DEVELOPMENTAL READING

Subject: Professional Education

Topic: Developmental Reading
Subtopic:
Objective: After reading this, you will be able to identify and discuss different concepts in reading: its process, stages, skills,
strategies, and theories.

Discussion

THE NATURE AND PSYCHOLOGY OF READING

Reading is an active dialogue between the author and the reader.
- a skill that helps man to discover the answer to question about existence.
- stimulates human to further unravel the mysteries of nature.
- takes a man into the world of thought and imagination, an adventure which enables him to acquire a cleaner deeper
understanding of reality.
- subtle and complex process that involves five stages: sensation, perception, comprehension, application, and integration.
- A process of thinking, evaluation, imagining, reasoning, problem solving.

THE READING PROCESS ACCORDING TO ZINTZ (1972)

Step 1: Word perception – the ability to pronounce word as a meaningful unit.
Step 2: Comprehension – the skill in making individual words construct useful ideas as they are read in context.
Step 3: Reaction – judgement on what the author has said.
Step 4: Integration – the ability to assimilate idea or concept into one’s background of experience so that it is useful as part of
the individual’s total experience.

- Word perception involves sensation.

- The distance or the number of words between fixation points is called span of perception or recognition span.
- Word perception also involves the identification of the printed symbol and the meaning intended by the author. The printed
word acts as trigger to release a meaning of which the reader already possesses.
- Comprehension requires the fusion of meanings of separate words into a chain of related ideas.
- On the literal level, one reads to understand the passage- its main thought, specific details, sequence, and directions to be
followed.
- The implied level involves making inferences, sensing relationships, drawing conclusions, and recognizing the author’s purpose,
tone and feeling.
- Reaction includes the ability to judge accuracy, quality, or worth.
- On the emotional level, reaction requires value judgements, background experience, and the ability to recreate sensory
images.
- Assimilation/ Integration is determined by the reaction of the reader. If ideas are accepted, they become a part of his total
experience. They are integrated with all previous related experiences. On the other hand, wrong concepts are corrected and
new insights are acquired. Integration also involves applying ideas acquired in problem solving.
- Rate refers to the speed of recognition, comprehension, reaction, and assimilation.

LEVELS OF COMPREHENSION
1. Literal comprehension means reading the lines, getting the information drift, answering questions on knowledge: who, what,
where, and when.
2. Interpretative comprehension means reading between the line, combing information, and making inferences and
comprehending them: how and why questions.
3. Critical analysis means evaluation of characters, pilot, and style; answers open-ended questions.
4. Applied or reading beyond the lines, using information to express opinions and form ideas, involves application, analysis,
synthesis. (e.g., if you were ______, what would you do?

THREE MODELS OF READING STRATEGIES:

1. Bottom- Up (Text-based)- reading begins with letters on a page that the reader must distinguish and organize as words,
sentences, and meaningful paragraphs.
2. Top-Down (Reader- based)- reading begins with the reader’s mind set to hypothesize and predict from paragraphs, stories,
and poems to be read, based on past experiences with language and the world.
3. Interactive- readers use text features and background knowledge to understand print.
 Clustering can be used as a brainstorming tool to generate and organize ideas, to summarize main points of a story or
article, and as an aid in reviewing material.
 Questioning -means to use the reporting questions who, what, when, where, and how to learn about your topic. It is
useful when gathering information about an event or planning a story.
  Imagining – involves asking “What if” questions (What if people had wings and could fly? -What if earth had three
moons? -What if rocks could talk? -What if there were no birds? -What if the color yellow were illegal? What if money
grew on trees?)

GRACE GOODELL’S READING SKILLS

1. BASIC SIGHT WORDS (Dolch List)
 220 most frequently found words in books that children read.
 Cannot be sounded out because they do not follow decoding rules, so they must be learned as sight words.
2. USING PHONETIC ANALYSIS
3. USING STRUCTIONAL ANALYSIS
 Breaking down unknown words into prefixes and suffixes, then into syllables.
 Ex. Bicyclist
Bi- prefix, meaning ‘two’
Cycle – root word, meaning ‘wheel’
ist – a noun suffix, meaning ‘a person who’
4. USING CONTEXTUAL CLUES
 Helps readers understand unfamiliar words.
 Offers insight, either directly or indirectly, into the word’s meaning.
TYPES OF CONTEXT CLUES
1. Synonyms – Ex. Bill felt remorse, or shame, for his harsh words
2. Antonyms – Ex. Marty is gregarious, not like his brother who is quiet and shy.
3. Cause and Effect – Ex. The intrepid warrior led the assault on the well-guarded fortress.
4. Explanation – Ex. Something in the refrigerator has putrid odor; the smell was rotten when we opened the
door.
5. Examples – Ex. There is a 30 percent chance od precipitation, such as snow or sleet.
6. Appositive – Ex. At night you can see constellations, groups of stars, in the sky.
5. VOCABULARY READING
6. FINDING THE MAIN IDEA
7. FINDING THE SUPPORTING DETAILS
8. INTERFERING MEANINGS, DRAWING CONCLUSIONS
9. CLASSIFYING AND ORGANIZING FACTS
10. USING PARTS OF A BOOK
11. USING THE DICTIONARY
12. USING THE ENCYCLOPEDIAS
13. BORROWING LIBRARY BOOKS
14. PRIVATE LIBRARY COLLECTION
15. READING FROM MASS MEDIA
16. USING READING FROM THE INTERNET

READING SKILLS: EYE MOVEMENTS

1. Fixation – a point where your eyes rest when you read (fix).
2. Interfixation – movement from one stopping point to another.
3. Return Sweep – eyes from one end to beginning of next line.
4. Regression – backward, from right to left movement.
5. Span of Recognition – number of words eyes can recognize in every stop.
6. Duration of Fixation – time you spent in one stop.

SKIMMING - Looking for gist, what the reading is about.

SCANNING - Looking for specific information.
INTENSIVE - Thorough reading (intense)
EXTENSIVE - Pleasure reading
CREATIVE – interpretation of text for the purpose of comprehension.
EXPLORATORY – how the whole selection is presented.
ANALYTICAL – identifying word relationships.
CRITICAL – evaluating information to make conclusions.
DEVELOPMENTAL – comprehensive reading program.

READING COMPREHENSION STRATEGIES

1. Vocabulary Preview – new and unfamiliar words prior to reading.
2. Guided Reading – students apply strategies with the teacher’s support.
3. Reciprocal Questioning – students formulate their own questions about a text. Reading text is divided into sections;
first section is read together. The first part, the teacher asks, and students answer. If students do not answer, reread. If
 the students do answer, move to next part. On the next part, reading together is repeated, but the student is the one to
make questions. Then it continues to alternating questioning.
4. SQ3R – Survey, Question, Read, Recite, Review – for information
 Francis Robinson, “Effective Study”
 More efficient and active approach to learning information from content-area materials.
 Survey- skim heading, subheadings, chapter summary, charts, and tablets in text.
 Question- turn headings and subheadings into questions.
 Read- read to find the answers to your questions and record the answers by highlighting, underlining, or taking
notes.
 Recite- summarize what you learned by telling someone else or writing it down.
 Review- go back and read your notes to reinforce learning and to commit the information to memory.
5. PQ5R – Preview, Question, Read, Record, Recite, Review, Reflect – for relevance
 An effective student regulated approach to studying the kid of material assigned every day “textbooks”.
 Preview- skim/scan the text
 Question- make questions
 Read- read the text
 Record- take notes of key ideas
 Recite- look away from text and answer
 Review- reread the text and notes
 Reflect- think of its essence
6. Structural Organizers
 Effective visual learning strategy.
 Facilitate students’ learning by helping them identify areas of focus within a broad topic.
 Make connections and structure thinking.
 KWL Chart
o What you know
o What you want to know
o What you Learned
 Fishbone Diagram- is a structured brainstorming tool using categories to explore root causes for an
undesirable effect.
 Semantic/Concept Map – Knowing students’ schema – word in the middle, related words around it.
 Venn Diagram – compare and contrast, get the differences and similarities.
 Story Map

PHASES OF READING DEVELOPMENT

1. Reading Readiness Period – Child has functional listening and speaking vocabulary. The child is ready to learn how to read
(phonological awareness) (K)
2. Beginning Reading – Child starts to read words, phrases, and sentences (how are they connected) (G1-G2)
3. Rapid Growth/ Expanding Power – Child has mastered reading techniques (basic sight words, context clues, structural and
phonetic skill, etc.) (skimming, scanning, summarizing) (G3-G6)
4. Refinement Period – Child reads wide variety of readings for interpretation (independent, note-taking) (G7-College)

STAGES OF READING DEVELOPMENTS

1. Emergent Literacy - The emergent pre-reader sits on ‘beloved laps,’ samples and learns from a full range of multiple sounds,
words, concepts, images, stories, exposure to print, literacy materials, and just plain talk during the first five years of life.
Emerging reading arises out of years of perceptions, increasing conceptual and social development, and cumulative exposures to
oral and written language.” (Wolf, 2008, p 115)
 “Emerging reader”
 Oral language skills
 Exposure to print
 Letters of the alphabet
 Mimic stories
2. Early Reading - Child is learning the relationships between letters and sounds and between printed and spoken words.
 “Novice readers”
 Read sight words
 Relationships between letters and sounds.
 Gradual speed reading (combination of sounds)
3. Growing Independence - the child is reading simple, familiar stories and selections with increasing fluency. This is done by
consolidating the basic decoding elements, sight vocabulary, and meaning in the reading of familiar stories and selections.
 “decoding/transitional readers”
 Focused on meanings instead of just words alone.
  Become more fluent.
4. Reading to Learn - Reading is used to learn new ideas in order to gain new knowledge, to experience new feelings, to learn
new attitudes, and to explore issues from one or more perspectives.
 “Comprehending/Fluent Readers”
 Independent
 More purposeful reading
 Recognize themes
 Gain more complex concepts
5. Abstract Reading – Learner is reading widely from a broad range of complex materials, both expository and narrative, with a
variety of viewpoints.
 “expert/advanced readers”
 Read from wide variety of sources
 Synthesize ideas into essays
 Understand figurative language

PHILIPPINE INFORMAL READING INVENTORY (PHIL-IRI)

 Determines the level of reading of the learners
 A standardized tool developed in order to help teachers identify the level of reading of the learners.
3 LEVEL OF READING
1. Independent Reading Level
 Easy reading
 One or less word calling errors in 100 words of text.
 Acquired 100 percent accuracy on comprehension questions about the story.
2. Instructional Reading Level
 Best level for learning new vocabulary.
 Word error while reading orally is from 2 to 5 word calling errors per 100 words of text (95% accuracy of
better)
 At least 80% comprehension on simple recall questions about the story.
3. Frustration Reading Level
 Word errors are over 5 per 100 words of text.
 Comprehension questions are below.
 70% accuracy.

LEVEL WORD RECOGNITION COMPREHENSION

Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% below 58% below

COMMON READING DIFFICULTIES/DISODERS

1. Slow reading speed
2. Poor comprehension when reading material either aloud or silently
3. Omission of words while reading
4. Reversal of words or letters while reading
5. Difficulty decoding syllables or single words and associating them with specific sounds (phonics)
6. Limited sight word vocabulary
7. Difficulty understanding number concepts
DYSLEXIA
 A term that refers to reading difficulty/disability
 Difficulty connecting words written with sounds they make
 Below expected reading level

PHONOLOGICAL AWARENESS
Phoneme (Phonemic Awareness) -> Onset and Rimes -> Rhymes -> Syllables -> Words
 Refers to the ability to segment and manipulate the sounds of oral language
 Not the same as phonics, which involves knowing how written letters relate to spoken sounds
 Provides practice with rhyme, beginning sounds, and syllables
Remember:
o Phonological awareness is not just phonics.
 o Phonological awareness is auditory and does not involve words in print.
o Phonological awareness is not a curriculum.

1. Phoneme – smallest unit of sound that changes a word.

A. Phonemic Awareness – ability to manipulate sounds
a. Segmenting – Breaking words to separate sounds.
Ex. (chat = /tʃ/ /ɑ:/ /t/)
Ex. Teacher: How many sounds are in clap?
Student: /k/ / l/ /a/ /p/. Four sounds.
b. Blending – Combination of separate sounds. Student listen to a sequence of separately spoken phonemes,
and then combine the phonemes to form a word.
Ex. (/tʃ/ /ɑ:/ /t/ = chat).
Ex. Teacher: What word is /p/ /i/ /g/?
Student: /p/ /i/ /g/ is pig.
c. Identification – recognize same sound in set of words.
Ex. (cat, car, cap = /k/)
Ex. Teacher: What sound is the same in man, mop, and mill?
Student: The first sound, /m/, is the same.
d. Categorization – recognize “odd” sound in set of words. Student recognize the word in a set of three or four
words that has the “odd” sound.
Ex. (cat, pan, can = pan - /p/)
Ex. Teacher: which word doesn’t belong: net, nap, rug?
Student: Rug does not belong. It doesn’t begin with /n/.
e. Deletion – removing a sound. Student recognize the word that remains when a phoneme is removed from a
word.
Ex. (clap - /k/ = lap)
Ex. Teacher: What is cluck without the /k/?
Student: Cluck without the /k/ is luck.
f. Addition – adding a sound. Students make a new word by adding a phoneme to an existing word.
Ex. (ram + /p/ = ramp)
Ex. Teacher: what word do you have if you add /s/ to the beginning of nail?
Student: Snail.
g. Substitution – replacing a sound. Students substitute one phoneme for another to take a new word.
Ex. (“sit,” change /s/ to /f/ = “fit”)
Ex. Teacher: the word is rub. Change /n/ to /g/. what’s the new word?
Student: Rug.
h. Isolation – tell the place and sound. Student recognize individual sounds within a word.
Ex. (first sound of chair = /tʃ/)
Ex. Teacher: What is the first sound in cap?
Student: The first sound in cap is /k/
2. Onset and Rimes – Onset = initial consonant sound of a word (ship = /sh/), Rimes = vowel sounds with following consonant
sounds (ship = /ip/)
3. Syllables – word part with one vowel sound. (ready = /re/ /dɪə/= 2 syllables)
4. Words – smallest series of sounds with meaning.

THE 3 C’S OF VOCABULARY

1. Collocation – These are words always go together. (Take a breath, Take a bath, Take time)
2. Cline – These are sets of words that show scale of language from one extreme to another. (unlikely, perhaps,
sometimes, often, regularly, always)
3. Cluster – These are words that share the same global concept. (house, cabin, mansion, shack)

WORD FORMATION
1. Compounding – combination of two or more root morphemes. (mail + man=mailman)
2. Blending – combination of two words with emission of some letters. Words are combined but meaning is often combination
of the original words (some letters are omitted). (spoon + fork = spork)
3. Clipping – a type of abbreviation where some letters of a word is omitted and read as is. Words are shortened (read as is).
(hamburger = burger)
4. Acronym – initial words are taken from a phrase and making a word out of it. (RADAR = Radio Detection and Ranging)
(Note: Acronym is read like a word, Initialism is read as individual letters. Ex. WWW = world wide web)
5. Abbreviation – a shortened form of word with period. (mister = mr.)
6. Reduplication – (Rhyming Compounds) Words that are similar/ rhyming with each other. TOTAL: fifty-fifty, PARTIAL: hocus
pocus
7. Affixation – a morpheme attached to a word to form a new one. Adding affixes to form new words (derivational/inflectional).
(un-believe-able = unbelievable)
a. Prefix – Affixes put in the beginning of words. (un + fair = unfair)
b. Suffix – Affixes put at the end of words. (pain + ful = painful)
c. Derivational – the word class changes. [fear (noun) + less = fearless (adjective)]
d. Inflectional – the word class does not change. [play (verb) + ed = played (verb)]

WORD ASSOCIATION
1. Similarity – words with same meaning (clear = transparent)
2. Contrast – words with opposite meaning (white = black)
3. Cause and Effect – words show the cause or effect of other words (rain = flood)
4. Part to Whole – part represents the whole (gray beard = old man)
5. Classification – words with the same genus/ family (dog = wolf, fox)
6. Predication – relationship of noun to verb and verb to object [student(noun) reads(verb) books(object)]
7. Sound – Homophone = words with same sound but different spelling (to, too, two)
8. Modification – relationship of modifier and word modified (beautiful girl)
9. Completion – relationship of words to compound words (rain + bow = rainbow)
10. Association – relationship of words and ideas (court, referee, player)
 OUR DAILY BREAD

Developmental Reading
 A branch of reading instruction that is designed to support literacy in a variety of contexts to improve comprehension
and decoding skills. This instructional approach helps bridge gaps in reading skills so that students are better equipped
to engage with more advanced content. Whether a student needs to increase their comprehension, speed, accuracy, or
something else, developmental reading will help them reach their goals.
 Designed to supplement existing literacy skills and does not address basic skills such as phonemic awareness, decoding,
and vocabulary. These are usually taught upon first learning to read.

What Developmental Reading Teaches

 Developmental reading teaches strategies that can be used in any subject area, especially language arts courses and
interdisciplinary classes such as social studies, science, and higher-level math courses. These tends to require students
to read and understand large amount of complex text can be daunting if a student doesn’t feel like they have strong
reading strategies at their disposal.
 By teaching readers that a text is the sum of its parts and showing them how to use these parts to their advantage, they
will feel ready to tackle any type of reading that they may encounter. Many community colleges and even some high
schools offer developmental reading courses to help students prepare for rigorous college-level courses and technical
textbooks.

GOALS OF DEVELOPMENTAL READING

 It is not the case that all readers experience in the same ways. There are some who take to reading quickly, some who
never do, and some who are in between, but it is important that all students are given equal opportunities. The goal of
developmental reading is to lift up the students who need more support and level the playing field so that reading feels
possible to everyone.
STRONG READERS STRUGGLING READERS
Some students master reading quickly. These students may There are many types of students who might feel
be so fluent in their use of text features that they can overwhelmed by the content they are expected to read,
locate information in text without doing much reading at whether because of the length of the text, complexity, or
all. These readers are equipped with skills and strategies both. Students who have never felt excited about reading
that make it possible for them to take shortcuts without or have never had reading role models in their life are
sacrificing the quality of their reading, accuracy, or unlikely to want to improve their abilities. Those with
comprehension. Highly-literate students often possess a disabilities or disorders such as dyslexia or attention deficit
confidence that enables them to take on difficult texts hyperactivity disorder are at an unfair disadvantage in
without panicking and they are more likely to enjoy many of their classes. Struggling readers may shut down
reading because of this. The same cannot be said for those when presented with a text without searching for
that struggle to read. information that will make the reading easier. Low
confidence makes these readers feel hopeless.

Teaching Text Features

Helping student recognize and learn to use text features is the primary goal of developmental reading. Through these classes,
students learn to scan a text for features that will give them clues about its meaning and purpose. Students who understand a
text are much more likely to learn from it and retain that knowledge. The following list gives the most common text features:

Illustration of photographs The illustrations or photographs are the pictures, either drawn or photographed
that related to the text and add to its meaning.
Titles A title is designed to summarize the meaning of a text. This is what the author
intends for you to learn from the book or article.
Subtitles Subtitle organize the information in a text to make it easier to follow. They are the
author’s way of keeping you tuned in to the meaning.
Index An index is located in the back of a books. It is a list of terms that are used in the
text, organized alphabetically, and shows where you can find them again.
Glossary A glossary like an index but provides definitions instead of locations. The terms
define are important to the meaning of the text, so glossaries help a lot with
understanding what you are reading.
Captions Captions are found mostly beneath illustrations or photographs and maps. They
label what is shown and offer important supplemental information and
clarification.
Maps Maps are most often found in social studies texts and they provide visuals for
geographical descriptions.
Predictions and Interference
 Successful reading must begin with preparation and students can prepare by making predictions about what they are
about to read. Just as good teachers should consider what their students already know before teaching, good readers
should consider what they already know before reading. Before diving in, a student should ask themselves: What do I
already know? What do I want to know? What do I think I’ll learn? As they read, they can check their prediction against
the information presented and decide whether they were correct.
 After making predictions and reading, students should make inferences about meaning and purpose. This is the part
where readers get to check their own understanding and use evidence to make conclusions about the information. This
step is crucial for the continued development of reding skills and keeps reading purposeful.

WHAT ARE THE FIVE STAGES OF READING DEVELOPMENT?

Literacy is not something that just happens. One does not wake up literate or does one become literate in the same way that
one learns to walk is not intuited from the environment nor is it simply a matter of physical maturation? Literacy learning
requires instruction and practice, and this learning occurs across discrete stages. The following notes explore the five stages of
reading development as proposed by Maryanne Wolf (2008) in her book Proust and the squid: the story and science of the
reading brain. These five-stages are:

Stage 1: The Emergent Pre-reader (typically between 6 months to 6 years old)

 During the initial phrase of the reading development process children sample and learn from a full range of multiple
sounds, words, concepts, images, stories, exposure to print, literacy materials, and just plain talk during the first five
years of life.
 “The emergent pre-reader sits on ‘beloved laps’, samples and learns from a full range of multiple sounds, words,
concepts, images, stories, exposure to print, literacy materials and just plain talk during the first five years of life. The
major insight in this period is that reading never just happens to anyone. Emerging reading arises out of years of
perceptions, increasing conceptual and social development, and cumulative exposures to oral and written language.
 “Although each of the sensory and motor regions is myelinated and functions independently before a person is five
years of age, the principal regions of the brain that underlie our ability to integrate visual, verbal, and auditory
information rapidly – like the angular gyrus – are not fully myelinated in most humans until five years of age and
after … What we conclude from this research is that the many efforts to teach a child to read before four or five
years of age are biologically precipitate and potentially counterproductive for many children.
 By the end of this stage, the child “pretends” to read, can – over time – retell story when looking at pages of books
previously read to him/her, can names letters of alphabet; can recognize some signs; can prints own name; and play
with books, pencil, and paper. The child acquires by being dialogically read to by an adult (or older child) who
responds to the child’s questions and who warmly appreciates the child’s interest in books and reading. The child
understands thousands of words they hear by age 6 but can read few if any of them.
Step 2: The Novice Reader (typically between 6 to 7 years old)
 In this stage. The child is learning the relationships between letter and sounds and between printed and spoken
words. The child starts to read simple text containing high frequency words and phonically regular words, and uses
emerging skills and insights to “sound out” new one-syllable words. There is direct instruction in letter sound
relations (phonic). The child is being read to on a level above what a child can read independently to develop more
advanced language patterns, vocabulary and concepts. In late stage 2, most children can undertint up to 4000 or
more words when heard but can read about 600.
Step 3: The Decoding Reader (typically between 7-9 years old)
 In this stage, the child is reading simple, familiar stories and selections with increasing fluency. This is done by
consolidating the basic decoding elements, sight vocabulary, and meaning in the reading of familiar stories and
selections. There is direct instruction in advanced decoding skills as well as wide reading of familiar, interesting
materials. The child is still being read to at levels above their own independent reading level to develop language,
vocabulary and concepts. In late Stage 3, about 3000 words can be read and understood and about 9000 are known
when heard. Listening is still more effective than reading.
Stage 4: The Fluent, Comprehending Reader (typically between 9-15 years old)
 By this stage, reading is used to learn new ideas in order to gain knowledge, to experience new feelings, to learn new
attitudes, and to explore issues from one or more perspectives. Reading includes the study of textbooks, references
work, trade books, newspapers, and magazines that contain new ideas and values, unfamiliar vocabulary and syntax.
There is a systematic study of word meaning, and learners are guided to react to texts through discussions,
answering questions, generating questions, writing, and more. At beginning of stage 4, listening comprehension of
the same material is still more effective than reading comprehension. By the end of Stage 4, reading and listening are
about equal for those who read very well, reading may be more efficient.
Stage 5: The Expert Reader (typically from 16 years and older)
 By this stage, the learner is reading widely from a broad range of complex materials, both expository and narrative
with a variety of viewpoints. Learners are reading widely across the disciplines, include the physical, biological and
social sciences as well as the humanities, politics and current affairs. Reading comprehension is better than listening
comprehension materials of difficult content and readability. Learners are regularly asked to plan writing and
 synthesis information into cohesive, coherent texts.
 “The end of reading development doesn’t exist; the unending story of reading moves ever forward, leaving the eye,
the tongue, the word, the author for a new place from which the ‘truth breaks forth, fresh and green,’ changing the
brain and the reader every time.

COMPREHENSION IMPROVEMENT
COMPREHENSION A process of constructing meaning from clues in the text and information in the
reader’s background experience: this process of building meaning involves interaction
between the reader and the text.
COMPREHENSION DEVELOPMENT The main purpose of reading instruction. For comprehension to improve, there must be
an active interaction among 3 important factors of reading: reader, text, and context.
LEVELS OF COMPREHENSION
Literal level  Reading on the lines
 Involves surface meanings as the reader is asked to find information and ideas
that are explicitly stated in the text.
Inferential/Interpretative level  Reading between the lines
 Requires the reader to go beyond what is said and read to see the implied
meanings. The ideas at this level can’t be pinpointed in the text, because these
are merely inferencing or guesses about the selection.
Critical level  Reading beyond the lines.
 Involves critical evaluation of ideas and information, then make judgment
about the worth of these and the effectiveness of how they are presented in
the selection. Critical thinkers are skeptical, fact-oriented, analytical,
openminded, questioning, willing to take a stand, can differentiate fact and
opinion, can recognize propaganda technique, etc.
Creative level  Reading beyond the lines
 Involves reading that requires the reader to produce new ideas, new insights,
and new products through the extensive use of his imagination, his flow of
ideas, etc.
 Creative Reading helps the reader to develop his own taste in literature. It
gives him the power to discriminate and appreciate different forms of
literature, such as novels, short stories, essays, etc. he may show his
appreciation of the literacy piece through the following:
a) Interpreting the story orally – chamber, theater, speech, choir, jazz
chant, reader’s theater, storytelling, dramatic reading, dramatic
monologue.
b) Dramatizing the selection – pantomiming, role playing, staging a
play.
c) Writing something about the selection – writing poems or stories
about the play or story, writing a sequel to the selection, writing the
ending of the story.
d) Presenting the selection through graphics – drawing, coloring,
painting, sketching, cutouts, folding, handicraft.
Metacognitive reader – is aware of one’s mental processes such that one can monitor, regulate, and direct them to
a desired end. The metacognitive strategies are regulating, checking, and repairing.
COMPREHENSION STRATEGIES
Noting Important Details The particular facts or ideas presented by the author in the selection are called
details. A reader must know how to identify these details and to know which
of these are necessary to the story.
Sensing Cause-Effect Relationship If an event results in another occurrence directly or indirectly, one may say
this event causes something. To understand cause-effect relationship, the
reader has to recall the reasons for the result of something.
Understanding the Sequences-of- The arrangement of events in the text is called sequence, but if this
Events Pattern of Organization arrangement is altered, the facts will no longer be logical or accurate. The
following are words used as signals of a sequence: after, first, before, finally,
etc.
Making Comparison and Contrast This is done by focusing on the similarities and difference of the characters,
events, and other relevant details in the text. This may use the words such as
compare, contrast, different, like, or, but, and also.
Drawing Inferences (Making Drawing inference means sensing the relationship that are not stated but
Assumption) implied by the author. These inferences may be assumptions, conclusion,
generalization, and predictions. Assumptions are logical responses to
 situations or logical relationship to behavior based on previous responses or
an available information.
Drawing Inferences (Making Making conclusions means drawing or putting together factual evidence into a
Conclusion) statement that talks about the nature of the evidence or facts. Conclusions are
based on either written material or observed facts.
Drawing Inferences (Making Prediction is a statement about future behavior or an action based on past or
Predictions) present behavior or action. Everybody makes predictions, but he must base his
prediction on facts not on assumptions or another prediction.
Identifying Character Traits This skill requires the reader to determine the distinguishing qualities,
peculiarities or characteristics of the characters in the selection by analyzing
the way they act, speak, think and the kind of words they use in expressing
their viewpoints and interacting with the other characters in the selection.
Distinguishing Fact from Opinion Facts are statements that can be proven true false by unbiased evidence. An
opinion, though valid, is a statement which expresses a personal bias or a
point of view and cannot be proven objectively.
Detecting Propaganda or Bias Propaganda means spreading of ideas, facts or allegation deliberately to
(Prejudice) further one’s cause or damage on opposing cause. Bias or prejudice, on the
other hand, refers to opinion for or against somebody or something without
adequate basis.
a. Author’s Purpose – one way of reading the selection critically is to
determine the author’s purpose by knowing more about the author, his
background or credentials and his intentions in writing the material.
b. Mood – after knowing the purpose of the author in writing the article, the
reader may begin to evaluate how he achieved his purpose or how he
created or mood or feeling. Symbols, pictures and words may be used by
the author in doing this.
c. Point of View – the author presents his point of view about social,
political, and economic issues. To read critically, one must be able to
identify the issues and find out what support the author gives to which
side of the issue.

5 THINGS YOU NEED TO KNOW ABOUT PHONOLOGICAL AND PHONEMIC AWARENESS

(In YouTube website)

Which of the following beliefs is consistent with the bottom-up perspective in reading?
A reader could read a text when he/she can translate the visual symbols to their aural equivalent

Ms. Sigua entered the classroom and posted images that she has taken from the story of the class;
she grouped the students and asked them to make a story out of the pictures posted on the board.
Which of the following approaches reflects the practice of the teacher?
Language Experience Approach

A text includes the word “indefensible”, which is unfamiliar to some students. With Goodell’s Reading
Skills Ladder in mind, the teacher will most likely clarify the meaning of the word by _____.
Helping the students apply structural analysis to construct and confirm the word's meaning.

Victor is about to buy a book. After taking a book from the display shelf, he looked at the title, opened it
and looked at the table of contents, then the summary found at the back cover. He realized that what
he took from the shelf is not what he needs. Which of the following strategies do you think did Victor do
to decide why he does not need it?
Skimming

Students participating in an “Individualized Reading Approach” do the following EXCEPT:

Do oral reading and participate in the group work activities

The propaganda approach that utilizes people’s wanting to do what others are doing is called
_________.
Bandwagon technique

Literal comprehension involves _____.

None of these

Which of the following is NOT recognized as a category/type of poetry?

Metrical

Great Sound It was a green day for a walk along the beach. The soon shore of the waves breaking
along the store, the smell of the space, and saltwater the sight of the sun rising space, and the sight of
the sun rising on relaxed the horizon made me feel so related. Mr. Torres administers the running
record above to one of his students. Based on the results of the assessment, the student most
frequently makes miscues in which of the following cuing systems?
Graphophonic

Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read about
to his pupils, would provide time for free silent reading, recreational reading, and would lend them
magazines and newspapers. What factor in reading does Mr. German want to cultivate among his
pupils?
Interest in reading

What is the type of reference book from which the reader may find an alphabetical list of names of
places with their exact locations indicating whether they are towns, rivers, lakes, etc.?
Gazetteer

One of the most important purposes of a standardized “Informal Reading Inventory” (IRI) is
__________.
To establish a student's independent, instructional, and frustration reading levels.

Ms. Vanessa is a Grade 1 teacher who is concerned with building letters into words and words into
sentences. She uses flashcards, so the pupils can sound out syllables and words correctly. What
reading model is reflected in Ms. Vanessa’s instruction?
Bottom-up model

Which of the following is NOT a type of literature-based reading program?

Skill-development focused

Homographs are words that _____.

I only

Skimming is likely to be the most effective strategy for accomplishing which of the following reading
tasks?
Previewing a chapter in a content-area textbook

Which of the following is the BEST reason why regression is a good metacognitive reading technique?
Readers use it to monitor comprehension when text seems not to make sense

A reading specialist is collecting data on the student’s knowledge of phonemic awareness skills. The
reading specialist asks the student, “Which word does not belong: plant, play, rain, please?” Which of
the following phonemic-awareness skill is the teacher assessing?
Categorization

Reflection journal in which students are encouraged to write their feelings about a particular literary
work and their perceptions of how the work applies to their belief system primarily address assessment
in which domain?
Affective

Developmental reading indicates that a reader is ________.

Under a comprehensive reading program that lets him goes through stages
Collaborative Strategic Reading (CSR) is a teaching technique that depends on two teaching
practices. These practices are:
Cooperative learning and reading comprehension

The teacher is aware that he cannot teach reading in a flash. Following the Goodell’s Reading Skills
Ladder, what step will he focus on for beginners?
Basic sight words

Mario, who is reading a short story, encounters the word “biology”. He analyzes it by looking at the part
bio (which means life), and logos (which means the study of). Taken together, he knows that biology,
in its simplest meaning, is a study of life. Which reading theory or model of the reading process does
Mario utilize?
Bottom-Up Theory

May is having a difficulty comprehending the novel, "Florante at Laura", because the author's narration
seems to be different than the actual order of events that have happened in the story. Which strategy
should the teacher model May so she would be able to understand the text?
Constructing a timeline

Mr. Javier has just ended the silent reading activity he provided for his students and he deems to
necessary to discuss the story. If he wants to model critical reading to his students, which question
should he likely ask himself?
Would it be unfair to close a fairy tale with a sad ending after the princess meets the prince? Why?

Mr. Elizalde is teaching a 3rd year high school class in world history. The students need note taking,
outlining, and study skills. If he wants to help the students learn these strategies, which of the following
skills should he model to them first?
Getting main idea

The following statements about figurative language are true EXCEPT:

 It can be learned because of its surface and deep meaning.

Before a reader could read the WORD, he/she must learn to read the WORLD first. What does this
imply?
Words are only representations of the concepts that the child or reader knows before encountering the
print.

Which of the following instructional activities in which students become the teachers in small group
reading session, and teacher models group discussions using strategies such as summarizing,
question generating, clarifying, and predicting?
Reciprocal teaching

A teacher is teaching students “analogizing”. She is teaching them to _____.

Identify relationship with words or concepts.

Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing with
unfamiliar words?
Structural analysis

Mrs. Manuel believes in the power of environmental print to develop the pupils’ sight word recognition,
print orientation, and even comprehension in a meaningful way. Which of the following materials is
NOT an example of environmental print?
Big books

A student asked the teacher to tell him the meaning of the word "disestablishmentarianism", which is
found in the text that the student read. Instead of explicitly stating the meaning of the word, the teacher
asked the student to segment the word and look for its base word, prefix, and suffixes so that they may
construct the meaning of the word through these word parts. Which of the following vocabulary
strategy did the teacher use to help the student arrive at the meaning of unfamiliar word?
Structural analysis

Ms. Lopez teacher’s preschool. She is preparing to employ a shared book experience activity foe her
kindergarteners. Which of the following materials should Ms. Lopez probably need?
Big books

The term for two or more adjacent consonants in the same syllable, with each individual sound
retaining its identity, is _____.
Consonant blend

What is the level of reading if a student is judging that Shakespeare’s Hamlet emotional complex that
caused him to be wish taking his own life?
Evaluative reading

An oxymoron is _____.
A combination of words that have opposite meanings

Mr. Lee is a Grade 1 Teacher who plans reading instruction as part of the language block. He provides
varied reading experience that involves children sitting quietly, silently reading library books or making
a book based on their own experiences. What theoretical model of reading does Mr. Lee show?
Interactive model

A major distinction between the terms phonics and phonemic awareness is that __________.
Phonics involves the written word, and phonemic awareness does not necessarily

Injury to the language area of the brain can cause the total loss of the ability to understand and/or
produce language, this also known as:
Aphasia

Pourquoi tales are __________________.

 Stories that explain “why”

Which of the following activities BEST develops creative reading?

Giving an alternative ending for a story read

Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat and bat.
What approach is described in this situation?
Phonics approach

Ms. Rebo uses the timeline as a graphic organizer to teach the readers to understand a given
expository text. Which of the following organization structures might be the one used in the exposition
of the text’s information?
Sequential or chronological

Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat, and bat.
What approach is described in this situation?
Phonics approach

Which of the following activities should be the last option for the metacognitive reader if he does not
make sense of the expository text he is reading?
Sounding out each word while reading the text

Questions that ask information that has been implied are called ___________.
Inference questions
Teacher wants to teach his pupils the technique on reading for information. Which technique should be
used?
SQ3R

The major goal of methods such as SQ3R is to enhance which of the following?
Learning information from content-area materials

Teacher Lee knows well that the text or the print material is one factor that affects reading. So she tries
to match the text with ease or difficulty of students’ comprehension based on the style of writing. What
text factor does Teacher Lee consider in the choice of reading materials for her class?
Readability