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The Nature of
Reading Presented by:
Rosalina J. Villaneza
Chief
Teaching and Learning Division
Bureau of Learning Delivery

Delivered by:
Elma Sy-Quimpo
EPS – Dipolog City
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1. Examine teaching practices that will help uncover belief in the

Learning reading process;

Objectives 2. Explain the nature of reading;

3. Realize that the reader has a significant role in the reading process

and that his/her attitude and motivation affect his/her reading

performance; and

4. Apply research-based practices in teaching children learn to read

and read to learn

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Before children learn to read they should

Agree or know the sounds of most letters.
Disagree

Awareness of the sounds of the language is a fundamental skill in learning to

read. This leads to associating the sounds (phonemes) with the corresponding
letter symbols (graphemes).
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The more symbols (letters or words)

there are in a text, the longer it will take to
Agree or
Disagree read it.

This is actually true. But if smaller sense units (words, phrases) are combined into bigger,
coherent ones (sentences, paragraphs), the whole is much faster to read than if they are
separate or incoherent.

Therefore, learners will read more successfully, if given whole meaningful units of text to read
rather than disconnected bits.
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We gather meaning from what we

read.
Agree or
Disagree

The word “gather” implies that somehow the meaning of a

text is there in the words and all we need to do is pick it up. The construction of meaning that occurs in
reading is usually a combination of decoding and understanding words, phrases, and sentences – the text
(bottom –up processes) and one’s previous knowledge or schema of the text content and genre (top – down
processes).

The more background knowledge a reader has that connects with the text being read, the more likely the
reader will be able to make sense of what is being read.
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When one reads, one tries to find some
cues in an effort to make sense of the written
Agree or text.
Disagree

When one reads, he tries to find some cues in an effort to make sense of the written text. The
available language information consists of sounds and symbols (graphophonic cues), language
structure or grammar (syntactic cues), and knowledge which is part of the reader’s background
(semantic cues).

These cues answer the following questions: Does it look right? Does it fit the sense of the
story?
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Visual information provided by maps,
charts, or pictures help young readers
Agree or store and retrieve information they
Disagree
have read.

Sometimes, a reader does not have sufficient background information about a text. A diagram,
a chart, or any picture cues can help young readers to better understand what they read.
 A reader who is familiar with the 8

subject matter of a text already has a

Agree or
Disagree basis for making sense of it.

The more background knowledge a reader has to connect with the text being read, the more likely
the reader will be able to make sense of what is being read.
Deeping of the
Concept
(video presentation)
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1. What is READING? What does dynamic reading mean?

Before watching the video, take note of the following
questions…
2. What are the important and/or crucial elements needed by
the reader to be able to interact with the text?

3. What are the five alternative views about READING?

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This is an asynchronous activity

4. Using the chart, fill in the column as indicated:

Nature of Reading Key point/Your take Its implication to you What do you think are
(Views about Reading) away as reading teachers/ the challenges based
supervisor/ school on what is/are the
head realities in the field?
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5
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..\Desktop\ELLN\Sesyon 1_ VIDEO Kalikasan ng Pagbasa.mp4

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1. What is READING? What does dynamic reading mean?

It is a dynamic process in which the reader interacts

with the text to construct meaning. Inherent in
constructing meaning is the reader’s ability to activate
prior knowledge, use reading strategies, and adapt to the
reading situation.
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2. What are the important and/or crucial elements needed by

the reader to be able to interact with the text?

1. It expands their vocabulary.

While reading, they might come across words they have never heard – prompting
them to find out what they mean. As a result, they add it to their vocabulary.
2. It makes them better at it.
Practice makes perfect. The best way to get better at reading is just to do it!
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3. It helps build independence and self-confidence.

As they learn that they no longer have to rely on their parents to read things to
them, they develop a sense of independence. Through reading, they can begin to
understand the world on their own.

4. It keeps them safe.

Traffic signs have words and so do warning labels. Reading allows kids to
understand when something says it could harm them.

5. It helps them make sense of the world around them.

As they learn to read, they are able to determine what things around them say –
from signs to stickers to labels. Being able to read helps them understand what is it and
the purpose it serves.
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6. It leads to their future academic success.

A child must be able to read in order to even progress through school. Reading is
essential to following the instructions on the test and being able to even understand or
answer the questions.

7. It enhances their imagination.

As a child reads, they can begin to imagine where the characters are. They might
even create their own little world, as well. Reading enhances their imagination by
forcing them to picture what the character actually looks like and who they are.
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8. It entertains them.
It gives them something good to do – especially once they can start reading
chapter books with no pictures, forcing them to really get into their imagination and
therefore, really get into the book as well.

9. It improves their grammar.

Through reading, they can see how the author composed their sentence
structure and grammar. This can also help improve their communication skills as
they determine how it should be read using clues such as punctuation.
10. It improves their writing skills.
Because reading helps improve their vocabulary, communication, and grammar
skills, it ultimately improves their writing skills as well.
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3. What are the five alternative views about READING?

1. Reading as Skill vs. Skills

Reading is viewed as a unitary skill that we use to process text.

This unitary skill can be analyzed in terms of component subskills

or global skills.
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2. Reading as Process
a. It is a complex process of making meaning from a variety of symbols and
conventions.
b. The readers use three primary sources of information or cues to read a text:
Meaning – to tell if what they read makes sense with our prior knowledge and fits with the sense of
the story.
▪ Structure – to verify that what is read sounds like language patterns of speech (grammatically
correct) and / or book language.
▪ Visual Graphophonic – to check that words look right or have correct letter / sound association.
c. Three types of processing are done:
▪ Bottom-up processing – from parts to whole
▪ Top-down processing – from whole to parts
▪ Interactive processing – whole to parts to whole
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3. Reading as Comprehension
● Comprehension occurs in the transaction between the reader and the text.
● The more background knowledge a reader has that connects with the text, the
more likely he/she will be able to make sense of what is being read.
● According to the schema theory, individuals have organized world knowledge
which are stored through a series of networkable solutions known as schema.
These can be activated or retrieved when needed.
● Reading comprehension involves thinking.
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4. Reading as Development
● Reading is an interplay of one’s experience, oral language, and ability to interpret
written symbols.
● Reading and writing have their roots in a child’s earliest attempts to communicate
and make meaning.
● Reading development is correlated with other aspects of child development –
physical, cognitive, linguistic, and socio – emotional.
● Oral language development is an integral part of beginning reading instruction.
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5. Reading as Strategy
Readers use cognitive and metacognitive strategies to achieve comprehension. If
comprehension breaks down, the use of fix-up strategies can be helpful. For example,
when children stuck, they can:
- reread the text;
- read on;
- read aloud;
- look at illustrations;
- check surrounding sentences;
- ask for help.
Reflection
Questions

This is an asynchronous activity

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1. Learning all these, how should learners be taught to read?

2. Why do you think we still have frustrated readers even in the higher
grades?

This is an asynchronous activity

Application
Assignment

This is an asynchronous activity

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Make a Professional Development Plan. In this PDP, you will write

what you will STOP, SUSTAIN, and START.
STOP is what you will stop doing as regards your practices in your reading
class.
SUSTAIN is what you will continue doing in your reading class.

START is what you will be start/begin in your reading lessons .

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Make use of
STOP SUSTAIN START
this table
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3
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Let us READ this.

Children Learn to Read and Write

Good readers aren’t born.
They’re created.
Created as the evening clock stands still and
the minutes of a bedtime story reign supreme.
Lovingly read each night.
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Let us READ this.

Children Learn to Read and Write

Good writers aren’t born.
They’re taught.
Taught to revere writing, as an important tool,
the nuts and bolts linking them to world beyond.
Guaranteed to strengthen the mind of an
impressionable child.
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Let us READ this.

Children Learn to Read and Write

Good readers and writers aren’t born.
They’re inspired.
Inspired by teachers who value reading and writing,
as the keys to knowledge and success.
Who read and write like they breath…
Continuously, steadily, automatically.
Adopted drom “A daughter learns to read”
By Mardi C. Dilks, The Reading Teacher,
Vol. 56, No 3, November 2002
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Thank you so much for your time.

God bless.