STUDY NOTES in PROF ED 40: Developmental Reading MIDTERMS

Prepared by: Wendy P. Dumalyong (Instructor)

MANIFOLD SKILLS & ABILITIES IN THE SUCCESSFUL

READING ACT
(William Gray)

•The reader recognizes the words and grasps the ideas

presented.
RECOGNITION

•Then the reader reflects on their significance, relates them

and see their implications.
COMPREHENSION

•If the reader is to benefit from these ideas, he/she reacts

thoughtfully to what he/she needs by weighing its values and
the soundness of judgments or conclusions, or apprehends
REACTION
the contexted clues as to its value and significance.

•If reading is to help the reader, he/she applies the ideas

acquired to solve problems or to direct his/her own activities.
APPLICATION

TEACHING READING
Based on 27 studies comparing the many methods and materials in teaching reading, Bond
and Sykstra (1997) reached form their review of these studies the following conclusions:

1. Regardless of what reading instruction approach is used, systematic emphasis and teaching of
word study skill is necessary.
2. Eclectic programs produced better results than did orthodox approaches.
3. Not all reading programs work equally well in all situations. Within particular programs,
factors such as teacher and learning situation characteristics rather than method may be more
important to student’s ultimate success in reading.
4. Children are able to learn to read by various methods and materials. With each approach, some
students were successful, but others experienced difficulty. No single approach was so clearly
better than the others that it should be used exclusively.
5. A writing component is likely to be an effective addition to a reading program.

Strickland also provides the following instructional guidelines for a balanced approach:

1. Skills and meaning should always be kept together.

2. Instead of a rigid, systematically predetermined instruction that is identical for all learners,
such activities as word recognition skills and phonics, as well as invented spelling, can be
systematically integrated into programs that take learner variability into account.
3. Intensive instruction on individual skills or strategies should be provided to those children who
demonstrate clear need for them.
4. Regular documentation an assessment of students’ learning are still the best way to determine
how skills should be addressed and to what degree.
5. Language arts instruction must be integrated with a school’s standards and the specific
curricular objectives of the target grade level, as well as the grades below and above it.
PRE-READING TASKS
- help students access background information that can facilitate subsequent reading
- provide information needed for successful comprehension
- stimulate students’ interest
- set up student expectations
- model strategies that students can use later on their own

DURING READING TASKS

- guide students through the text, often focusing on understanding difficult concepts
- making sense of complex sentences
- considering relationships among ideas or characters in the text, and reading purposefully and
strategically

POSTREADING TASKS
- extend ideas and information from the text while ensuring that major ideas and supporting
information are well understood
- require students to use text information in other tasks (reading to writing)

READING LESSON STRATEGIES: C. Post Reading

A. Pre-Reading a. Answering of motive questions
a. Motivation b. Comprehension check-up
b. Vocabulary building c. Engagement of activities
c. Use of graphic organizers
d. Motive questions APPRECIATION LESSON PROCEDURE:
B. During Reading A. Preparation
a. Silent reading a. Motivation
b. Shared reading b. Orientation about the author
c. Guided reading c. Unlocking of difficulties
d. Story reading/telling B. First reading of the poem (teacher)
e. Interpretative reading C. Intellectual discussion
f. Reader’s theater D. Aesthetic discussion
g. Speech choir, chants and raps E. Second reading (teacher/student)
F. Third reading (student)
G. Enrichment activities

IDEAS FOR READING ACTIVITIES:
1. PRE-QUESTION: A general question is
given before reading, asking the learners to
find out a piece of information central to the
understanding of the text.
2. DO-IT-YOURSELF QUESTIONS:
Learners compose and answer their own
questions.
3. PROVIDE A TITLE: Learners suggest a
title if none was given originally; or an
alternative, if there was. (e.g. set of titles
together with set of extracts from different
newspaper articles or stories and asking
them to match the titles with appropriate
extracts)
4. SUMMARIZE: Learners summarize the
content in a sentence or two. This may also be
done in the mother tongue.
5. CONTINUE: The text is a story; learners
suggest what might happen next.
6. PREFACE: If the text is a story learners
suggest what might have happened before.
7. GAPPED TEXT: Towards the end of the
text, four or five paragraphs are left that can
only be filled in if the text has been
understood. Note that this is different from
the conventional cloze test which tests
grammatical and lexical accuracy and
actually discourages purposeful, fluent
reading.
8. MISTAKES IN THE TEXT: The text has,
towards the end, occasional mistakes (wrong
words; or intrusive ones; or omissions).
Learners are told in advance how many
mistakes to look for.
9. COMPARISON: There are two texts on a
similar topic; learners not points of similarity
or difference of content.
10. RESPONDING: The text is a letter or a
provocative article; learners discuss how they
would respond, or write an answer.
11. RE-PRESENTATION OF CONTENT:
The text gives information or tells a story;
learners re-present its content through a
different graphic medium. For example:
a. a drawing that illustrates the text
b. coloring
c. making a map
d. list of items or events described in the text
e. a diagram indicating relationships between
items, characters or events