a sense
experience of an object named and describe, or imaginatively construct an experience or
a related one. Imagery usually recalls, rather than originates, mental impressions, so
that the reader is implicated in the criterion of the poetic image. Sensitivity to imagery
varies from person to person but it is a quality that can be developed.

The following passages are illustration of Senses of mind.

Thermal
i.e. “St. Agnes’’ Eve- ah, bitter chill it was…”
(“Chill creates a picture of winter, of snow, ice”, that as
cold)
i.e. “…it is the day that makes a summer… ”

60
 (Summer appeals as Heat)

Visual
i.e. “Thy black cylindrical body, golden brass and silver steel….”
(The world “body” suggests visual, or can be seen)

Aural
i.e. “Hear the ringing, the jingling of the bells …”
(“Ringing” suggest sound)

Kinesthetic
i.e. “the train of cars behind, obedient, merrily following or a mute of
evanesense with a revolving wheel”
(“Revolving” indicate motion)

Tactile
i.e. “I shall go shod in silk”
(‘Silk” is smooth and soft that can touch)

Gustatory
i.e. “…the sweetness of sterile fruit as…. ”
()
Olfactory
i.e. “…of sampaguita scent and fragrance..”

Figures of Speech
The poet uses figure words or phrase which is concrete and sensuous
and which refers to something familiar in our experiences - to stand for a thing, an idea,
feeling, or attitude. Poetry merely suggests – words are associated with feelings and
ideas.
Figures of Speech speak of one thing (often and abstraction) in terms of
something usually something concrete and hence sensory. Between the thing talked

61
about and the term used to discuss it there it is always a relationship and observable
association. We sense this likeness instantaneously as we read, as we do in using or
learning a certain form of slang, for instance, an attractive person is a “doll”, an
unattractive one is a “creep”. The comparison stated or implied in figure can be
represented as a kind of equation, if we take the equal sign (=) to mean “resemble”. The
most common used terms to the members of the equation are Tenor and Vehicle. The
Tenor of the metaphor is the subject where the poet basically concerned that Tenor
denotes “gist” or general support as in the phrase “tenor is his remark”. The Vehicle is
the figurative subject, the terms in which the poet is explaining or picturing his basic
subject. We can represent the matter as follows.

Tenor = Vehicle
Often abstract usually concrete
Unfamiliar to the reader Familiar to the reader
Stated or Implied State
i.e.
A treacherous person -----------------“a snake in the grass”
A bad member of the group----------- “a black sheep”

The Tenor may be stated separately. This occurs in all simple similes “like” or “as”
making comparison explicit.

“Like a lion ruling over all beasts in forest

Fresh as a daisy all whole day through”

The Tenor may be interwoven with the statement of the vehicle

“The magnet course is gone only in pointing vain”

“Course” in this line is figuratively and literal, meaning a ship’s
course and the course of one’s life
A poet may imply the Tenor, however, even without such preparation.

“Gather ye rosebuds while ye may

Old time is still a… flying”

62
 “Rosebuds” is the vehicle of an implied Tenor which could state
as youth as “the pleasures of youth.”

“There is a garden in her face

Where roses and white lilies grow”

The Tenor of “roses” is “pink checks” and lilies is fair complexion

(implied); “garden” is an extravagance collective term signifying “beautiful collaboration.”

Tenor is intended or purposed meaning; while Vehicle is the word or term

through which the poet conveys the idea.

Kinds of Figures:

Simile
-Is direct comparison of unlike things that having similarities, the resemblance of
two things compared is explicitly pointed by the introductory word “like” or “as”
i.e.
“Rumor spreads like wild fire
As beautiful as the red rose
Brightened like in green field
As grasses that never weed”

Metaphor
-Is an indirect comparison of two unlike things but having the similarities, the
limited sense is calling one thing by the name of another.
i.e.
“The society is unweeded garden”
“Love is a lily that blooms
Over the deep sea of understanding”
Personification

63
 -It endows thing including abstraction with life and personality. It attributes human
qualities to inanimate objects or thing and animals. Poets use personification with
varying degrees of definitions. Sin and Death guarding the gates of heel are also clearly
personified as to be allegorical figures.
i.e.
“I like to see it lap the miles
And I lick the valleys up
And to stop to feed itself at tanks
And then, prodigious, step”
i.e.
“Moon walks in tiptoe
Thoughts speak over time with crisis”

Metonymy
-A figure of speech that names an attribute or quality or other associated deed of
a thing instead of a thing itself. It is figurative substitution of one term for another closely
associated with it and suggested by it.
i.e.
“… Because of the hard time,
He is on the red
Rolando, legal bar member”
i.e.
“There is no holier spot of ground
That where defeated valor lies
By mourning beauty crowned”
Hyperbole
-A figure of speech that exaggerates; the exaggeration usually employed for
emphasis.
i.e.
“I Chabot Crane dangled his arm a mile

The beauty dimmed the brilliance of the sun”

Allegory

64
 -A figure of speech that tells a story with more than one meaning, literal and
connotations.

Apostrophe
-A figure of speech that addresses a person, dead or alive, or an inanimate
object or obstruction.
i.e.
“O Liberty, hat crime have I committed in thy name!
Lady Moon what a beautiful thing you are”

Comparison
-A figure of speech that states the similarity between two objects those are generally
alike or belonged to the same class. This figure of speech should not be confused with
the metaphor and simile. For instance, sampaguita and rose are flowers.
i.e.
“Sampaguitas is as fragrant as rose”

Irony
-A figure of speech by which we make our words convey the opposite meaning
from what we say.
i.e.
“ Mark Anthony says Bruthus and his conspirators as a honorable man
After killing Julius Ceasar yet he wished the crowd
to fell that they are traitors.”

Oxymoron
- A figure of speech, which combines words or expressions that have opposite,
contradictory or incongruous meaning.
i.e.
“… Bitter-sweet love affair
Bold as little on victorious-failure…”

Litotes

65
 - A figure of speech, which is an understatement something useful in
characterization to imply modesty or to soften effect.
i.e.
“A young on a young old
Is not very young as told’ (an old man )

Poetry as Voice

Prevailing Meters
Foot
-a foot is metrical unit in a line or a verse. It is composed of two or more stressed
(accented) or unstressed (unaccented) syllables arranged in one of several orders; it is a
unit or measure composed of two or more accented or unaccented syllables (we usually
speak it as load or in more distinct sound) than on others, for one or two reasons; the
normal pronunciation of a word requires it, or the sense or the sense are stressed
according to the accepted pronunciation; so with the use of symbols we can indicate the
stressed of common words.

x / x / x x / x x / / / X- The
Above, today, overrun, underrate, sidewalk unaccented
syllable
According to the rhetoric principle, the every syllable should pronounce.

/ / x/ x / /
/
When I consider how my light is spent

The names of common type of feet are as follows:

66
Arrange
Name Adjective Example
ment of
form
stress
x / Iamb iambic x /
Alone

xx/ Anapest anapestic x x

Overrun

/x Trochee trochaic / x
Harbor

/xx Dactyl dactylic / x x

Terrible

// Spondee spondaic / / Sidewalk

xx Pyrrhic pyrrhic (cannot be illustrate )

Meter
-is the pattern in which rhythm is systematized in verse by which we refer to the
arrangement of unaccented and accented syllables in a line- thus a line may be called
iambic pentameter if there are five feet in a line.

Kinds of meter as follows:

Monometer - 1 foot
Demeter – 2 feet
Trimeter – 3 feet
Tertrameter – 4 feet
Pentameter – 5 feet
Hexameter – 6 feet
Heptameter - 7 feet
Octameters - 8 feet

67
Sound
-Poetry makes its communication with the mind, but it does so through a medium that is
musical. The language of poetry is rhythmical; it is also composed of remarkably
numerous and varied sounds best heard is read aloud, but heard even by the “minds
ear”. Sometimes these sounds create a music that is beautiful in and of itself- a pleasant
accompaniment to the meaning of the words. In poetry, however, sound not only
accompanies sense but also helps to convey it. Sound is what we hear musically when
poem is read aloud.

Repeated Sounds
The repeated sounds normally suggest rhyme (the matching of sounds of the
ends of words, particularly at the ends of lines) poetry matching sounds of several kinds:

Alliteration is the repetition of consonant sounds at the bigining of words or stress

syllables.
i.e.
“When I count the clock that tells the time
I see Connie crossing along crossroad”

Assonance is the repetition of the same vowel sound within the line of adjoining lines of
poetry; it is the repetition of the internal vowels.
i.e.
“Tiger, lighting bright the biding sight
Oh in mind like signing light overnight

Rhyme is the repetition of final sounds of the words, particularly words appering at the
end of the line.
i.e.
“Now fades the glimmering landscape from the sight
And all the air a solemn stillness holds
Save when the beetles wheel his droning flight
And drowsy tinkling lull the distinct folds”

68
Onomatopoeia is use of words whose sound resembles the thing or action denoted by
the word; or the imitation of the sound of words either directly or suggestively.
i.e
“Buzz, toll (of bells)
The snake hissed, the steak sizzles
The coffee perked rained pattered”

General Type of Poetry

A. Lyric is a type of poetry which expresses a personal emotion in a “tuneful” form. There
are forms of lyric poem as follows:

1. Song a short poem, free metered lines, divided in stanzas. It is to be sung, its
sentiments is personal or communal.

2. Ode is a lyric poem expressive of exalted and enthusiastic emotion. It is dedicated to

an individual subject or person and deals with the emotion of communal and spiritual
kind. It is rimed or unrimed, of dignified or lofty tune, treating progressively on dignified
theme often in the form of an address i.e.. “Ode to the West Wing”; “Ode to the
Nightingale”

3. Elegy is a poem dedicated to a dead, a funeral song, a meditative poem with sorrow
theme. i.e.. “The Elegy written in a Country Churchyard”

4. Sonnet is a poem which has fourteen lines and a conventional scheme of movement,
properly expressing two successive phrases of a single thought. i.e. Shakespeare’s and
Patriarch’s sonnets.

B. Narrative poetry is a type that tells the story of series of elements, or describes
characters and scenes in details and in order as one would tell a story.

1. Epic is a story poem celebrating the in stately, formal verse the achievement of
heroes, and gods. It is a calm and dignified narrative in uniform and majestic verse of a

69
momentous action in which heroes’ characters and supernatural beings take part under
control of the Supreme Destiny. The theme is generally political or spiritual involving the
welfare of a people. i.e. “Odyssey”; “Beowulf” and “Iliad” etc.

2. Metrical Romance is a narrative, generally of a popular kind dealing with the career or
a individual. The subjects is of chivalrous adventures of love or other personal devotion,
sometimes of heroism i.e.. “The Eve of St. Agnes”

3. Tale a short story poem is connected narrative or account where oral or written of an
actual, legendary or fictitious event or series of events. Principal characters may be
genuinely heroic, utterly unconscious of the fact. i.e.. “Canterbury”; “Enoch Arden” etc.

C. Dramatic poetry is a type poetry that presents the story of a conflict in human life, for
instance is the Shakespeare’s Comedies and Tragedies. One kind of this poetry is the
Dramatic Monologue- a form of poetry in which the speaker rehearses situations and
emotions in such a way as suggest that those who are listening to him are taking part in
the conversation. i.e. “My Last Duchess”

Stanza Pattern
Most poems are written in verse and in stanza. A stanza may be one line or more
of verse group so as to compose a pattern that is usually repeated in a poem, it is a
division of a poem. A poem may have one or more stanzas. The kind of stanza’s are at
follows:
Verse - A stanza of one line
Couplet - A stanza of two line
Triplet - A stanza of three line
Quatrain - A stanza of four line
Quintet - A stanza of five line
Sestet - A stanza of six line
Rhyme Royal - A stanza of seven line
Octave - A stanza of eight line
Spencerian - A stanza of nine line
Rhyme Scheme

70
 The pattern of end- rhyme stanza or the grouping of lines in the stanza the
grouping is made according to the conventional pattering of end- rhyme known as the
Rhyme Scheme. Each new sound at the end of a line in a stanza is designated by a new
letter a, b, c, d etc... Below is the Shakespearean sonnet, a fourteen line stanza

That time of year thou mayst in me behold

When yellow leaves, or none, or few do hang
Upon those boughs which shake against the gold
Bare ruin’d choirs, where late sweet birds sang
In the thou see’st the twilight of such day
As after sunst fadeth in the west
Which by and by black night doth take away,
Death’s second self, that seals up all in rest
In me thou see’st the glowing of such fire
That on the ashes of his youth doth lie
As the death-bed where on it must expire
Consumed with that which it was nourish’d by
This thou perceivest , which makes thy love more strong
To love that well, which thou must day are long

First quatrain Line 1-4 has a rhyme scheme of a-b-ab;

Second quatrain Line 5-6 has a rhyme scheme of c-d-c-d
Third quatrain Line 9-12 has a rhyme scheme of e-f-e-f
The last is a couplet Line 13and 14 has a rhyme scheme g-g

-Jerico Longga-

71
 READING A PLAY
(Simple Interpretation, Creative Classroom
Dramatics)

Reported by:

Ricablanca, Trina Rose

Cornico, Ma. Catherine

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

72
 READING A PLAY
(Simple Interpretations and Creative Classroom
Dramatics)

Play – dramatic performance usually played on stage.

2 Kinds of Play:

1. Conventional Play
2. Chamber Theater

Conventional Play Chamber Theater

1. Selection is a play 1. Makes use of

expressly written for 1. Both have
staging. characters that
speak lines of
2. Actors say lines for dialogue and
dialogue and act out express story told
their roles. through action.
2. Characters move
3. Actors interact freely on stage.
directly with other 3. Appropriate props,
actors. lights, sound,
costumes and
4. Props and sets are effects.
evident on stage.
Narrative prose and
poetry.
2. Each actor/actress plays a
dual role of actor-narrator
role.
3. Separate formal narrator
who reads descriptions,
passages that are
necessary to the
unfolding of the story.
4. Actors direct certain lines
to audience.
5. Minimal use of props.

Source: Skill Builders for Effective Reading by Salazar, Villamin and Pecana, p.266

73
Steps in Reading a Play:

1. Read any criticism or introduction included in the publication you are studying
because it will give ideas and approaches in interpreting the play that you may
find helpful later.
2. Find out the genre of the play so you’ll know how the play will most likely to end.
3. Determine how many acts the play has. (Acts: parts of the play like introduction,
problem, resolution, ending)
4. Write a chart of characters and how are they related to each other to avoid
confusion.
5. Consult sources for information on characters and events in historical plays.
6. Read the most difficult passage aloud for more comprehension.

Things to watch for as you read a play:

1. Setting – it is used to create moods and usually symbolic.

2. Stage Direction – Provided information on hoe a character must move, how to
project facial expressions etc. it is also a character description and motivation.
3. Names – these are really significant.
4. Figurative Languages – This reveals much more of the characters.
5. Imagery – this is a mental picture pertaining to one’s ideas about the play.
6. Themes – these are issues in the play. (ex. About kingdoms, historical events)

74
 -Trina Rose Ricablanca-
CREATIVE CLASSROOM DRAMATICS

“In creative dramatics there are no wrongs the experience of the participants is the
goal”

“Classroom drama is not learning about drama, but learning through drama”

What is Creative Classroom Dramatics?

According to Block, Edward, Heinig and Kelner Creative Classroom Dramatics is

a form of imaginative play that helps students to learn, uses no written dialogue, making
it different from performing a play.
In using drama in the classroom, the teacher becomes a facilitator rather than an
authority or the source of knowledge. The students create and use their own words to
convey meaning, although a teacher provides a beginning structure or topic.
Difference between Creative Classroom Dramatics and Theatre
Creative Classroom Dramatics Theatre
Principally valued as Learning medium Art form
Governed and validated through criteria aesthetics
Goals are based in pedagogical and the Entertainment or stimulation of the
objectives are manifold observer
Informal and focuses on the process of An art form which focuses on a product, a
dramatic enactment for the sake of the play production for an audience.
learner, not an audience.

What is Dramatic Activity?

According to Norman 198, Dramatic activity is a way of exploring subject matter
and its relationships to self and society, a way of "making personal meaning and sense
of universal, abstract, social, moral, and ethical concepts through the concrete
experience of the drama."
Educational Benefits
• Drama can encourage students to explore, clarify and elaborate feelings,
attitudes and ideas.
• Allows students to become kinesthetically and emotionally involved in lessons. It
enables students to step inside a story.
• Promotes language and vocabulary growth, stimulates imagination and creative
thinking and fosters critical thinking and high level cognitive processes.

75
• According to Betty Lou Nixon, Creative dramatics (dramatic play) can help the
teacher encourage the students to think, express himself, release emotions,
understand feelings, develop confidence and get to know himself.
• Language Learning
The language of drama encompasses modes of expression that human
beings use to communication with one another and encourages students to
become more aware of and sensitive to language.
• Social Learning
According to P. Verrior, these aims in drama acknowledge that students
should always be encouraged to view themselves and their contributions to work
in terms of the needs, interests, and concerns of the other participants. Fostering
positive social attitudes in the classroom so that learning can take place is a
major concern in all teaching.
• Emotional Learning
According to P. Verrior, students bring their own knowledge to drama. This
knowledge along with personal feelings, attitudes, values and beliefs constitutes
a crucial element in any drama. The truth and authenticity with which each
individual in role responds to the dramatic situation is crucial to the success of
the dramatic learning experience for all participants.
• Respect and self-esteem

• Children with special needs

-Ma. Catherine Cornico-

76
 READING PERSUASIVE
MATERIALS
(Essay, Column, Advertisements, Editorial)

Reported by:

Doringo, Carlito

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

77
 READING PERSUASIVE MATERIALS

Persuasive
• Having the power to convince

• an incitement

• Influencing the will or passion

Persuasive Materials
Persuasive Materials are written materials that attempt to convince the reader
that the point of view of the writer is valid.

Kinds of Persuasive Materials

1. Editorial of Persuasion - a kind of editorial points out the good or bad features of a
problematic situation mentioned in the news that concerns the pupils.

2. Essay - is a short piece of nonfiction writing in which a writer gives his/her opinion on
one subject. It uses a reasoned argument to persuade the reader to adopt or agree with
the position being proposed in the opening statement.

3. Advertisement - a public notice intended to advertise something. It uses

advertising, a form of communication, probably has a persuasive message to advertise
the goods and services of one company.

4. Poems - are literary work written in verse aimed to create, persuade, aesthete, and
express the beauty, emotion, and intensity so that one may be entertained.

5. Newspapers - a paper published periodically usually use advertisements.

6. Magazines - a publication usually containing stories, articles, or poems and issued

periodically. It is usually use advertisements.

78
7. Speeches - are very nature persuasive. Our world is full of political speeches.
8. Others -brochures, leaflets, quotes
Examples:
PERSUASIVE ESSAY
THE BEST PET IN THE HOUSE
“A dog is man’s best friend.” That
common saying may contain some truth, but
dogs are not the only animal friend whose
companionship people enjoy. For many
people, a cat is their best friend. Despite
what dog lovers may believe, cats make
excellent house pets.
In the first place, people enjoy the
companionship of cats. Many cats are
affectionate. They will snuggle up and ask to
petted, or scratched under the chin. Who
can resist a purring cat? If they’re not feeling
affectionate, cats are generally quite playful.
They love to chase balls and feathers, or
just about anything dangling from a string.
They especially enjoy playing when their
owners are participating in the game.
Contrary to popular opinion, cats can be
trained. Using rewards and punishments,
just like with a dog, a cat can be trained to
avoid unwanted behavior or perform tricks.
Cats will even fetch.
In the second place, cats are
civilized members of the household. Unlike
dogs, cats do not bark or make other loud
noises. Most cats don’t even meow very
often. They generally lead a quiet existence.
Cats also don’t often have “accidents.”
Mother cats train their kittens to use the litter
79
box, and most cats will use it without fail
from that time on. Even stray cats usually
understand the concept when shown the
box and will use it regularly. Cats do have
claws, and owners must make provision for
this. A tall scratching post in a favorite cat
area of the house will often keep the cat
content to leave the furniture alone. As a last
resort, of course, cats can be clawed.
Lastly, one of the most attractive
features of cats as house pets is their ease
of care. Cats do not have to be walked.
They get plenty of exercise in the house as
they play, and they do their business in the
litter box. Cleaning a litter box is a quick,
painless procedure. Cats also take care of
their own grooming. Bathing a cat is almost
never necessary because under ordinary
circumstances cats clean themselves. Cats
are more particular about personal
cleanliness than people are. In addition, cats
can be left home alone for a few hours
without fear. Unlike some pets, most cats
will not destroy the furnishings when left
alone. They are content to go about their
usual activities until their owners return.
Cats are low maintenance, civilized
companions. People who have small living
quarters or less time for pet care should
appreciate these characteristics of cats.
However, many people who have plenty of
space and time still opt to have a cat
because they love the cat personality. In
many ways, cats are the ideal house pet.
PERSUASIVE SPEECH
QUEEN ELIZABETH 1: AGAINST THE
SPANISH ARMADA
My loving people, we have been
persuaded by some, that are careful of our
safety, to take heed how we commit
ourselves to armed multitudes, for fear of
treachery; but I assure you, I do not desire
to live to distrust my faithful and loving
people. Let tyrants fear; I have always so
behaved myself that, under God, I have
placed my chiefest strength and safeguard
in the loyal hearts and good will of my
subjects. And therefore I am come amongst
you at this time, not as for my recreation or
sport, but being resolved, in the midst and
heat of the battle, to live or die amongst you
all; to lay down, for my God, and for my
kingdom, and for my people, my honor and
my blood, even the dust. I know I have but
the body of a weak and feeble woman; but I
have the heart of a king, and of a kin of
England, too; and think foul scorn that
Parma or Spain, or any prince of Europe,
should dare to invade the borders of my
realms: to which, rather than any dishonor
should grow by me, I myself will take up
arms; I myself will be your general, judge,
and rewarder of every one of your virtues in
the field. I know already, by your
forwardness, that you have deserved
80
rewards and crowns: and we do assure you,
on the word of a prince, they shall be duly
paid you. In the mean my lieutenant general
shall be in my stead, than whom never
prince commanded a more noble and worthy
subject; not doubting by valor in the field, we
shall shortly have a famous victory over the
enemies of my God, of my kingdom, and of
my people.
PERSUASIVE POEM
MOTHER TO SON
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor –
Bare.
But all the time
I’se been a – climbin’ on
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
‘Cause you find it’s kinder hard.
Don’t you fall now –
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
Langston Hughes
-Carlito Doringo-
 READING TO WRITING
(Pattern Writing, Book Report, Journalist)

Reported by:

Dalanon, Katherine Rose

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

81
 READING TO WRITING

After reading, students need a reflection on a text that they had read and that is
by writing their responses on that text to extend their thinking. By writing in response to
reading, students became more aware in reading and develop a deeper understanding
of various texts.

• Writing – It is the process in shaping the students responses or

understanding in their reading.

The teachers must prepare a variety of Activities for the student’s reflection on a text.

• Journals – students jot down their responses, thoughts, opinions and

ideas in their journals.
• Writing- students can examine the ideas and issues written on a text
through assigned writing.
• Note - taking – students can record and sort out their ideas about the
selection using their own words.
• Story boards – this is the time for the students to create a script based o
the events from the selection
• Mapping – students draw or use graphic organizers to usually portray the
relationships and connections of characters, events, or ideas on a text.
• Extending text- students make different endings, add episodes, reduce
events, alter style, and place characters in different context.

-Katherine Rose Dalanon-

82
 READING AS A NEURO -
PSYCHOLOGICAL PROCESS
(Eye, Ear, Brain,Dominance, etc)

Reported by:

Luana, Lenie

Mandalones, Jason

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

83
 Why is it reading is a Neuro – physiological process?

You have never been asked this question, but using our common sense and
my background in reading, I would say that reading involves seeing letters, words and
paragraphs, hearing sounds of letters, words and syllables, understanding or
comprehending what one reads (which involves a number of thinking skills).

So the neuro is the nerve that would be the brainwork that is connected to the
physiological act of hearing, seeing and speaking the words.

The Neuro-physiological process

1 Eye process - An American psychologist William James in his book Principles of

psychology (1890, pp.193-195), observing that some forms of micro movement always
accompany thought, James wrote:

“In attending to either an idea or a sensation belonging to a particular sense-

sphere, the movement is the adjustment of the sense-organ, felt as it occurs. I cannot
think in visual terms, or example, without feeling a fluctuating play of pressures,
convergences, divergences, and accommodations in my eyeballs…when I try to
remember or reflect, the movement in question. Feel like a sort of withdrawal from the
outer world. As far as I can detect, these feelings are due to an actual rolling afterwards
and upwards of the eyeballs.” Example; while walking, doing small things, you use your
thought probably,

It is also your eye movement that the eye movement might be related to internal
representations. Let’s sight some example; ask one of your classmates to participate in
class and answer this question, observe his eye movement. “Who were the five people
you saw this morning? His eyes up and left: Non-dominant hemisphere visualization- i.e.
remembered imagery.

84
 In reading it has only two movements;

a. Fast reading (fast eye movement)

-Involuntary (jump) eye movement), scanning, skimming, and browsing

b. Slow reading (slow eye movement)

- Smooth eye movement, a rapid irregular movement of the eye as it changes

focus moving from one point to another. It is essential for becoming a successful reader.

2. Ear process - the hearing process begins when sound waves enter the auditory
canal and strike the eardrum, a membrane about one half inch across. When is capable
of handling over 73,000 vibrations per second. When sound hits the eardrum, it causes
movement of the hammer, anvil, and stirrup. The vibrations of sound are magnified by
about twenty times as they pass over the ossicles and enter into the small opening in the
inner ear without this amplication, we would be deaf, since about 99.9% of sound would
be reflected back out the ear. It would be like trying to talk someone who is under water.
This is the ingenious job of these amazing bones in the middle ear. They have been
designed to take sound energy from the ear, amplify it and transfer that energy into fluid-
filled inner ear structures. When this take place, a small electrical signal is made and
sent to a corresponding circuit in the auditory nerve that carries it instantly to the brain.

-Lenie Luana-

85
According to Thérien (1985), there are at least five distinct processes active every time
we read a text:

• Neuro-physiological (eye movements, the brain’s functions, etc.);

• Cognitive (the basic cognitive functions as studied by cognitive science);
• Argumentative/narrative (the act of following a complex sign such as a discourse,
a narrative, etc);
• Affective (emotional response); and
• Symbolic (interpretation of the text within the context of our own body of
knowledge and establishment of relations between the text being read and other
texts).

These five processes can be said to define three tasks: manipulation (the material
dimension of the reading process), comprehension, and interpretation. In other words, to
read a text is to be able to progress through it, which implies both manual and neuro-
physiological aspects. In a post-typographic era, we must consider how each of these
tasks changes and how the interrelations between them change as well. What does it
mean to manipulate an e-book? What new strategies must be developed now that the
basic element of reading, the page, is not present? Can manipulation be transposed
without any problems from one context (book culture) to another (screen culture or e-
book culture)?

The second task, comprehension, implies the semiotic dimension of the reading
process. To read a text is to understand what is written, which implies linguistic, cognitive
and affective aspects. E-books and hypermedia help produce new forms of texts,
requiring new strategies of comprehension.

The third task, interpretation, refers to the symbolic dimension of the reading
process. To read is to establish a relation between the text being read and other texts
that explain, illustrate, complete, or expand what is being read. If interpretation is the
minimal relation established between two texts by a reader, the second text facilitating
understanding of the first, then a networked reading environment would presumably help
bring about interpretation. And yet, this is not the case, as several early studies of
readers working in hypertext environments demonstrated (e.g., Kim & Hirtle, 1995; Foss,
1989; Rouet & Levonen, 1996). The possible problem here is one of over-interpretation:

86
when a reader makes connections that are not based on a complete or complex
knowledge of the text being read, that connection may confound rather than facilitate
interpretation. If the text is not "read"–if it has not been the object of an act of
appropriation–then its interpretation may quite easily be uote non fondé” – that is,
superficial, divergent instead of convergent (Eco, 1992).

• The three tasks involved in reading–interpretation, comprehension, and

manipulation are logically implied: interpretation logically implies comprehension,
which logically implies manipulation. This recalls C. S. Peirce's notion of
prescission: to have a 3, you need a 2, and to have a 2, you need a 1. 1 can
stand by itself, but 2 needs, just to exist, a 1, and so on. This is to say that that
we cannot have complex forms of interpretation if we do not have adequate
forms of comprehension, which themselves require satisfactory forms of
manipulation

A model of reading
One of the first and most significant, computational models is that created by
Rumelhart and McClelland (1981). Theirs is an interactive activation model based on
three levels of processing following from visual input; the feature level (which detects the
individual features of letters), the letter level (which collates input from the feature level
to detect letters), and finally, the word level (which takes the outputs of the letter level to
detect words). As it stands, this is just a hierarchical model

-Jason Mandalones-

87
READING AS A LANGUAGE
PROCESS
(Halliday, Fries)

Reported by:

Balgua, Cherry Lou

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

88
 READING AS A LANGUAGE PROCESS

It is the process of decoding symbols for the purpose of deriving meaning and/or
constructing meaning. It is considered as the 3rd of the four language skills: (1) listening,
(2) speaking, (3) reading, and (4) writing.
When we're reading whether it's a text or a passage, it is made up of language.
Michael Halliday identifies seven functions that language has for children in their early
years. Children are motivated to acquire language because it serves certain purposes or
functions for them. The first four functions help the child to satisfy physical, emotional
and social needs. Halliday calls them instrumental, regulatory, interactional, and
personal functions.

• Instrumental: This is when the child uses language to express their needs (e.g.
‘Want juice')
• Regulatory: This is where language is used to tell others what to do (e.g. 'Go
away')
• Interactional: Here language is used to make contact with others and form
relationships (e.g. 'Love you, mummy')
• Personal: This is the use of language to express feelings, opinions and individual
identity (e.g. 'Me good girl')

• Heuristic: This is when language is used to gain knowledge about the

environment (e.g. 'what the tractor doing?')
• Imaginative: Here language is used to tell stories and jokes, and to create an
imaginary environment.
• Representational: The use of language to convey facts and information.

Michael Halliday and Charles Fries both viewed reading as a language process
wherein as one reads he carries with him his language skills of listening and speaking.
Before a child learns how to read, he first learns to listen to the people around him and
after that follows what they say. Let's take an example: Before a child learns the
alphabet, his teacher first pronounces those letters and the child listen first and repeat
what she said.

-Cherry Lou Balgua-

89
READING AS A COGNITIVE
PROCESS
(Piaget)

Reported by:

Villota, Ercheney

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

90
 READING AS A COGNITIVE PROCESS

Have you ever wonder why Reading is so difficult to remediate?

The answer is that reading is not a subject. It is a process, a thinking process.

Reading is described as many ways by different people. Some describe it as a

thinking (cognitive) process. Others say it is the reconstruction and interpretation of
meanings behind printed symbols. Still others say it is the process of understanding
written language. All these explanations of reading are accurate. Despite continuing
disagreement about the precise nature of the reading process, there are some points of
general agreement among reading authorities.

One such point is that comprehension of written material is the purpose of

reading. In fact, we considered reading comprehension and reading to be synonymous
because when understanding breaks down reading actually is not occurred. Perhaps
more than any other word “meaning” appears in definitions of reading. Readers are
involved in constructing meaning from text.

Reading involves a series of interlinked cognitive processes. These processes

are not inbuilt for reading. They cannot be as reading is only a very recent innovation in
the course of human history, and thus we could not have evolved such a specific
process in such a short space of time. Reading out loud is more complex process the
just normal, silent, reading. However it is not a distinct process. Instead it involves all the
same processes as reading silently, and then this processing leads onto further stages
of processing which more speech-related.

Cognition- ability to acquire knowledge: the mental faculty or process of acquiring

knowledge by the use of reasoning, intuition, or perception; knowledge acquired:
knowledge acquired through reasoning, intuition, or perception

Reading is a multi- dimensional cognitive process of decoding symbols fro the

purpose of deriving meaning and constructing meaning.

91
 Stimulus Receptors Brain Response
Text being Eyes and Decoding and Reaction
read ears interpretation done

Cognitive Elements of Reading

Anya ti nagan mo?

The sum of the square of the two legs is equal to the square of the hypotenuse
Earth revolves around the Sun once every year, or 365.25 days.
n∑xy-(∑x)(∑y)
r = _______________________________
_____________________________
√ [n∑x^2 - (∑x) ^2] [n∑y^2 – (∑y) ^2]
Résumé – a summary of somebody's educational and work experience, for the
information of possible future employers.

Have you understand all the statements above?

Some text can be uttered easily but cannot be understood by the reader because
ther are some cognitive elements that need to be met for you to understand or
comprehend what you are reading. These include:

Reading Comprehension – is the ability to understand the text being read.

Language Comprehension – is the ability to understand the spoken language.
Background (Schemata theory) – schemata on the new ideas is an important support
to the reader.
Linguistic – know the structure of the language.
Phonology – know the pronunciation of each phoneme in each word.
Syntax – know the rules of that language.
Semantics – know the meaning of the word parts and the meaning of each word in the
particular language.
Decoding – is the ability to transform symbols forming a phoneme to sounds
Cipher – the pronunciation and spelling correspondence.
-Ercheney Villota-

92
READING AS A SKILL/S
(Gray/Gates)

Reported by:

Felizardo, Ruby

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

READING SKILLS ACQUISITION

93
 Reading skills acquisition is the process of acquiring the basic skills necessary
for learning to read; that is, the ability to acquire meaning from print.

Skills required for proficient reading

According to the National Reading Panel, the ability to read requires proficiency
in a number of language domains: phonemic awareness phonics (sound-symbol
correspondence), fluency, vocabulary, and text comprehension.

Phonemic Awareness
This is the ability to distinguish and manipulate the individual sounds of
language. The broader term, phonological awareness, also includes rhymes, syllables
onsets and rimes.

Phonics
It is method that stresses the acquisition of letter-sound correspondences and
their use in reading and spelling. This helps beginning readers understand how letters
are linked to sounds (phonemes), patterns of letter-sound correspondences and spelling
in English, and how to apply this knowledge when they read.

Fluency
This is the ability to read orally with speed, accuracy, and vocal expression. The
ability to read fluently is one of several critical factors necessary for reading
comprehension. If a reader is not fluent, it may be difficult to remember what has been
read and to relate the ideas expressed in the text to his or her background knowledge.
This accuracy and automaticity of reading serves as a bridge between decoding and
comprehension.

Vocabulary

94
 A critical aspect of reading comprehension is vocabulary development. When a
reader encounters an unfamiliar word in print and decodes it to derive its spoken
pronunciation, the reader understands the word if it is in the reader's spoken vocabulary.
Otherwise, the reader must derive the meaning of the word using another strategy, such
as context.

Four types of reading skills used in every language:

Skimming
It is used to understand the "gist" or main idea Scanning - used to find a
particular piece of information Extensive reading - used for pleasure and general
understanding Intensive reading - accurate reading for detailed understanding.
Skimming is used to quickly gather the most important information, or 'gist'. Run
your eyes over the text, noting important information. Use skimming to quickly get up to
speed on a current business situation. It's not essential to understand each word when
skimming.
Examples of Skimming:
· The Newspaper (quickly to get the general news of the day)
· Magazines (quickly to discover which articles you would like to read in more detail)
· Business and Travel Brochures (quickly to get informed)

Scanning
It is used to find a particular piece of information. Run your eyes over the text
looking for the specific piece of information you need. Use scanning on schedules,
meeting plans, etc. in order to find the specific details you require. If you see words or
phrases that you don't understand, don't worry when scanning.
Examples of Scanning
· The "What's on TV" section of your newspaper.
· A train / airplane schedule
· A conference guide

Extensive reading

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 It is used to obtain a general understanding of a subject and includes reading
longer texts for pleasure, as well as business books. Use extensive reading skills to
improve your general knowledge of business procedures. Do not worry if you understand
each word.
Examples of Extensive Reading
· The latest marketing strategy book
· A novel you read before going to bed
· Magazine articles that interest you

Intensive reading
It is used on shorter texts in order to extract specific information. It includes very
close accurate reading for detail. Use intensive reading skills to grasp the details of a
specific situation. In this case, it is important that you understand each word, number or
fact.
Examples of Intensive Reading
· A bookkeeping report
· An insurance claim
· A contract

-Ruby Felizardo-

96
READING AS A PSYCHO –
SOCIAL PROCESS
(Erikson, Vygotsky)

Reported by:

Castor, Rose Fay

Doinog,Jhoan

Esmer, Janice

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

READING AS A PSYCHO – SOCIAL PROCESS

97
 According to Erikson, the socialization process consists of eight phases - the
"eight stages of man." His eight stages of man were formulated, not through
experimental work, but through wide - ranging experience in psychotherapy, including
extensive experience with children and adolescents from low - as well as upper - and
middle - social classes. Each stage is regarded by Erikson as a "psychosocial crisis,"
which arises and demands resolution before the next stage can be satisfactorily
negotiated. These stages are conceived in an almost architectural sense: satisfactory
learning and resolution of each crisis is necessary if the child is to manage the next and
subsequent ones satisfactorily, just as the foundation of a house is essential to the first
floor, which in turn must be structurally sound to support and the second story, and so
on.

Erikson's Eight Stages of Development

1. Learning Basic Trust versus Basic Mistrust (Hope)

Chronologically, this is the period of infancy through the first one or two years of
life. How many toddlers can name all the characters on their favorite TV show? My niece
knew the names of all the character on the show.At beginning of one until age two.
Some of them were so similar I did not even notice the difference at first glance. I
realized that if he has no problem learning all of those characters, what is stopping him
from learning all of the letters of the alphabet? The only thing stopping him is the fact
that he is not exposed to it. Instead of allowing him to spend all of his time learning
cartoon characters, why not introduce him to the letters of the alphabet?

2. Learning Autonomy versus Shame (Will).

It starts from 18 months or 2 years and 3½ to 4 years of age. The "well -
parented" child emerges from this stage sure of himself, elated with his new found
control, and proud rather than ashamed. There are many two-year old boys and girls
running around singing all 26 letters of the alphabet to the tune of "Twinkle Little Star."
However, learning to recognize letters does not usually start until at least four or five
years of age. Letter recognition is usually the beginning of learning to read in
kindergarten.
3. Learning Initiative versus Guilt (Purpose)

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 This psychosocial crisis occurs during what he calls the "play age," or the later
preschool years (from about 3½ to, in the United States culture, entry into formal
school). Looking for games and activities to keep the little guy busy? Preschool is all
about developing the skills to get the kid ready for kindergarten. From reading activities
that get a child comfortable with the alphabet, to math activities that get her counting and
sorting, we've got fresh ideas to keep a kid learning on the fly.

4. Industry versus Inferiority (Competence)

This psychosocial crisis is handled, for better or worse, during what he calls the
"school age," presumably up to and possibly including some of junior high
school. Research indicates that if children do not become successful readers by the end
of third grade, it is very difficult for them to catch up with their peers in later years. Clay
(1993) explains that inappropriate reading habits can be a real stumbling block to higher
levels of understanding. The probability that a child who is a poor reader at the end of
first grade will remain a poor reader at the end of fourth grade is 88% (Juel 1988)

5. Learning Identity versus Identity Diffusion (Fidelity)

During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about
20) the child, now an adolescent, learns how to answer satisfactorily and happily the
question of "Who am I?" But even the best - adjusted of adolescents experiences some
role identity diffusion: most boys and probably most girls experiment with minor
delinquency; rebellion flourishes; self - doubts flood the youngster, and so on.

6. Learning Intimacy versus Isolation (Love)

The successful young adult, for the first time, can experience true intimacy - the
sort of intimacy that makes possible good marriage or a genuine and enduring
friendship.

7. Learning Generativity versus Self-Absorption (Care)

In adulthood, the psychosocial crisis demands generativity, both in the sense of
marriage and parenthood, and in the sense of working productively and creatively.

8. Integrity versus Despair (Wisdom)

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 If the other seven psychosocial crisis have been successfully resolved, the
mature adult develops the peak of adjustment; integrity. He trusts, he is independent
and dares the new.

These eight stages of man, or the psychosocial crises, are plausible and
insightful descriptions of how personality develops but at present they are descriptions
only. We possess at best rudimentary and tentative knowledge of just what sort of
environment will result, for example, in traits of trust versus distrust, or clear personal
identity versus diffusion. Helping the child through the various stages and the positive
learning that should accompany them is a complex and difficult task, as any worried
parent or teacher knows. Search for the best ways of accomplishing this task accounts
for much of the research in the field of child development.

Socialization, then is a learning - teaching process that, when successful, results

in the human organism's moving from its infant state of helpless but total egocentricity to
its ideal adult state of sensible conformity coupled with independent creativity.

-Rose Fay Castor-

100
 VYGOTSKY SOCIO- CULTURAL
THEORY OF DEVELOPMENT

There are two central factors in socio- cultural theory of development

according to Vygotsky, it is the social interaction and language. For him the best
way to learn the child is social interaction and language. Through this social interaction
the child communicate others and learned more things from them. In language
according to him through language the child can adopt new information and of course
they learned how to understand everything.

Vygotsky said that if the child can talk to themselves it is called private
speech. Private speech is a form of self talk that guides the child thinking, action and
then when the child know how to do the task vygotsky said that scaffolding can help
the child to learned by giving support or assistance of others. And when the learners
become more proficient, able to complete the task on their own that they could no
initially do without assistance is called scaffold and fade away technique.

-Jhoan Doinog-
-Janice Esmer-

101
READING AS A DEVELOPMENTAL
PROCESS
(Chall)

Reported by:

Longga, April Vanessa

Paz IV, Roman

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

102
 READING AS A DEVELOPMENTAL PROCESS

According to the National Reading Panel, the ability to read requires proficiency n
a number of language domains; phonemic awareness, phonics (sound-symbol
correspondence), fluency, vocabulary, and text comprehension.

Phonemic awareness – The ability to distinguish and manipulate the individual sounds
of language. The broader term, phonological awareness, also includes rhymes,
syllables, and onsets and rimes.

Phonics – The method that stresses the acquisition of letter-sound correspondences

and their use in reading and spelling. This helps beginning readers understand how
letters are linked to sounds (phonemes), patterns of letter-sound correspondences and
spelling in English, and how to apply this knowledge when they read.

Fluency – The ability to ready orally with speed, accuracy, and vocal expression. The
ability to read fluently is one of several critical factors necessary for reading
comprehension. If a reader is not fluent, it may be difficult to remember what has been
read and to relate the ideas expressed in the text to his or her background knowledge.
This accuracy and automaticity of reading serves as a bridge between decoding and
comprehension.

Vocabulary – A critical aspect of reading comprehension is vocabulary development.

When a reader encounters an unfamiliar word in print and decodes it to derive its spoken
pronunciation, the reader understands the word if it is in the reader’s spoken vocabulary.
Otherwise, the reader must derive the meaning of the word using another strategy, such
as context.

Reading Comprehension – The NRP describes comprehension as complex cognitive

process in which a reader intentionally and interactively engages with the text. Reading
comprehension is heavily dependent on skilled word recognition and decoding, oral
reading fluency, a well-developed vocabulary and active engagement with the text.

103
 STAGES OF READING DEVELOPMENT

Learning to read doesn’t just happen. It has to be taught through systematic,

organized instruction. Reading is a skill which is built upon through stage and is an
ongoing process.

If a stage of reading development has not been learned, students will

flounder/straggle in their reading ability, which also affects their writing skills. It is
imperative/very important that teachers make certain students fully understand each
stage of the reading/writing process before they move on the next level.

Jeanne Chall, world renowned reading expert psychologist for fifty years, and
past professor emeritus at Harvard University cites her five stages of reading
development below. Each stage builds on skills mastered in earlier stages; lack mastery
at any level can halt the progress beyond that level.

Stage 0: Pre-reading Stage – birth to age 6.

It is the unsystematic accumulation of understandings about reading between
pre-school and kindergarten.

• The learner gains familiarity with the language and its sounds. A person in this
stage becomes aware of sound similarities between words, learns to predict the
next part in a familiar story, and may start to recognize a few familiar written
words. Chall’s Stage 0 is considered comparable to what is often called “reading
readiness.” Typically developing readers achieve this stage about the age of 6.

The pre-reading stage is when the learner grows in their control of language,
both semantics and syntax. The child is increasing their conceptual knowledge and
beginning to develop an understanding of the world around them. The learner relies on
their non-visual information and contextual knowledge to begin reading. During this
emergent stage the child relies heavily on the contextual information provided by the
pictures in the text and by the way the story mimics the spoken language and highly
predictable language. The learner during this stage uses logographic information to
make guesses about words. The learner also begins to develop insights into the nature

104
of words and begins to realize that words are made up of sounds, and that some of
these words have the same beginning and ending sounds. This phonetic-cue phase of
reading development helps the child begin to recognize rhyme and alliteration. For the
reader to be successful at this stage of learning they need to have many learner
centered activities that encourage the connection between their non-visual information
and the visual information of the text. A top down approach to teaching reading, which
follows a whole language model of reading, has shown positive gains in reading
performance for the stage 0 readers.

Stage 1: Initial Reading or Decoding Stage – Grades 1-2 or Ages 6-7.

Student’s central task is learning arbitrary letters and associating them with
corresponding parts of spoken wards. Learner acquires knowledge about reading.
Phonics

• The learner become aware of the relationship between sounds and letters and
begins applying the knowledge to text. This demonstrates the reader has
achieved understanding of the critical concept of the alphabetic principle and is
learning sound-symbol correspondences, the alphabetical code.

Once the learner is successful in stage 0 and has progresses from the phonetic-
cue phase of reading and is becoming more aware of letter/sound relationships, the
learner has now progresses into the cipher phase of reading and is Stage 1 reader.
During this stage, the reader often relies heavily on the text and focuses attention on the
visual information. The child begins gluing to print and sounding out words. Even words
that were easily recognized in stage 0 may now be sounded out by the stage 1 reader.
The stage 1 reader is attempting to break the code of print. They realize that letters and
letter combinations represent sounds. To this child decoding is extremely important. A
bottom up approach to teaching reading may be more appropriate for this stage of
development. Teacher directed modeling and instruction on the aspects of decoding is
crucial during this stage. This is the one stage where whole language may nit be the
approach for the instruction of reading.

105
Stage 2: Confirmation, Fluency, Ungluing from Print, Automaticity Stage – Grades
2-3, Ages 7-8.
Consolidation of what was learned in Stage 1. This requires reading many easy
and familiar books for the developmental reading. There is a gradual increase in
functional and recreational reading. Commonly use of the basal readers. Functional
reading is important – content area texts- this is where we fail in our attempts to prepare
our students. The range of possible recreational reading increases.

• This stage involves confirming the knowledge acquires in the previous two
stages and gaining fluency on those skills. Decoding skills continue to improve,
and they begin to develop speed in addition to accuracy in word recognition. At
this point, the reader should be able to give attention both to the meaning and to
the print, using them interactively to build their skills and fluency. This stage is
critical for the beginning reading. If the developing reader stops making progress
during this stage, the individual remains, in Chall’s words, “glued to the print.”
Typical developing readers usually reach this stage around the age of 8.

The job of the teacher is to keep the learner in perpetual forward movement.
Once the child has become successful at the aspect of decoding it is time to progress
forward. No teacher desires a child to be a word caller, or a reader who glues to text. A
good reader is a fluid reader, who automatically decodes words, thus freeing up the
attention for higher levels of comprehension and meaning. As the child progresses
through stage 1 they acquire orthographic knowledge of words. They recognize patterns
of words and reach a level of automaticity in word recognition. This found ability enables
the reader to become more fluent. Chall often refers to this stage as ”more of the same.”
In other words the learner needs opportunity to hone/sharpen the skills of reading in
comfortable text and comfortable reading situation. Recreational reading encourages
safe fluent reading. Carver calls this area of reading, rauding. This stage is not for
gaining new information or using reading to learn, but is used to gain control of reading
so that when they become stage 3 readers they will be able to use the tool of reading to
successfully gain knowledge. Once again the reading emphasis switches to a more
whole language approach. The learner should be given the opportunity to read many
familiars texts. The greater the amount of practice and the greater the

106
immersion/fascination, the greater the chance of developing the fluency with print that is
necessary for the more complex nature of reading to learn.

Stage 3: Reading for Learning the New Stage: A First Stage – Grades 4-8, Ages 9-
13.
Readers need to bring prior knowledge to their reading. The children acquire
facts.

• Reading to learn: At this stage, motivation for reading changes. The reader has
enough reading skill to begin to read text in order to gain information. Reader’s
vocabulary development accelerates at this point resulting from increased
exposure to the written word. Typically developing children usually achieved this
stage in 4th grade, around the age of 9.

Stages 0-2 are considered the developmental stages of reading, “Learning to

Read.” Stage 3 however is associated with the content area reading, or “Reading to
Learn.” Now the reader must use reading as a tool for acquiring new knowledge. Before
the child entered stage 3 of reading, the child relied on the environment or the spoken
word to acquire new knowledge, but as the child enters stage 3, he/she must use
reading to gain novel/fresh information. Stage 3 is also characterized by the growing
importance of word meaning, prior knowledge and strategic knowledge. In order to
acquire new information, the learner must bring previous knowledge and experiences to
their reading. The reading in this stage is essentially for facts and the reader typically
comprehends from singular view point, reading during this stage is seen to be both top-
down and bottom-up process. Students need direct instruction, not necessarily in the
aspect of decoding, but in strategy activation and selection as well as comprehension
monitoring. Many teachers make the false assumption that just because the learner has
learned how to read narrative text, this ability will transfer over to successful reading to
expository text and reading to learn.

107
Stage 4: Multiple Viewpoints Stage – High school, Ages 14-18
It should include instruction in reading/study skills, and reading strategies for
success.

• The reader at this stage begins to be able to analyze what they read, understand
different points of view, and react critically to what they read. Typical readers are
developing this skill as set during the high school years, around ages 14 to 19.

The essential difference between the Stage 3 reader and the Stage 4 reader is that
the Stage 4 reader begins dealing with learning from the multiple viewpoints. The
successful stage 3 reader grows in their ability to analyze what they read and react
critically to the different viewpoints they encounter. When the learner becomes
successful with this type of critical comprehension they have progresses from stage 3 to
stage 4.The stage readers are able to deal with layers of facts and concepts and have
the ability to add and delete schema previously learned. This is essential as the learner
now interacts with more complex text and share multiple views and concepts.

Stage 5: Construction and Reconstruction Stage – College, age 18 and above.

Adult literacy should stress acquisition of skills useful to the participants and the
ability to apply those skills.

• At this stage, readers have learned to read selectively and form their own
opinions about what they read; they construct their knowledge from that of
others. This highest level of reading development is not usually reached until
college age, or later, and may in fact be achieved only by those who have
intellectual inclination.

Upon the arrival into stage 5 of reading, the students has learned to read certain
books and articles in the degree of detail and completeness that one needs for one’s
purpose. A stage 5 reader knows what not to be read, as well as what to read. During
stage 5, the reader has acquired the ability to construct knowledge on a high level of
abstraction and generality and to create one’s “truth” from the “truth of others. The more
the learner is immersed into one’s domain, the more conceptual knowledge the reader
has obtained. With this sophisticated level of domain specific knowledge, the more

108
critical the reader can become. They now have the ability to synthesize critically the
works of others and are able to form their own educated stance/position on the subject.

These are the stair steps of reading development. They are built upon and
climbed, as students grow in their literacy development. Some tine students get stuck in
one of the stages. It is our job as their teacher to “unstuck” them so they can move on to
the next phase and beyond, empowering them to become enthusiastic readers and
writers.

To understand more the differences of the stages reading development, here are
some things to consider:

• Stage 1 – Initial Decoding

The majority of students who experience difficulty acquiring decoding
skills do so not because of visual perceptual problems, as commonly
believed in the past, but because of problems with phonological aspects
of language.

An understanding of the phonetic structure of the English language is a

must if a poor reader is to become a good reader.

• Stage 2 – Fluency
It is only when the decoding process becomes automatic that is, both
accurate and rapid that attention is freed for higher-level reading
comprehension skills.

Without rapid word recognition, one cannot go on to stage 3.

• Stage 3 – Reading for Meaning

Once reading becomes both accurate and fluent, task of reading
becomes one of understanding the content. It is during this stage that
students expand their knowledge base.

109
 Students who are reading below their grade level lack significantly in their
knowledge base.

• Stage 4 – Relationships and Viewpoints

In stage 4, students learn to read more complex materials from various
sources. Effective reading is critical to success.

A child that has difficulty in reading falls further behind in school.

• Stage 5 – Synthesis
Ideally, this is type of intellectual pursuit that occurs at the college level.
The reader synthesizes information from variety of sources to form
hypotheses. Stage 5 reading emerges as a result of intensive study in a
content area.

The longer it takes a poor reader to become a good reader, the more
disadvantaged the student is. If student are to succeed in school and in
today’s world, it is imperative they all become good readers by the third or
fourth-grade.

STAGES of READING DEVELOPMENT`

The Major Qualitative Characteristics and How They Are Acquired

STAGE 0 STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

AGE “Pseudo Initial Confirmatio Reading for Multiple Construction
Reading” reading n and Learning the Viewpoints and
Preschool and Fluency New High school, Reconstructio
(ages 6 decoding Grades 2 Grades 4-8 grades 10- n
months to Grade 1 and 3 (ages 9-13) 12 College and
6 years) and (ages 7 and Phase A & B (ages 15- beyond
beginning 8) A. 17) (age 18+)
Grade 2 Intermediate
(ages 6 , grades 4-6
and 7) B. Junior
high school,
grades 7-9

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Major Pretend Learns Reads Major Reading Reading is
Qualitativ reading relation simple Qualitative widely from used for one’s
e Retells between stories with Characterist a broad own needs
Character story from letters and increasing ics and range of and purposes
istics and pictures sounds fluency Masteries complex Serves to
Masteries Names and by End of materials-- integrate
by End of alphabet between Learns to Stage expository one’s
Stage letters printed consolidate For the first and knowledge
Prints own and decoding, time, may narrative with that of
name spoken sight be Able to deal others to
Plays with words vocabulary, responsible with multiple synthesize
books, Able to & meaning for reading viewpoints and create
pencils, read context to independent new
paper simple read stories ly to knowledge
text and -learn new It is rapid and
containing selections ideas, efficient
high- -gain new
frequency knowledge,
words and -experience
phonically new feelings
regular and
words attitudes
Sounds Generally
out new from one
one- viewpoint
syllable
words
How Being Direct Direct Reading/stu Wide Wide reading
Acquired read to by instruction instruction dying reading and of ever more
someone and in advanced textbooks, study of difficult
who practice in decoding reference science and materials
responds letter- skills works, trade humanities
to child’s sound books, as well as Writing
interest relationshi Wide newspapers newspapers papers, tests,
Being ps reading w/ , magazines and essays that
provided Reading instructional Being magazines call for
with of simple and exposed to integration of
books, stories independent unfamiliar Systematic varied
paper, using materials vocabulary study of knowledge
pencils, simple and syntax words and and points of
letters, phonic Systematic word parts view
time patterns Being read study of
and high to at levels words Formal and
frequency above their Reacting to creative
words own to text through writing
develop discussions
language, and writing
Being vocabulary Reading of
read to at and more
a higher concepts complex
level to fiction, non-

111
 develop fiction, etc.
advanced
language
patterns,
new
words,
and ideas
Relations Most can Child’s About 3,000 At Reading Reading is
hip of understan reading words can beginning, comprehens more efficient
Reading d level is be read listening ion is better than listening
to children’s much comprehens than
Listening picture below the 9,000 or ion is still listening
books and language more words more comprehens
stories that is in listening effective ion of
read to understoo vocabulary than reading difficult
them d when By the end, material
heard Listening is reading and
Can still more listening are For poorer
understan At end of effective about equal readers,
d stage, than reading For good listening
thousands most readers, comprehens
of the children reading is ion may be
words understan more equal to
they hear d 6,000 or efficient reading
by age 6, more
but can words but
read few if can read
any of only about
them 600.

Implications:
Stage 3 is necessary for the industrial workplace
Stage 4 is an absolute for the informational age
Many readers never get beyond Stage 3 and most reading instruction ends before
students are adept at Stage 3 skills
Most remediation is done in Stage 1 and Stage 2 as well as Stage 3A
However, Stage 3A depends so heavily on adequate Stage 1 & 2 skills that decoding
and fluency may be more important for older students whose comprehension seems low

112
 -April Vanessa Longga-

READING AS A DEVELOPMENTAL PROCESS

When we say reading as developmental process it means that reading has a

stage to realize. This segment was connected to the study of Jeanne Chall. A
magnificent stage develops by Chall. This stages guide us to understand why and how
this things occur. In our discussion, the first thing that we should give emphasis is the
first stage in reading. The begging of reading should begin in this period. Remember the
time when we in the pre-school. The teacher demonstrates how to read it. She teaches
how to pronounce that word. In this manner the preschool child read by mimic the sound
even they don’t know the meaning.

Let’s begin in a basic concept, an agreement that reading as a process of

development involves a program for acquiring and developing reading concepts and
skills. This is based on the insight; the periods or stages in developing reading skills
coincide with the developmental stages of individual growth. Indeed, progress in reading
happens gradually and progressively. There are others ideas to give emphasis these are
the stages of individual development in reading .the stages are interrelated, each stages
being preparation next, development proceeds chronological in an upward movement
starting with the simplest to increasing the level of complexity, there are levels of reading
skills acquisition and lastly development is influenced by ones personal maturation social
demands values and aspiration.

The main target here is the learning result the reimbursement grasp of the
concept of development in reading, applied the understanding of wide-ranging
developmental reading strategies and motivated mastery of teaching capacity in
developmental reading. The central issues is an old matters, before we should give
emphasis in examine the schooling instruction, the relationship of poverty and disability
to reading difficulties and school achievement, and of the interdisciplinary nature of
learning to read. Particularly, influential in helping us understand how people actually
learn to read and in ensuring that the research evidence was used in the classroom to
help children. For example a problem reader was defined as one whose reading

113
achievement level was one or more years below grade level. In the fields or in the actual
setting, we can see the child development in reading by providing evidence which is
changing the reading program from one based on grades to one which recognizes the
developmental nature of the child. The developmental reading program is paying
attention on the learner in which instruction is both continuous (instruction in every
grade) and has continuity (skills are taught in a sequence). It differs sense in our earlier
stage reading programs in that it does more than give lip service to the naturalness of
individual differences and recognized that it is unrealistic to expect all children to achieve
equal mastery of all skill and to proceed through the skill sequence at the same rate.
Reading must be taught as a process, not as a subject so that we cannot meet a big
problem regarding in comprehension.

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 -Roman Paz IV-

INTRINSIC FACTORS
For Reading Achievement
(Motivation, Intelligence, Learning Styles, Self –
Concepts, Interest)

Reported by:

Evaristo, Daisy

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

115
 INTRINSIC FACTOR IN READING ACHIEVEMENTS

MOTIVATION

• The inside eagerness/willingness or motivation of a person to learn something

through reading.

READING MOTIVATION

• The prime component in reading motivation is being engaged.

• An engaged reader is one who reads for different purposes.

• Builds knowledge to construct new learning.
• Participate in meaningful social interaction in reading.
• See to understand.
• enjoy earning and
• They believe in their reading abilities.

Children who become engaged in reading can overcome the disadvantages of risk.

Chief component in reading motivation is thought to be self-efficacy.

• The ability of a person to judge his own capabilities in regard to a task. Seems to
play a major role in whether or not a child takes on reading challenge.

If a child has a high self-efficacy

• He sees a reading challenge ass just that something he can master if he works
diligently.
• Base on research a child who belief in their ability to accomplish a task in
reading, achieve good performance in both math and literacy.

116
 READING CHALLENGE

• Another motivation in reading, wherein thee are goals need to accomplish.

Ex. *List of questions need to answer.

*There are rewards.

A competent reader is intrinsically motivated.

*Behaviors of a competent intrinsically motivated reader.

• They read for their own sake.

• They read for personal interest.
• Have a sense of deep immersion during the reading process.
• Find challenges material.
• Enjoying the experience.
• Read for longer amount of time.
• Greater cognitive proficiency in reading.
• Reading for more positive effects.

Major aspects in motivated intrinsic reader

• consisting of curiosity

• involvement

• Preference for challenge

INTEREST

*Some important teaching tips in getting children interest to read.

1. Focus on the content.

2. Avoid language exercise and tests.

117
3. Read parts of the story dramatically.

4. Teach helpful strategies such as predictions and inference.

5. Talk about what the students read at home.

118
 -Daisy Evaristo-

EXTRINSIC FACTORS
For Reading Achievement (The Material and the
Teacher as X – Factor)

Reported by:

Sarmiento, Roselle

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

119
 EXTRINSIC FACTOR FOR READING ACHIEVEMENT
(The material and the teacher as x-factor)

EXTRINSIC MOTIVATION

Rewards Punishments

Formula 1:
EXTRINSIC (task relates to current and future goal)
+ REWARDS (external rewards)
MOTIVATION

*Motivation is a force that makes people to do (or not to do) something

Formula 2:
CHILD READING
+ NUMBER BREADTH
ACHIEVEMENT

*If the amount of child reading is increasing, the amount of breadth reading also
increasing which increasing the reading achievement. A reciprocal relationship will
happened if the children do not read.
Therefore, we can conclude that the main determination of reading achievement is
MOTIVATION.

120
 PAST DISLIKE
READING AVOID TO READ
EXPERIENCE

MINIMUM LACK OF
ACHIEVEMENT EXPERIENCE

FLOW OF LACK MOTIVATION AMONG STUDENTS

MOTIVATION INTRINSIC

REWARDS
EXTRINSIC
PUNISHMENTS

COMPETITION IN READING READING FOR

READING RECOGNITION GRADES

TYPE OF EXTRINSIC MOTIVATION THAT EXIST AMONG LEARNERS

On this topic, we will only discuss two parts of motivation which have connection with
extrinsic.
A) Materials
1. Ability to locate needed reading material
 use index
 use of table of contents
 use of dictionary
 use of encyclopedia
 use of library card files
 use of others bibliographic aids
 use of skimming in search for information
2. Ability to comprehend informational material
 application of general comprehension
 develop specific skills that needed by special subject matters

121
 3. Ability to select material needed

These three points have related to win student interest. Without interests all the effort will
be useless. Therefore, teacher should arouse the learners to have their interest.
To develop the interest, learners should:
a. read material which is either recreational or functional reading
b. enjoyable story/lessons
B) Teacher as x-factor

122
 -Roselle Sarmiento-

SELF – FULFILLING PROPHECY

Reported by:

Maano, Ma. Cherielyn

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

123
 SELF – FULFILLING PROPHECY

Description
If a person thinks we are clever or stupid or whatever, they will treat us that way.
If we are treated as if we are clever, stupid, or whatever, we will act and even become
this way. This person has thus had their prophecy about us fulfilled. This is also known
as Pygmalion Effect.

A self – fulfilling prophecy is a prediction that directly or indirectly causes it to

become true, by the very terms of the prophecy itself. Although examples of such
prophecies can be found in literature as far back as ANCIENT GREECE and ANCIENT
INDIA, it is 20th – century SOCIOLOGIST ROBERT K. MERTON who is credited with
coining the expression “SELF – FULFILLING PROPHECY” and formalizing its structure
and consequences.

A prophecy declared as truth when it is actually false may sufficiently influence

people, either through fear or logical confusion, so that their reactions ultimately fulfill the
once – false prophecy.

Richard Wiseman discusses the role of self – fulfilling prophecies in human

psychology. For example, a person who expects people to be friendly may smile more
and thus receive more smiles while a person expecting to be lucky

-Ma. Cherielyn Maaño-

124
THE PYGMALION EFFECT

Reported by:

Climaco, Geneva

Submitted to:

Dr. Lourdes Abiog

Educ.5 Instructor

Pamantasan ng Lungsod ng Marikina

125
 THE PYGMALION EFFECT

The Pygmalion Effect (Rosenthal Effect) refers to situation in which students

perform better than the other students simply because they are expected to do so. It is a
form of self fulfilling prophecy, and in this respect, students with poor expectations
internalize their negative label and those with positive labels succeed accordingly. The
effect is named after George Bernard Shaw’s play Pygmalion, in which a professor
makes a bet that he can teach a poor flower girl to speak and act like an upper class
lady, and is successful.

The main idea concerning The Pygmalion Effect is that if you believe that
someone is capable of achieving greatness, then that person will indeed achieve
greatness. The Pygmalion Effect enables student to excel in response to the teachers
message that they are capable of learning and expected to learn. The Pygmalion Effect
is one big demonstration of the effect of teachers.

“If he is unskilled, he leaves scars on the lives of the young children, cuts deeply
into their self-esteem and distorts their image of themselves as human beings, but if he
is skillful and has high expectations of his students, their self-confidence will grow, their
capabilities will develop and their productivity will be high.”-J. Sterling Livingston

ROSENTHAL-JACOBSON STUDY
German-born US psychologist Robert Rosenthal (1933) and the US
schoolteacher Lenore Jacobson (1926) published a book entitled “Pygmalion in the
Classroom”. In their study, they showed that if teachers were led to expect enhanced
performance from some children, then the children indeed show that enhancement. The
purpose of it was to support the hypothesis that the reality can be influenced by the
expectations of others.

-Geneva Climaco-

126