Module 5: Lesson 1: Reading skills 8.

Improves writing skills

Reading
 Reading is the process of looking at a series of
written symbols and getting meaning from them. Reading Process
 When we read, we can use our eyes to receive written Reading is defined as a cognitive process that involves
symbols and we use our brain. Reading can be silent decoding of symbols to arrive at meaning. Reading is an
or loud. Reading be is a receptive skill and reading active process of constructing meanings of words. Reading
can also be a productive skills. with purpose helps the reader to direct information towards
a goal and focuses their attention.
On Reading Reading is the process that involves recognizing words,
 Stanley, (2007). Reading is the process of leading to the development of comprehension.
reconstructing meaning from written text. It is a
complex skill requiring the coordination od On Reading Comprehension
interrelated sources of information. After being exposed of different meaning of reading,
 Reading is defined as a cognitive process that comprehension is the essence of reading is hereby defined
decoding of symbols to arrive a meaning and explained by the expert:
 Denchant (1991). Reading is a visual process that  Snow C (2010) express that comprehension is the
begins with one’s ability to use one’s vision to process of simultaneously constructing and extracting
interpret graphic symbols. meaning through interaction and engagement with
print.
Reading  Denchant (1991) states that comprehension refers to
- is an interactive and problem solving process making understanding what is read, so readers must be able to
meaning form the text. cognitively process the words by drawing meaning
from their own experience and knowledge to
Characteristics of the Reading Process understand the author’s message.
 Anderson (1994) – stated that reading comprehension
1. Reading is a language skill that can be developed is activating or constructing a schema that provides a
through systematic practice coherent explanation of objects and events mentioned
2. Reading is the two-way process in discourse.
3. Reading is greatly a visual process
4. Reading is an active process Lesson 1: The Nature and process of Writing
5. Reading is productive process
6. Reading is the foundation of good writing  Writing can be considered the most effective means
of communication because it could promote and
Developmental Phases of Reading perpetuate an idea.
 Writing" is the process of using symbols, letters of
 Pre-reading phase – where individuals are engage in the alphabet, punctuation and spaces to communicate
a program experiences intended to enhance his oral thoughts and ideas in a readable form and it is a
language development to equal to or greater than the medium of human communication that involves the
level of materials for beginning reading . representation of a language with symbols.
 Initial reading phase – makes individual begins to
use picture, context and guide to recognize words and Purposes of Teaching Writing
goes on to begin instruction in phonetic and structural
analysis techniques. Writing is often taken a task integrated with other
 Rapid progress phase – the reader expand his use of communication skills like reading. Harmer (1998:79)
a variety of word recognition techniques and extends offered four purposes of teaching writing, namely:
his vocabulary and comprehension skill. reinforcement, language development, learning style and as
 Extended reading experience and increasing a skill of its own.
efficiency reading phase - individuals uses 1. Reinforcement
recognition techniques routinely. 2. Language Development
 Phase of enhancement in reading abilities, attitude, 3. Learning style
and tastes – the reader has attained independence in 4. Writing as a skill
establishing and utilizing number of materials.
 Reinforcement – writing is considered as one of the
Importance of Reading ways helping learners to remember and even improve
1. Reading improves vocabulary their fluency in the target language
2. Better comprehension  Language development – assert that learning a
3. Develop critical thinking skills language is a process like other communication skills,
4. Improves memory is done in stage or procedural steps.
5. Improves results at school  Learning style – students differ in the way they learn.
6. Improves analytical skills  Writing as a skill – it has to be taught for its being.
7. Build Confidence Writing as a skill cannot be acquired or mastered.
 provide a balance instructional framework; provide
Perspectives on the Nature of Writing and Writing consistent instructional structure and use time
Instruction effectively;
Yagelski (2018:8) purports the four ways of understanding  provide text that students can read successfully ;
writing. He said, “Writing is a powerful means of  provide time for word study;
communication; Writing is a way to participation; Writing  encourage independent reading;
is a unique way of thinking that help us learn, and Writing  coordinate intervention instruction and classroom
is a way to understand ourselves and the world around us. instruction.

Voinalovych, L. (1999)
 encourage students to read as often as much as possible.
There are two schools of thoughts in viewing writing
The students read, the better;
instruction: writing as cognitive ability vs. writing as a  students need to be engaged with what they are reading;
sociological phenomenon ad writing as a product vs.  encourage students to respond to the content of a text and
writing as a process. explore their feelings bout it, not just concentrate on its
1. Writing as cognitive ability vs. writing as a construction;
sociological phenomenon  prediction is a major factor in reading. When we read
a. Cognitive ability – writing abilities refers to the texts in our language, we frequently have a good idea of
learners’ knowledge and skills of the writing process. the content before we actually start reading.
Language proficiency refers to one’s knowledge of the  match the task to the topic when using intensive reading
linguistic code. Learners are expect to have the requisite texts, and good teachers exploit reading text to the full.
skill sets in writing like vocabulary, syntax, and language
code. Shanin, V. (2004)
b. Sociological Phenomenon – shape by an particular Shahin, V. (2000) posits that just like teaching-
culture and setting. Learners expect to be a member of a methodology, reading theories (traditional view, cognitive
discourse community. view, and metacognitive view) have had their shifts and
transitions. starting from the traditional view which focused
2. writing as a product vs. writing as a process. on the printed form of a text and moving to the cognitive view
a. Writing as a Product – It concerned about the that enhanced the role of background knowledge in addition to
output of the students. This focus on writing approach and what appeared on the printed page, they ultimately culminated
product approach. This approach concerned in the in the metacognitive view which is now in vogue. It is based
on the control and manipulation that a reader can have on the
accuracy.
act of comprehending a text.
b. Writing as a process – refers to the different stages
of writing as a way of developing writing skills. Writing Nunan, (2001)
adheres the developmental framework of writing Nunan, (2001) said that schema theory is based on
instruction. the notion the past experiences lead to the creation of mental
* pre-writing * editing frameworks that help us make sense of new experiences. As
* organizing ideas * subject noted , in activating and building the schemata the following
* writing a draft are emphasize: Pre-Reading (Predicting, Semantic
* revising Reconciled Reading); During Reading (Skimming,
Scanning, Note-taking Guess, Analyze Vocabulary) and
The Writing Mechanics Post - Reading (Questions, Mind-Mapping and
Summarizing)
1. Letter recognition – is the ability to distinguish a letter
from the other letter in the alphabet and is a foundation in Anderson (1994)
learning to read and write. Anderson (1994) presents research showing that
2. Letter discrimination – is the ability to distinguish recall of information in a text is affected by the reader's
similar looking letters like b and d like t and f. schemata and explains that "a reader comprehends a message
3. Sound-to-letter correspondence – refers to the when he is able to bring to mind a schema that gives account
matching of the sound with the letters or symbols. of the objects and events described in the message."
4. Word recognition – the ability to quickly identify and
read the written word.
5.Basic rules of spelling – An effective writer
On the Teaching of Reading
demonstrates fluency in spelling.
 According MacEwan, E. (2007) to improve student's
Teaching writing requires careful planning. Whether we reading comprehension, teachers should introduce the
use the product or process approach, or combination of seven cognitive strategies of effective readers like
these approaches we need to design our writing instruction. Activating; Inferring; Monitoring-Clarifying;
Questioning; Searching-Selecting and Summarizing.
On principles of Teaching Reading
 Cox, J. (2017) note that in order for all of the students to
Graves, M, et al. (2007) be confident readers, teacher can provide students with a
 building positive attitudes and perspectives; few effective teaching strategies for reading like utilizing
graphic organizers; utilizing technology; activating prior g) Getting the Main Idea. It is identifying the gist of the
knowledge; using a word wall, and student choice. text, thus giving focus to the essentials. This skill is
indeed useful as people give credit to brevity and
 Barber, S. (2016) stated that students need good reading conciseness of ides based on the supporting ideas of
skills not just in English but in all classes. She shared matter.
some ways you can help them develop those skills.
These strategies help ensure that texts appeal to the h) Skimming and Scanning. These skills involve the act of
senses; teachers guide students in setting reading goals, reading that needs to be done fast to get the intended
vary text length; offer opportunities for reading choice meaning of the selection within a short period of time.
then assess content and skill.
 Skimming is the act of quick reading from the start of
 Duke and Pearson (2002) recommend that teachers the selection until the end in order to get the intended
embed comprehension into daily literacy lessons by: meaning of the selection selection within a short period
of time.
1. Ensuring students read engaging texts for significant  Scanning is the act of quick reading which is used to
amounts of time. look or specific information and that the eyes need to me
2. Selecting texts that support authentic learning, such as quickly tithe page seeking for specific answers.
interest-based or topic-based texts.
3. Providing a range of texts in various formats (multimodal,
print-based, images, animations, etc.) and genres. These reading skills are noted as life skills because
4. Identifying and discussing vocabulary from rich texts with they are not just applicable in written texts/situations but in
students. real life as well. It is in this context that as you teach, choose a
5. Allowing time for students to discuss texts with each other reading material that can be richly infused b these skills. it
and to write and reflect on their reading. takes a skillful teacher to translate a reading skill to reality
through meaningful learning experiences.
Strategies & Activities
2. Know your students. Your ample knowledge on the
1. Be conscious of the skills to be developed among the demographic profile of your students will give you an idea
students. on the kind of reading material to offer based on the set of
These are considered life skills, hence they should be given competencies, leaning activities and scaffolds and its
premium in the teaching-learning engagement. attainability within a given time frame.

a) Noting Details. Understanding the details will help you 3. Consider the following major stages as well as sample
understand the selection better. (Villamin, et al.) activities in the teaching methodology.
Furthermore, details guide the readers to understand
parts of the whole. Abao(2009) 3.1. Pre-Reading. This is a lead-in stage that allows the
readers to activate their prior knowledge and create an schema
b) Following Directions. This skill is putting adherence to based on the upcoming selection to be taken up.
what is/are set for order and discipline. Warman,R 3.1.1 Critical Vocabulary. These are unfamiliar
(1992) said that the motivation of all communication is words found in the selection/reading material. To facilitate the
the giving and following of instructions/directions. understanding of the material, unlock them operationally
using any of the following clues:
c) Sequencing Events. It is the arrangement or proper
organization of things and events. In reading this is very  Context Clues. These are cues that help the students to
essential as this guides the reader to organize and come understand the meaning of the unfamiliar words. they
up with general understanding of the written text or are used in meaningful situations related to the text. they
reading material come in the form of definition, explanation, synonyms,
antonyms, and appositive.
d) Determining Fact from Opinion. This skill guides the  Picture Clues. Images representing unfamiliar words
reader to ensure that as ideas are presented either through can be shown to give an idea of what the word means.
facts or opinions, he/she can weigh situations before is  Configuration Clues. these re figures represented by
decisions is arrived at. short and long boxes that correspond to the size of the
letters in the given word.
e) Determining Cause and Effect Relationship. This
denotes that every action happens based on a cause and 3.1.2 Direct Reading Activity. It is a comprehension
the result of the action is the effect. As one reads,he/she strategy that guides students in asking questions about a text,
needs to be responsible in his/her actions/reactions based making predictions, and reading to confirm or refuse their
on the given premise/s. predictions. The DRTA process encourages students to be
active and thoughtful readers, enhancing their comprehension.
f) Predicting Outcomes. It is to foretell what future
actions lie ahead based on the present situation. It is 3.1.3 Anticipation Guide. It is comprehension
therefore important to learn to prepare for future events strategy that is used to activate students’ prior knowledge ad
so as not to be caught in an adverse situation. This is build a curiosity about a new topic. Before reading, students
really given value in reading as one is led to well- listen to or read several statements about key concepts
thought-of real-life plans. presented in the text;they often structured as a series of
statements with which the students can choose to agree or
disagree. Anticipation guides or stimulate students’ interest in
a topic and set purpose for reading. (Reading Pockets)

3.2. During Reading. These arc the reading strategies and

activities during the reading proper.

3.2.1. Page Encounter. After reading each page of

the reading material, students in pairs discuss/share an
experience in pairs about the part of the material read, After,
they proceed reading and will do the same.

3.2.2. Reading Interface. This strategy can be done

when students read the material alternately in pairs or two big
groups. Oral reading proficiency is given importance in this
activity. In the process, they can take turns in asking
questions.

3.2.3. Visualizing Highlights. When the

teacher/student read the selection, the other students illustrate
the important event on paper.

3.3. Post Reading. This style of reading activity is done after

a story/selection is read. Since reading is basically
comprehension, the following activities may help assess how
much the students understand the reading material.

3.3.1. Dimensional Questions. After reading and

discussing the story and the realization of its competencies,
the teacher assesses how much the students have learned. It
follows the following dimensions: literal (recognition of
facts); inferential (reasons why events happen), critical
evaluation (justifying opinions and forming judgment), and
integration (infusion of values called for by the story and its
competencies).

3.3.2. Graphic Organizers. These are illustrations

that the students can use to capture their understanding of the
story/competencies. Thereafter, they explain the graphic
organizer 'they have created.

4. Creative Writing. This activity elicits the students' holistic

understanding of the selection thru their individual creative
written activity.