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Dev Reading

Reading is a complex process that involves receiving written symbols and deriving meaning from them. It can be done silently or aloud. The reading process involves five stages: sensation, perception, comprehension, application, and integration. Specifically, it involves word perception, comprehension of ideas, reaction/judgment, and integration of new ideas with existing knowledge. Word perception involves seeing printed symbols and identifying meanings, while comprehension requires understanding ideas and their relationships. Reaction includes evaluating accuracy and quality, and integration assimilates new ideas into one's overall experience. The reading rate may vary depending on the material and purpose.

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116 views2 pages

Dev Reading

Reading is a complex process that involves receiving written symbols and deriving meaning from them. It can be done silently or aloud. The reading process involves five stages: sensation, perception, comprehension, application, and integration. Specifically, it involves word perception, comprehension of ideas, reaction/judgment, and integration of new ideas with existing knowledge. Word perception involves seeing printed symbols and identifying meanings, while comprehension requires understanding ideas and their relationships. Reaction includes evaluating accuracy and quality, and integration assimilates new ideas into one's overall experience. The reading rate may vary depending on the material and purpose.

Uploaded by

Rhonalyn Corpuz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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BENITO, JIMEMAH H.

BEED-GENED
DEVELOPMENTAL READING 1

1. WHAT IS READING
"Reading" is the process of looking at a series of written symbols and getting meaning from
them. When we read, we use our eyes to receive written symbols (letters, punctuation marks
and spaces) and we use our brain to convert them into words, sentences and paragraphs that
communicate something to us.

Reading can be silent (in our head) or aloud (so that other people can hear).

Reading is a receptive skill - through it we receive information. But the complex process of
reading also requires the skill of speaking, so that we can pronounce the words that we read. In
this sense, reading is also a productive skill in that we are both receiving information and
transmitting it (even if only to ourselves).

On the other hand, reading is something that you can do on your own and that greatly
broadens your vocabulary, thus helping you in speaking (and in listening and writing). Reading is
therefore a highly valuable skill and activity, and it is recommended that English learners try to
read as much as possible in English.

2. WHAT IS THE NATURE AND PSYCHOLOGY OF THE READING PROCESS?

Reading experts explain that reading is a subtle and complex process that involves five stages:
sensation, perception, comprehension, application, and integration. It is a process of thinking,
evaluating, imagining, reasoning, problem solving.

Miles Zintz (1972), however, illustrates the reading process as follows:

Step 1: Word Perception (The ability to pronounce the 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 (A judgment 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 eyes see the printed symbols with the aid of light
rays that strike the retina. Reading takes place when the eyes pause or rest. The eyes do not
really see much nor read when they are constantly in motion.
The distance or the number of words between fixation points is called the span of perception or
recognition span. A good reader makes few fixations and fewer regressions or backward eye
movements. Therefore, his perception span is much longer than that of a poor reader. Word
perception also involves the identification of the printed symbol and the meaning intended by
the author. For example, the reader identifies the combination of the letters c-a-t as cat and
not as cot or cut. The printed word, then, acts as a trigger to release a meaning which the
reader already possesses. To do this task known as a decoding process, one should possess
certain skills. These skills include the ability to
1. use sight vocabulary and configuration memory
2. use context clues to determine pronunciation and meaning
3. determine pronunciation and meaning through an analysis of the structure or parts of a
word consisting of its root and affixes, and inflected, or derived in form
4. relate the sound o9f the spoken word to its visual or graphemic symbol, a process
referred to as phonetic analysis; and
5. use a dictionary to determine pronunciation and meaning of words resistant to analysis
through the use of other skills.
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. The skills help the reader to grasp the total meaning of the passage.

Reaction includes the ability to judge accuracy, quality, or worth. These judgments are the
result of critical reading and experience. On the emotional level, reaction requires value
judgments, background experience, and the ability to recreate sensory images. Reaction occurs
only when comprehension is fully realized. One’s reaction is affected by culture. Our reaction
toward divorce and free love is different from the reactions of people of western countries.
Culture controls the quality and quantity of experience available to the reader. Thus,
experience becomes the foundation stone of the reading process.

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 concept 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. Rates are
flexible. They vary according to the reader’s purpose and the difficulty of the materials.

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