Process of Reading Simplified • Reading for leisure and entertainment

(recreational reading)
• Recognize printed language • Light type of reading
• Assign meanings to symbols based on schemata • Reading in a comfortable, enjoyable and
relaxed manner
• Relate schemata with the author's ideas
E. Detailed study
• Create or modify knowledge about the text based
on combines schemata and author's ideas • SQ3R
§ Survey
Three ways of processing info when reading
§ Question
§ Read, Recall and Review
• Bottom - Up
o You start with no schema • Concentrated reading and proper note
o Book to mind taking
F. Literature
• Top - down approach
o Base on schema • Intends to familiarize you with different
genres of literature
o Great dependence on schema
§ Novels, short stories, biography,
• Interactive drama, ballad, lyrics, sonnet, epic,
o Balanced between schema and current
folk
reading
• Literary Standards
§ Artistry - appeals to sense of
How to be a good reader:
beauty
• Reconstruct your schedule § Intellectual Value
o You have to give some time for reading (daily)
§ Spiritual Value
o Make reading a part of your daily routine
§ Suggestiveness
• Equip yourself with good eyes § Permanence
o Adequate light § Universality
o Distance § Style
o Not moving 2. PISA
• Ask yourself questions while reading o Programmed for International Student
o Define your goals in reading Assessment
• Always go back to "why " you wanted to o Established to test skills of knowledge (15 y/o)
read the material in the first place o International survey (every 3 years)
• Investigate further o Reads for;
o investigate on a wide range of reading • Education
materials that interests you and give them a try § Reading because it is required
• Negotiate with your environment • Public Use
o Create an environment that is conducive for § Done for social consciousness
reading • Work
• Gauge your reading capability § Reading for application
o Know your reading level to know which § Reading to do
material suits you best • Private Use
§ Leisure
Types of Reading; Contextualized § Personal reasons
1. Purpose § Reading materials about people's
o Reasons why people read lives, fictitious happenings, as well
o Skimming as various expository texts for
• General Understanding of the text learning purposes
• Fastest type of reading based on
purpose 3. Program
• Rapid-survey reading • Different strategies or instructions
o Read Aloud
B. Scanning • Student is asked to say out loud the
• Look for specific information in the text words in the text after the teacher has
• Quick reading read the text
• Search Reading • Teacher modeling of good expressions,
proper pacing and correct
C. Intensive pronunciation
• Academic reading o Shared
• Functional reading • Collaborative Reading
• Word for word type of reading • Two or more reading the text together
• Demands a great deal of CAR (Content
are Reading o Group
D. Extensive • Allows flow of different thoughts and
opinions
 o Guided o Speed Reading
• Left alone to do a silent or soft reading of • Absorb information at an extra speedy
the material with provision of guide reading act
questions and activities • Disadvantage; missed details, not
• Use of contextual clues, examine understand, misunderstand
illustrations, activate schemata, discuss
or narrate things about the reading o Sub-vocalized
material • Reading occurs when you recognize the
• There are guide questions form of the word and internally sound it
o Fluency in your mind had it been read out loud
• Read out load words until a mastery is • Advantages; Prevents you from doing a
achieved quick reading or comprehension of the
• Gain Mastery of the pronunciation, text; aids retention and memory
phrasing, pausing, intonation or stress of • Disadvantages; Prevents your reading
the text speed and comprehension
• Activities:
§ Choral o Proof-reading
§ Taped • Address typographical errors and grammar
§ Timed lapses
§ Buddy • May happen even without comprehension
• Combination of Teacher Modeling, • Delays understanding of the text and
Repeated Reading and Progress o SPE (Structure- proposition-evaluation )
Monitoring • Explained by Mortimer Adler in his book,
o Independent How to read a book, this type of reading
• A reading program where a regular takes place in three stages
number of hours is dedicated to reading 1. Recognizing language structures
only 2. Making inferences
• Reading Materials are selected buy the 3. Evaluating ideas, reasons or
students conclusion

o Developmental o Multiple Intelligence

• Aim is to refine your reading- • Musical Intelligence - intelligence used in
comprehension skills by letting you remembering a tone, singing a song or
experience different reading stages composing a sonata
• Reading readiness in the nursery and • Linguistic
kindergarten level • Logical - Mathematical
• Beginning reading in Grades 1 and 2 • Bodily- Kinesthetic - ability to use the body
• Rapid Growth in Grades 3 and 4 effectively
• Refining and widening reading in the • Spatial - ability to perceive the world
intermediate, high school, college level accurately and to recreate or to
and beyond the tertiary level transform aspects of the world
• Interpersonal - used in responding to the
o Selective needs o f the others and communicating
• Skimming and scanning as the main with others
reading acts • Intrapersonal - capacity to look into oneself
• Teacher directs student’s attention on for self-knowledge or self- understanding
selected parts of a text for good emotional life
o Remedial • Naturalist
• Done when one has very limited • Existential
vocabulary poor comprehension
abilities, and negative reading attitudes
• Submitting oneself to a reading program
that will give you special reading sessions
under the guidance of a reading
specialist

o Strategic
• Meta-cognitive reading; thinking out loud
• Latest type of reading
• Requires a reader to be alert, awake or
active in reading
4. Performance
o Understanding