DEVELOPMENTAL READING 1

The subject provides a prospective professional teacher an extensive and integral vision
of his multifaceted task of shaping the people, and on the macro-perspective, the society. It
specifically dwells on the teacher as a member of the society, as a classroom manager, as a
practiced professional who manifests global competitiveness, in depth knowledge of
multiculturalism, and profound understanding of the significant laws that are consequential to
his practice of the teaching profession.

DEVELOPMENTAL READING 2

The course deals with the review of theories and study of techniques and approaches in
teaching beginning reading. It provides learning opportunities for the students to be able to
explain the nature, major principles, approaches, strategies, techniques, skills and theories in
reading.

II. General Objectives of the Course

This course specifically aims to:

Course Objectives:

1. Acquire knowledge and understanding of the reading skills to enable the students to
read and become fluent readers.

2. Revisit the teaching practices of reading skills to enable the students to read and become
fluent readers.

3. Strengthen one's ability to interview, to give feedback, to gather information and to

organize data for reporting.

4. Initiate needed shifts from the traditional to holistic modes of reading instruction for
effective and meaningful classroom interaction.

III. Course Outcomes

DEVELOPMENTAL READING 1

 Become acquainted with the culture of public schools and the issues of school and the
society
 Utilize an objective observation system that allows for effective primary field research
 Participate in 16 hours of K-12 school observations and data collection
 Conduct focused observations on the eight primary dimensions of teaching
 Analyze data gathered in the field observations.
 Be able to identify personal motivation for pursuing the teaching profession.
 Be conversant with the certification requirements.

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  Research the age-related (P-12) characteristics of students at the three different levels of
schooling and relate the best practices to a dimension of teaching.

DEVELOPMENTAL READING 2

 Explained the various definitions of reading and tenets they have in common according
to views of different authors;
 Determined the factors that affect reading comprehension to find out what causes reading
disabilities;
 Matched appropriate reading strategies to each reading situation;
 Read critically to determine the levels of comprehension;
 Interpreted reading texts using the reading techniques
 Interpreted expository texts and essay.

IV. Course Requirements

Regular attendance
Quizzes
Examinations (Prelim, Midterm and End term)
Active Participation
Individual and Group Activities
Reporting/Oral Presentation
Paper Output (Critical Review of Journal Articles)

V. Teaching Approaches/Strategies

Individual Self-Inventory
Reporting
Collaborative and Cooperative Learning
Open discussion/Brainstorming (Dyadic or Group)

VI. Academic Performance Evaluation System

Examination (Prelim, Midterm and End term) ……..................... 30%

Quizzes………………………………………………………………. 30%
Participation……………………………...…………………………. 10%
Attendance………………………………………………...………… 10%
Outputs/Report Presentation…………………………...........…… 20%
Total …………………………………………………...............…... 100%
VIII. Content Coverage for Modular Students

Instructions:

1. Research the following SUB-TOPICS and give an introduction or highlights about the
MAIN TOPICS. You can copy the important lessons and make an outline. Encode and use
Microsoft Words.

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 2. Print and will submit to the author a month after your enrollment.

3. Answer the Practice Sets 1 & 2 in a yellow sheet of paper and submit together with what
stated on #s 1 & 2.

Course Content:

DEVELOPMENTAL READING 1

I. Preview on Reading

 Definition of Reading
 Views of Reading
 History of Reading
 Reading as a Physiological Process
 Reading as a Cognitive Process
 Reading as a Communicative Process
 Reading as Skill/s
 Reading as a Psycho-Social Process
 Reading as a Process of Development
 Obstacles to Reading
 Selecting Reading
 Reading Comprehension
 Basic Technique in Reading Comprehension
 Speed Reading

II. Theories on Teaching Reading

 Top-Down Approach
 Bottom-Up Reading Model
 Interactive Reading Model
 Literary Appreciation Skills

III. Reading for Specific Purposes

 Reading for Information

 Reading for Appreciation and Enjoyment
 Reading for Critical Understanding
 Reading for Study

Course Content:

DEVELOPMENTAL READING 2

Unit I. Dep Ed Module 6.1 Curriculum and Instruction: The Teaching of English – Reading

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 Unit II. Bridging the Gap between Traditional and Whole Language Perspective in
Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher
C. Making Transitions toward Holistic Teaching

1. Instructional Beliefs
2. Reading Materials
3. Curriculum Designs
4. Classroom Environment
5. Community Involvement / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

1. Linear
2. Cyclical
3. Learning Alphabet
4. Recognizing
5. Decoding
6. Mouthing of words
7. Fluency

B. Aspects that influence reading development

1. Cognitive Aspects
2. Affective Aspects
3. Social Aspects
4. Linguistic Aspects

C. Theories of Reading Process

1. Bottom-Up Theory
2. Top-Down Theory
3. Interactive Theory
4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B. What is phonics instruction?
1. Goal of phonics instruction
2. Content of Phonics Instruction – word families

C. Word Recognition Instruction

1. Alphabetic Principle
2. Alphabetic Knowledge
3. Phonemic Awareness – letter-sound relationship

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 4. Phonological Awareness – ability to produce sounds
5. Print Awareness
6. Decodable Text

D. Word Recognition Strategies

1. Sight Words – Dolch List, Phili-IRI, Fry List, SREA
2. Context Clues
3. Structural Analysis
4. Dictionary
6. Alphabet Book and Chart
7. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction?

B. Strategies of Building Vocabulary
1. Structural Analysis
2. Word Associations
3. Context Clues
5. Homonyms, Homographs, Heteronyms
6. Figures of Speech
7. Idioms

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)
1. Less Time in Reading
2. Teachers Manual in Reading
3. Curriculum in Reading
4. School Management and Priorities in Reading
5. Teacher's Role in Reading

B. Two Theories in Comprehending Text

1. Scheme Theory – Schema? Schemata?
2. Generative Learning Theory

C. Reading Difficulties and Disability

1. ADHD
2. Myopia
3. Hyperopia

D. Some Teaching Strategies in Developing Reading Comprehension

1. Story Grammar
2. Story Maps
3. Story Frames
4. Story Sequence/ Clothesline
5. Cloze Procedure
6. Predicting Outcomes

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 7. Generalizing
8. Noting Details
9. Open-Ended Questions

E. Types of Comprehension Skills

1. Literal
2. Inference
3. Prediction
4. Evaluation
5. Application

F. Bloom's Taxonomy of Cognitive Domain

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading
C. Question – Answer Relationship (QAR by Raphael)
D. Reciprocal Questioning (ReQuest by Dresher et. al.)

SUPPLEMENTAL TOPICS

INTERACTIVE READING MODEL

What Teachers Should Know

What is the Interactive Reading Model? An Overview

Definition: An interactive reading model is a reading model that recognizes the interaction of
bottom-up and top-down processes simultaneously throughout the reading process.

What the Researchers Say?

 Emerald Dechant
The interactive model suggests that the reader constructs meaning by the selective use of
information from all sources of meaning (graphemic, phonemic, morphemic, syntax,
semantics) without adherences to any one set order. The reader simultaneously uses all
levels of processing even though one source of meaning can be primarily at a given time.
(Dechant 1991)

 Kenneth Goodman
An interactive model is one which uses print as input and has meaning as output. But the
reader provides input, too, and the reader, interacting with the text, is selective in using

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 just a little of the cues from the text as necessary to construct meaning. (Goodman, K.,
1981)

 David E. Rumelhart
Reading is at once a perceptual and a cognitive process. It is a process which bridges and
blurs these two traditional distinctions. Moreover, a skilled reader, must be able to make
use of sensory, syntactic, semantic, and pragmatic information to accomplish the task.
These various sources of information appear to interact in many complex ways during the
process of reading (Rumelhart, D. 1985)

Core Concepts of the Interactive Reading Model

 It focuses on the belief that what motivates a student to read is important.

 A reader is more likely to retain knowledge of the material they are reading if they have
an interest in what they are reading.
 A student’s attitude toward reading is important, and a way to help students have a
positive attitude toward reading is to allow them to pick topics of reading that interest
them.

Highly Qualified Teachers

What does a teacher of the Interactive Reading Model look like?

Influential Teachers…
o Use clearly formulated instructional strategies that embody focused goals, plans, and
monitoring feedback.
o Possess in-depth knowledge of reading literacy processes and content knowledge;
understands how to teach these effectively.
o Tap internal student motivation, stimulate intellectual curiosity, explore students’ self-
understanding, uses aesthetic imagery and expression and encourages problem solving.
o Are warm, caring and flexible.
o Have high expectations of themselves and students.
o Are concerned about their students as individuals.

A teacher of the interactive reading model…

o Does not ‘teach’ in the sense of transferring knowledge to the pupil: rather, the teacher
serves as a mediator to assist the student in becoming consciously aware of knowledge
already possessed.
o Engages the student in a collaborative process of inquiry and self-improvement.
o Models through action and allows the student to discover answers the students to
discover answers for himself or herself.

More on Highly Qualified Teachers

o A teacher’s role is helping those students use their skills and prior knowledge to discover
the information on their own.
- The teacher provides the connection between the knowledge and the
students.

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 - In Vygotsky’s Zone of Proximal Development, students cannot go outside
the zone they begin in until they receive help from a teacher, parent, or
coach.
- The teacher is someone who can guide them to reach the outer zones by
helping them scaffold on the knowledge and skills they already possess.
o A highly qualified teacher must be able to effectively teach in a classroom setting.
o A prepared teacher has clear and concise instructional strategies ready beforehand. The
teacher has focused goals, plans and knows to use formative and summative assessments
to monitor student learning.

Materials and Curriculum

What is needed in a classroom using the Interactive Reading Model?

Materials
 Plenty of interesting texts which people are highly motivated to read. These can be
preprinted or student-generated, or both.
 A phonics or syllable-based primer with lessons linked to meaningful texts (optional).
 A teachers’ guide listing the sounds or syllables to be taught (optional).

Literature Circles
 Using trade books and reading levels, teachers can also set up a book club environment
called Literature Circles.
 Literature Circles have been endorsed by the National Council of Teachers of English and
the International Reading Association.

Building Background Knowledge

 Background knowledge is an important part of the Interactive Reading Model.
 It is important that, prior to reading, the students can tap what they already know or how
the topic might relate to something they already know about or have experienced in their
own lives.
 One way to do this is by using graphic organizers to relate students’ own experiences to
the topic they are going to read about.
 Graphic organizers can be used in whole or in small group discussions, or students with
more experience can complete a graphic organizer on their own.

Parts of the Program

 Reading Readiness
 Language experience activities or themes
 Shared reading experiences
 Primer lessons (optional)
 Writing lessons to teach letter formation
 Writing lessons to encourage process writing
 Opportunities to develop fluency

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Reading Readiness Skills
o Reading readiness skills help prepare learners for the task of reading. The particular skills
they need to learn will depend on their previous experience with and exposure to reading.
o Reading readiness skills need to be taught in a context which gives the expectations that
reading is for meaning. The learners need to hear stories read aloud and observe that
reading and writing are useful and meaningful.
o Reading readiness skills are those abilities necessary for a person to begin the process of
learning to read.
Examples:
• Aural phonemic awareness
• Teaching someone to handle a book correctly
• Using a pencil correctly
• Understanding and interpreting illustrations
• Discerning shapes
• Understanding the alphabetic principle
• Understanding some concepts and conventions of print

Language Experience Activities

o A language experience activity is usually an activity that learners do together. It could
also be any experience an individual or group has had. After the experience, a teacher or
leader helps the learners write about what they have experienced.
o Here are some examples of language experience activities:
• Taking a trip to an interesting location
• Bringing an animal or object to the classroom to observe and discuss
• Inviting a guest to class
• Taking a walk and observing the people and surroundings

Shared Reading
o Shared reading is a reading where a teacher reads a story while a group of learners look
at the text being read and follow along.

Primer
o Primers are tools used in teaching reading and writing. Even though a primer is usually
designed to be used with a specific literacy method, the primer is not itself a method for
teaching reading.
o A primer is a book, or series of books, that contains instructional material for teaching
reading and writing to beginners or semiliterate learners.
o It is normally divided into a series of lessons.

Professional Development
What kind of professional development is necessary?

Professional Development is important because…

 By receiving professional development, teachers can better understand the principles of
the interactive model and how it looks in the classroom.

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  Teachers need guidance and instruction on how to teach students to engage in meaningful
conversations and how to model these conversations and use of language to students.
 Teachers can learn what concepts need to be focused on at different reading levels and
based on the students’ needs.
 Teachers will be provided with training on how to access physical resources, especially
engaging texts to keep their students motivated to read.

Ongoing professional development may include…

 Videos are a great way to share with teachers how the model looks in classrooms or
different grades.
 Workshop series that focus on questioning.
- Teachers learn to model questioning and how to teach students to ask
deeper questions about their and their peers’ reading.
 Workshops based around how teachers can bring experiences into the classroom and
bring the students outside of the classroom for experiences.
 Workshops guiding in how to create meaningful lessons using motivating and exciting
texts before and after the experiences to help all students better understand what they
have seen, heard and discussed.
 Training workshops on how to access physical resources, especially engaging texts to
keep their students motivated to read.

Interactive Reading Model in the Classroom

What does the Interactive Reading Model look like in the classroom?

First Grade
 Materials:
• Phonics primers
• Phonics workbooks
• Phonics charts and posters
• Plentiful authentic literature
 Students:
• Struggle to decode words in oral reading
• Re-read sentences after decoding unknown words to assist with fluency and
comprehension
• Practice correct letter formation through writing activities
• Writing activities based on language experiences
 Teachers
• Access prior knowledge or students before shared reading
• Draw attention to concepts of print, phonics elements
• Monitors students for correct holding of pencils, proper book handling,
comprehending and comprehension.
• Demonstrates student knowledge and meaning through use of graphic organizers.

Fifth Grade
 Materials:
• Plentiful authentic literature
 Students:

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 • Struggle to decode fewer words in reading
• Continued word study by examining roots and affixes
• Writing activities based upon language experiences
• Continue to create their own graphic organizers
• Amount of independent reading time is increased
• May participate in literature circles
 Teachers:
• Access prior knowledge of students before shared reading.
• Read aloud fewer picture books than in previous grades. Instead read more
chapter books.
• Supervise literature circles.
• Conduct writing workshops.
 Classroom:
• Whole class or small group sharing of meaning making. Meaning making changes as
students share and interact with each other, the teacher, and the text.

“Critical reading is an active process of discovery”. – Gary Goshgarian

Why?

Map out your answers by writing words/phrases that you associate with critical
reading, active, and process of discovery. Write as many words as you can.

Discuss your answers.

How would you react on the following statements?

 Girls most likely do well in academics during high school years but boys get ahead in
college.
 Female teenagers are more concerned with their physical appearance than male teenagers.

If you question the validity of the statements by asking the person to give the basis fir his/her assertions,
then you are one step closer to becoming a critical reader.

What is critical reading?

 It involves scrutinizing any information that you read or hear.

 Not easily believing information offered to you by a text.
 Critical reading is an active process of discovery because when you read critically you are
not just receiving information but also making an interaction with the writer.

Ways to help you become a critical reader

1. Annotate what you read

 One of the ways to interact with the writer is to write on the text.

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  You can underline, circle, or highlight words, phrases or sentences that contain
important details, or you can write marginal notes asking questions or
commenting on the ideas of the writer.
 You can create your own style of annotating text.

2. Outline the text

Outline- it is a useful tool in writing because it allows you to organize your

thoughts and identify areas to be included in your write-up.

In order to fully engage in a dialogue with the text or with the writer of the text, you
need to identify the main points of the writer and list them down so you can also identify
the ideas that the writer has raised to support his/her stand.

Kinds of outline

1. Cluster/Semantic Map/Web
Main topic is placed at the center and related words are identified and connected
2. Venn Diagram
- used in comparing and contrasting two entities

Outline Formats

1. Traditional Outline- composed of Roman numerals, numbers, and letters

2. Modern Outline- made of numbers and decimals (mixing the two formats is not
accepted)

Traditional Outline

I. Preliminary Period
A. Definition of Organizational Communication
B. Directions of Information Flow
C. Organizational Roles
1. As an individual
2. As groups
II. Midterm Period
A. Oral Communication Approaches
1. Traditional
2. Contemporary
B. Recent processes in Oral Communication
C. Current Issues, Perspectives, and Trends

Modern Outline

1. Preliminary Period
1.1. Definition of Organizational Communications
1.2. Directions of Information Flow

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 1.3. Organizational Roles
1.3.1. As an individual
1.3.2. As groups

2. Midterm Period
2.1. Oral Communication Approaches
2.1.1. Traditional
2.1.2. Contemporary
2.2. Recent Processes in Oral Communication
2.3. Current Issues, Perspectives and Trends

Read the selection carefully and write an outline using any of the formats.

Julie is one person with ordinary hobbies. She loves to read a lot. Among her favorite
reading materials are storybooks, newspaper, and funny comics.

She loves to watch television especially the telenovelas at night like Super D, Dolce
Amore, and Probinsyano.

And of course, she loves to eat. Her favorite foods are cakes, bread, and sisig.

Julie's life simply revolves within these hobbies. It may be very simple and ordinary but
she said she's finding happiness and contentment in them.

Julie is one person with ordinary hobbies. She loves to read a lot. Among her favorite
reading materials are storybooks, newspaper, and funny comics.

She loves to watch television especially the telenovelas at night like Super D, Dolce
Amore, and Probinsyano.

And of course, she loves to eat. Her favorite foods are cakes, bread, and sisig.

Julie's life simply revolves within these hobbies. It may be very simple and ordinary but
she said she's finding happiness and contentment in them.

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Reading Intervention for Basic Education Learners

Reading Intervention
1. Nature and Causes of Reading Problems
2. Response to Intervention

Nature and Causes of Reading Problems

Proficient reading is universally regarded as a skill needed for school and work success. The rapid
advances in Philippine education demands a need for greater proficiency in reading, and success
in it means success in reading in all content areas.

Reading is seen as an indispensable skill for both the individual and the society (McCormick,
1995).

Nevertheless, many elementary and secondary schools all over the world have large number of
students who are struggling, or even disabled, readers despite years of reading instruction.

How serious are problems of illiteracy in the United States? >17.5% or about 1million children
will encounter reading problems in the crucial first 3 years of schooling. > NAEP (2011) results
show that more than 67% of fourth-grade students performed below proficient level.

NAEP 2017
Compared to 2015, there was a 1-point increase in the average reading score at grade 8 in 2017,
but no significant change in the average score for reading at grade 4, or for mathematics at either
grade. Compared to the initial assessments in the early 1990s, average scores for both subjects
were higher at both grades.
FLEMMS Report Out of 57.59 Million Filipinos there were 18.37 who could not read, write,
compute & comprehend

FLEMMS of 2013 96.5 % of Filipinos were literate

What’s not Working?

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Effective teachers of reading understand how children learn to read because this understanding
influences the instructional approaches they will use.

Behavioral Theories focuses on observable changes in behavior

Behavioral Theories
1. Classical Conditional Theory - Ivan Pavlov
2. Connectionism-Edward Thorndike
3. Operant Conditioning - B. F Skinner

Direct Instruction Reading Readiness

1. Visual Discrimination
2. Auditory
3. Visual-motor skills
4. Large motor abilities

CONSTRUCTIVIST LEARNING THEORY

- emphasizes the active construction of knowledge

- Children are active learners.

- Children relate new information to prior knowledge.

- Children organize and relate information in schemata.

INTERACTIVE LEARNING THEORY

- Students use both prior knowledge and features in the text as they read.

- Students use word-identification skills and comprehension strategies.

- Fluent readers focus on making meaning.

SOCIOLINGUISTIC LEARNING THEORY

- Thought and language are related.

- Social interaction is important.

- Teachers provide scaffolds for students

- Teachers plan instruction based on student’s zone of proximal development

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What is Zone of Proximal Development?

READER-RESPONSE LEARNING THEORY

- Readers create meaning as they read.

- Students vary how they read depending on whether they are reading for aesthetic or
efferent purposes.

- The goal of literacy instruction is for students to become lifelong readers

Two Stances in Reading

1. Efferent- requires readers to personally disengage when reading.

2. Aesthetic- subjective and personal

AFFECTIVE FILTER HYPOTHESIS

- the mental and emotional blocks that prevents learners from fully comprehending
input.

i.e. Anxiety, motivation, self-confidence, etc.

Why is this so, and what can YOU, as a teacher of reading, do about it?

Who needs help?

What causes a student to have reading problems?

Eight (8) factors that are causes/correlates of reading disabilities:

1. Physiological factors

2. Hereditary factors

3. Emotional factors

4. Socio-cultural factors

5. Educational factors

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 6. Cognitive factors

7. Language factors

8. Reading history factors

PHYSIOLOGIGAL FACTORS:

Sensory Impairments

• Vision

• Visual Perception

• Hearing

• Neurological Dysfunction

 Atypical Maturation of the Brain

 Congenital Brain Defect

 Mixed Cerebral Dominance

 Attention Deficit Disorder/Attention

 Deficit-Hyperactive Disorder

 Dyslexia

HEREDITARY FACTORS /EMOTIONAL FACTORS

• Motivational Problem

• Learned Helplessness (Johnston & Winograd, 1985)

> It is a realization or belief of helplessness such that organism afflicted gives up all
attempts to combat the adverse stimuli.

Examples:

1. Depression

2. People who have been kidnapped

3. A student who puts in maximum effort only receive an E.

SOCIOCULTURAL FACTORS

• Socioeconomic Status

• Ethnic and Racial Identification

• Culturally Determined Gender Roles

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EDUCATIONAL FACTORS

• Lack of Research Information

• Lack of Time on Task

• Inappropriate Instructional Materials & Technique

• Presence of a Reading Program

ADMINISTRATIVE FACTORS
Characteristics of Teachers

COGNITIVE FACTORS

• Intelligence
• Cognitive Styles
• Preferred Learning Modality
• Lateral Dominance

LANGUAGE FACTORS

•Phonemic Awareness
•Oral Language Knowledge
•Word Recognition
•Vocabulary
•Reading Fluency
•Comprehension

READING HISTORY

• Matthew Effect

THREE READING LEVELS:

•INDEPENDENT
•INSTRUCTIONAL
•FRUSTRATION

READING DIFFICULTIES ARE PERSISTENT

Reading difficulty is not just a developmental lag, or something that a child grows out
of. We know that in the vast majority of cases, time alone will not help a struggling reader.

“Reading is an integral part of every subject area, and each year that a child fails to
break the code causes the gap between those who read proficiently and those who are
struggling, to grow larger”.

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 In order for this child to “catch up”, he needs to progress over and above normal.

Waiting only causes your student to fall further and

further behind.

Although it is never too late to provide intervention, there is no doubt that early intervention
closes the gap more quickly and prevents a child from needing to struggle.

Poor self-esteem Frustration

Reading Failure
Depression Anxiety

Defining Struggling Readers Struggling reader is a student who is experiencing significantly

difficulty learning to read.

Most struggling readers are likely to exhibit difficulties (Chall & Curtis, 2003):
• Background experience
• Oral language
• Decoding, including phonemic awareness & Phonics knowledge
• Fluency
• Oral, reading, and writing vocabulary
• Maintaining attention
• Motivation
• Vision, hearing, or other physical ability

THE THREE TYPES OF STRUGGLING READERS (BALAJTHY & LIPA-WADE, 2003)

1. Catch-on Reader
2. Catch-up Reader
3. Stalled Reader

1. Catch-On Reader

 Primary-grade children who are having difficulty understanding what readers do.
They Experience difficulty in (A) acquiring basic sight vocabulary, (B) applying
language cueing systems for word recognition, or (C) in comprehension.
 Often, these children have not acquired basic concepts of print:
o Word Boundaries
o Left-to-Right progression during reading, letter and word groupings, or
even concepts that print contains a message.

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 o These children are candidates for early intervention programs, but alert
classroom teachers may also meet their needs.

2. Catch-Up Reader

 Are elementary grade children having difficulty meeting the demands of reading
at their grade level.
 These children are reading below the level exhibited by their peers in terms of
word recognition, vocabulary development, and/or comprehension.

3. Stalled Reader

 Are children or young people in elementary or secondary school who have made
very limited progress in reading, despite the best efforts of classroom teachers.
 Their development of word-recognition and comprehension skills has remedial or
special education teachers.
 Some of these children are known as “severely remedial readers” or “dyslexics”.

CATCH ON CATCH UP STALLED

Reasons for Difficulty:

• Maturation or • Limited literacy • Two presuppositions

developmental delay. experiences of the reading
• Phonological • Delayed maturation struggle:
problems and physical 1. Multiple causation
• Inadequate development (Wolf, 1999)
instruction • Cultural and 2. Unitary causation:
• Home and preschool environmental learning disability
experiences differences Specific to
• Factors related to • Cognitive make up Reading: dyslexia.
disadvantage • Inappropriate school
• Discourse styles experiences
• Other Difficulties

Instruction & Instructional

Goals:
Instruction should be
designed to accomplish the
following: Teachers can use the same Teachers MUST:
materials as used with 1. Have a personal and
1. Provide students with average achievers but they professional
a schema or set of should be written at less understanding of
learning. complex levels. literacy processes.
2. Model the strategies to 2. Have a
be learned. Instruction should provide comprehensive
3. Involve the students sufficient focus on the child’s understanding of the
in the lesson by specific needs through the use

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 having them interact of word identification, oral causes and effects of
and participate in the reading fluency, or reading difficulties.
activities with the comprehension activities. 3. Recognize that
teacher. instructional
4. Provide practice for To overcome motivational assessment requires
the intended learning. difficulties caused by lack of high effort.
“Without explicit and progress, it is important for
direct teaching, they readers to choose the type of Instruction must be direct; a
might not be aware of books they would like. large portion must occur in
what they are tutorial setting. (Waddington,
supposed to learn, Inclusion in heterogenous 1996)
how they are groups composed of both
supposed to interact good and poor readers with Frequent, short meaningful
with text and teacher similar interests. experiences. Teaching too
in the lesson, and many strategies or providing
what they are Teaching and modelling of too many examples and
supposed to do when strategies. Overuse of dull, examples in a simple session
working repetitive, and time-wasting will be very confusing.
independently drills are often characteristics
(Cunningham and of some reading classrooms; Materials should be written at
Allington, 1999). thus, strategy instruction easy levels, or designed for
should engage children by Adult Basic Education,
offering relevant concepts on Readings should be
how to overcome the reading predictable.
challenges they are
experiencing. Use of LEA (Language
Experience Approach).

Children with reading problems can become children who read on grade level, with the help of
some kinds of intervention and remediation.

Remediation
• process of correcting deficiency
• Remedial reading program usually identified skill weaknesses of students and
attempted to correct these problems

Intervention
 process of coming into or between so as to hinder or alter an action may be
provided on a day-to-day basis in the classroom or may be provided as special
program in the classroom or outside the classroom
 Reading intervention program is one that prevents or stops failure by providing
instruction beyond what is being provided in the core classroom program

Prevention
 process of keeping something from happen in setting up conditions that stop
potential struggling readers from becoming struggling readers

Module 8 │Reading Development 21 | P a g e

  providing instruction and intervention as needed--- instruction that builds a solid
foundation that helps struggling readers and potential struggling readers learn to
read, plus many opportunities to read and to use what they have learned

A Framework for Core Instruction Prevention and Intervention

1. Assess and Diagnose

 find out how well the student is performing in the area of concern
 may involve the use of standardized tests, informal measures, teachers’
observations, or a combination of the three.

2. Teach/ Reteach
 provide explicit, direct instruction in the strategy, skill, or process that the student
needs, based on your assessment and diagnosis.
 encourage the teacher to model the strategy, skill, or process for the student,
providing multiple examples as needed.
 provide student-centered activities

3. Practice
 this phase provides students with multiple opportunities to use what has been
taught under teacher direction.
 this will vary according to the type of strategy, skill, or process that has been
taught.
 this should be both teachers guided and independent.

4. Apply
 this phase, students read and use a strategy, skill, or process independently.
 this may involve reading of words, sentences, or longer text, depending on what
has been taught
 Keep in mind that the goal is to get struggling readers to use the skills, strategies,
and process on their own as they read.

5. Reassess

• to make certain that the student has learned what you taught
• most of the assessment should take place after the student has applied the
skill, strategy, or process,
• What you learn from the assessment will help you determine whether to
move on to a new area or to continue working on the current one

"Children are made readers on the laps of their parents.” — Emilie Buchwald

READING AND COGNITIVE

Cognitive
o How people think and understand
o Comes from Latin word cognition- from conoscere which means ‘get to know’

Module 8 │Reading Development 22 | P a g e

 o Concerned with acquisition of knowledge (Microsoft Encarta, 2009)

Proponents

Reading and Cognitive Development

Researchers conducted by Jean Piaget and Lev Vygotsky have shown that language and
thought interact with each other, and that children go through five stages of development.

Stage 1: Sensorimotor Period

Birth to 2 years old

The child:
• Explores the world through his five senses
• Is initially not able to represent things in his mind
• Develops object permanence
• Learns by adaptation to environment

Reading in the Sensorimotor Period

• Is interested in picture books

Stage 2: Preoperation or Preconceptual Period

2-4 years old

The child:
• Explores the world around him
• Experiments with things in his environment
• Imitates adults in the use of things
• Develops animism
• Develops egocentrism

Reading in the Preoperational Period

• His reading interest involve a growing visual discrimination of objectives and symbols.

Stage 3: Intuitive Thought Period

The child:
• Enjoys listening to rhymes and reading and reciting poems

Module 8 │Reading Development 23 | P a g e

 • Develops reading readiness skills
• Can read simple words, phrases and sentences (4-5 years old)
• Can read preprimers and basal readers (6-7 years old)

Stage 4: Concrete Operational

8-11 years old

The child:
• Is capable of thinking out about actions previously carried out only at a sensorimotor level
• Develops logical reasoning
• Develops conservation

Reading in the Concrete Operational Period

• Can do a lot of reading with meaning
• Can retell stories read
• Can pick out key words or topic sentences that give the main idea
• Can note supporting details
• Can determine cause-effect relationships
• Can make inferences

Stage 5: Formal Operational Period

11-14 years old

The preteener:
• Is capable of dealing with hypothesis and propositions
• Develops abstraction

Reading in the Formal Operational Period

• Can cope with higher level critical reading skills: drawing conclusions, making
judgments, and evaluating plot and style
• For bright pupils: Reading has become truly analytic, interactive, constructive and
strategic
• Beginning of period of refinement and wide reading

READING THEORIES AND THEIR RELATIONSHIP TO READING INSTRUCTION

Major Theories
- Behaviorism
- Cognitivism
- Constructivism
- Transactionism

o These theories have neither been proven nor unproven.

o They are simply alternative ways of explaining the process of learning to read.
o These theories have led teachers to a variety of beliefs about instructional choices to help
children develop successful reading strategies.

Module 8 │Reading Development 24 | P a g e

 Behaviorism and a Part-to-Whole, Bottom-Up Reading Process

 Behaviorism – learning was essentially a conditioned response to a stimulus.

 In reading, the stimulus for reading is the print on the page.
 Bottom-up – progressing from the parts of language (letters) to the whole (meaning).
 Reading theorists for this model include: - Holmes; Singer; Gough; and LaBerge and
Samuels

COGNITIVISM AND THE INTERACTIVE READING PROCESS

o Cognitive interactive reading theories place equal emphasis on the role of a reader’s
schema and the importance of the print on the page.
o Word, sentence, and text meaning are conditioned, influenced, or shaped by the whole set
of experiences and knowledge the reader brings to reading, rather than the meaning
jumping off the page into the reader’s head based on a verbatim rendering of text.

Cognitivism: A Hybrid
Cognitivism is a combination of Gestaltist thinking and Behaviorism

Module 8 │Reading Development 25 | P a g e

AUTHOR’S PURPOSE

Reasons for Writing – Three Main Purposes

1. To Entertain
2. To Inform
3. To Persuade
Every text serves one of these purposes.

1. Writing to Entertain

The MAIN purpose is to amuse readers.

Examples:
• Stories

Module 8 │Reading Development 26 | P a g e

 • Poems
• Plays
You may learn something from a story, but the MAIN purpose is to entertain.

2. Writing to Inform

The MAIN purpose is to enlighten the reader.

Examples:
Expository essays
Nonfiction texts
Instructions or directions
Informational writing may be entertaining, but the MAIN purpose is to inform.

3. Writing to Persuade

The MAIN purpose is to convince the reader.

Examples
Persuasive Essays
Persuasive Speeches
Persuasive Letters or notes
Persuasive writing attempts to change the reader’s mind or get them to do something

Identifying the Author’s Purpose

1. Is the text a poem, story, or play?

(if “yes” = entertain; if “no” = go to next)
2. Does the text mainly give facts and info?
(if “yes” = inform; if “no” = go to next)
3. Does the text make arguments?
(if “yes” = persuade; if “no” = start over)

You will be graded on participation and completion, not on accuracy.

1. On a separate sheet of paper, number one through ten.
2. I will describe a piece of writing.
3. You will write the author’s purpose: to inform, persuade, or entertain.

1. A note written by a young girl asking her ex-boyfriend to forgive her.

2. A recipe for making potato pancakes
3. The lyrics to a Lil Wayne song
4. The warnings on a bottle of Tylenol
5. A mailing from the American Cancer Society asking for donations to help fight cancer
6. The script for a popular television show about vampires
7. A map and schedule of bus routes
8. A poem about how the world’s fresh water supplies are polluted
9. An advertisement in a magazine to get readers to buy a new video game
10. A schedule of movies and the times that they show for a local theatre

Module 8 │Reading Development 27 | P a g e

 Author’s Purpose Quiz

Directions: Read the description of each text and identify the MAIN purpose of
the author.

1. A five paragraph essay where a student argues that people should recycle and not litter
A. Entertain B. Inform C. Persuade

2. An encyclopedia entry about endangered animals and efforts to protect them

A. Entertain B. Inform C. Persuade

3. A map of the world, showing all continents, countries, and oceans

A. Entertain B. Inform C. Persuade

4. A Garfield comic from the newspaper in which Garfield hates Mondays and likes
lasagna
A. Entertain B. Inform C. Persuade

5. A brochure about how people shouldn’t shop at Walmart because they hurt local
businesses
A. Entertain B. Inform C. Persuade

6. The fourth novel in the Twilight series by Stephanie Meyer

A. Entertain B. Inform C. Persuade
7. A student’s book report about the fourth novel in the Twilight series
A. Entertain B. Inform C. Persuade

8. A speech by a politician asking for 90 minutes to be added to the school day

A. Entertain B. Inform C. Persuade

9. The play Romeo and Juliet by William Shakespeare

A. Entertain B. Inform C. Persuade

10. The instructions for the board game, Monopoly.

A. Entertain B. Inform C. Persuade

11. The story of a young man who learns to resist the influences of drugs and gangs
A. Entertain B. Inform C. Persuade

12. A child’s letter to Santa asking for a bicycle because the child has been good all year
A. Entertain B. Inform C. Persuade

13. The lyrics to a song written by popular music group, Mindful Behavior
A. Entertain B. Inform C. Persuade

14. A recipe explaining how to make chicken salad sandwiches

Module 8 │Reading Development 28 | P a g e

 A. Entertain B. Inform C. Persuade

15. A note to a teacher where a student asks if her seat can be switched because of a conflict
A. Entertain B. Inform C . Persuade

Author’s Purpose Activity

Directions: Read the descriptions of each item and determine the author’s main
purpose (to entertain, persuade, or inform). Then, in a sentence or two, explain
your answer.

1. A story about a family trying to stick together and survive through the Great
Depression in the Midwest in the 1930s
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

2. A section in a history book describing the conditions and causes of the Great
Depression in the Midwest in the 1930s
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

3. An instructional booklet describing how to operate a smart phone

Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

4. An article where the author argues that an iPhone is better than an Android phone
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

5. A poem about why the iPhone is the greatest consumer electronic device ever made
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

6. The story of a young athlete who takes steroids and his life and future fall apart
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

7. A medical report describing the effects of steroids on the human body

Author’s Purpose: _______________________________________________________
Explain Your Answer:

Module 8 │Reading Development 29 | P a g e

 Write a sentence or two.

8. A speech written by a professional athlete listing the negative effects of steroids and
urging young athletes to not use steroids
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

9. A booklet containing the school rules and the consequences for violating those rules
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

10. A story written about a young boy who moves to a new school and is bullied, but he
gains self-confidence by joining a sports team and learns to stand up for himself.
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

Author’s Purpose Activity 2

Directions: Read the descriptions of each item and determine the author’s
purpose (to
entertain, persuade, or inform). Then, in a sentence or two, explain your answer.

1. A pamphlet urging people not to eat animals or use products made from animals or
animal suffering because the author thinks that is cruel and unnecessary
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

2. A book of over 1,000 knock-knock jokes

Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

3. A cook book containing recipes for making cakes, cookies, and other desserts
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

4. The story of a young woman who, after the death of her grandfather, quit her job in
the business world and returned home to help her aging grandmother
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

Module 8 │Reading Development 30 | P a g e

 5. A politician’s speech about how homes should be provided to families who cannot
afford them
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

6. A poem about a “packrat,” a person who refuses to throw things away, even things
that most people would consider garbage
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

7. An article comparing and contrasting American and Swedish health care systems
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

8. The Shakespearean tragedy Romeo and Juliet, where two young lovers are forbidden
from seeing one another due to a centuries old blood feud between their two families
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

9. A young girl’s note to her parents giving reasons why they should buy a puppy
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

10. A website describing a local dog leash ordinance, detailing its history and the
penalties for walking around with one’s dog unleashed
Author’s Purpose: _______________________________________________________
Explain Your Answer:
Write a sentence or two.

Directions: read each sentence and determine the meaning of the word using
cross sentence clues or your
prior knowledge. Then, explain what clues in the sentence helped you determine
the word meaning.

1. unresponsive: After dropping his phone in the toilet, Robert repeatedly pressed and
held the power button, but the device was unresponsive.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

Module 8 │Reading Development 31 | P a g e

 2. neglect: Dad spent countless hours caring for and manicuring his grass, so he hated
when his neighbors neglected their lawns.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

3. weary: After studying for twelve hours straight, Rob was growing weary.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

4. contrary: Contrary to my mother's opinion that I should stay home on graduation night,
I would like to go to a large party.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

5. anxious: Whenever Bob was more than an hour late, Janice became very anxious.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

6. desolate: Chris could see nothing but the sky over the fields as he wandered through
the desolate
plains.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

7. extraordinary: Al had hoped that with his extraordinary athletic abilities he would get
a college scholarship, but he injured his knee junior year.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

8. thorough: Jackie plans every party as thoroughly as if the President were coming, so
she will make sure that everything has been considered on your big day.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

9. affectionate: I wish that Clyde were more affectionate with me but he won't even give
me a fist bump.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

Module 8 │Reading Development 32 | P a g e

 10. tranquil: Jack likes to sit on the edge of the pier when the wind is calm and the water
is tranquil.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

11. glimpse: When the teacher dropped her grade book, Alex got a glimpse of the grade
sheet. Now he is sad because he thinks that he saw an F next to his name.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?

12. reluctant: Paul was reluctant to take the car to the mechanics, since last time it cost him
seven hundred dollars, but the engine was making such a squeal that he scheduled an
appointment.
Definition:
___________________________________________________________________________
What clues in the sentence lead you to your definition?
Bonus: Define each of the words on a separate sheet of paper to check your answers.
Attach your sheet.

MOCK EXAMINATIONS

1. Mrs. Manuel believes in the power of environment print to develop 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?
A. Old boxes of powdered milk
B. Chocolate bar wrappers
C. Car stickers
D. Big books
2. Ms. Custodio teaches preschool. She is preparing to employ shared book experience activity
for her kindergartens. Which of the following materials should Ms. Custodio probably need?
A. Flash cards
B. Big books
C. Basal texts
D. Word lists

Module 8 │Reading Development 33 | P a g e

3. Ms. Adona asks her pupil to point to the first word that should be read in the big book. Then
she asks the pupil to point to the last word to be read. Which of the following assessment measure
does Ms. Adona employ to this situation?
A. Assessment of Reading Comprehension
B. Assessment of Spelling Ability
C. Concepts about Print Test
D. Vocabulary Test
4. Ms. Padilla is a Grade 1 teacher who is concerned with building letters into words and words
into sentence. She uses flashcards so the pupils can sound out syllables and words correctly. What
reading model is reflected in Mrs. Padilla's instruction?
A. Bottom-Up Model
B. Top-Down Model
C. Interactive Model
D. Schema Model
5. Ms. Torres believes that her pupils need direct sensory contact and physical manipulation in
the classroom so that they learn easily and recall input effortlessly. What is the grade level of Mrs.
Torress' class?
A. Preschool
B. Primary
C. Intermediate
D. High School
6. Mr. Morauda is a Grade 1 teacher who plans reading instruction as a part of the language block.
He provides varied reading experiences that involve children sitting quietly, silently reading
library books or making a book based on their experiences. What theoretical model of reading
does Mr. Morauda show?
A. Bottom-up Model
B. Top-Down Model
C. Interactive Model
D. Schema Model
7. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud
to the class. Which of the following is the best post-reading activity for the learners?

Module 8 │Reading Development 34 | P a g e

 A. Provide students with a guide for reader-text interactions
B. Have students write about what they have read
C. Give them comprehensions questions
D. Let them rest for a while
8. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly
read aloud 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?
A. Emotional/ Social development
B. Physical Development
C. Interest in reading
D. Intelligence
9. Mr. Arce is a new Grade 1 teacher who is unsure whether the pupils are ready for beginning
reading instruction. What must he observe before he begins his lessons?
A. The pupils are emotionally prepared for social interaction and competition
B. The pupils have achieved unity of their capabilities with their interests
C. The learners can respond to simple questions and instructions
D. The learners show desire to learn in class
10. Teacher Milicent knows well that the text of the print material knows well that the text or the
print material is one factor that affects reading. So she tries to match the text with the ease or
difficulty of students’ comprehension based on the style of writing. What text factor does Teacher
Milicent consider in the choice of reading materials for her class?
A. Organization
B. Format
C. Readability
D. Content
11. Ms. Morallos teaches her Grade 6 class how to write a summary of an expository text. In her
discussion, she explains what it is, models it through think aloud, and informs her pupils when
and how this skill learned in the classroom can be used even during their own free silent reading.
She provides them with guided and independent practice before she conducts an evaluation.
What approach to teaching is reflected in Ms. Morallos’ practice?

Module 8 │Reading Development 35 | P a g e

 A. Indirect instruction
B. Explicit instruction
C. Intrinsic instruction
D. Independent instruction
12. ReQuest is a strategy used to develop learners’ ability in asking significant questions. The
teacher needs to model questioning skills and let the pupils practice the same until the learners
are ready to use the skill automatically. What is the best reason for teaching the learners this skill?
A. Learners become purposive when they set their own questions while reading.
B. Teachers become confused by the questions asked by the learners.
C. Teachers find time to review the questions of the learners.
D. Learners feel important when they make questions.
13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school’s vocabulary
development program. After going through all the books used by his fourth grade pupils, he is
still in the dark as to what words need to be included in his list. Which of the following criteria
should NOT be the basis of Mr. Gutierrez for word selection?
A. High frequency words
B. Content area words
C. High utility words
D. Difficult words
14. Mr. Malaya 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?
A. Getting main idea
B. Sequencing events
C. Reciprocal teaching
D. Rhetorical patterns of expository texts
15. Which of the following beliefs is consistent with the bottom-up perspective in reading?
A. A reader could read a text when he/she uses his prior knowledge to make sense of the
text.
B. A reader could read a text when he/she selects only the meaningful segments in the text.
C. A reader could read a text when he/she relates the text to other texts previously read.

Module 8 │Reading Development 36 | P a g e

 D. A reader could read a text when he/she can translate the visual symbols to their aural
equivalent.
16. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing
with unfamiliar words?
A. Inferencing
B. Structural analysis
C. Predicting outcomes
D. Using contextual clues
17. Before a reader could read the WORD, he/she must learn to read the WORLD first. What does
this imply?
A. Students or readers must know the names of the letter first before they will know what
the word means.
B. Readers must know the sounds of the letters first before they will know what the word
means.
C. Words are only representations of the concept that the child or reader knows before
encountering the print.
D. The text supplies the readers with the necessary knowledge they need to make sense of
the print.
18. Mr. Velasquez explicitly teaches his students the rhetorical patterns of an information text
taken from a science textbook. Which of the following does the teacher want to develop in the
reader?
A. Print skill
B. Content schemata
C. Formal Schemata
D. Vocabulary knowledge
19. Ms. Rebolledos uses the timeline as a graphic organizer to teach the readers to understand a
given expository text. Which of the following organizational structures might be the one used in
the exposition of the text’s information?
A. Cause and effect
B. Comparison and Contrast
C. Enumeration-description

Module 8 │Reading Development 37 | P a g e

 D. Sequential or chronological
20. Which of the following is the BEST reason why regression is a good metacognitive reading
technique?
A. Readers use it to search for keywords in a text
B. Readers use it to read a passage all over again
C. Readers use it to highlight important lines in the text for retrieval purposes
D. Readers use it to monitor comprehension when text seems not to make sense.
21. Edward is reading a book and he needs to know the meaning of the word “obliterate”.
However, the passage does not give enough clues for him to figure out the word means. He
decided to use his pocket dictionary so he would know what the word means. Which of the
following strategies should he use so that he would know the meaning of the unfamiliar word?
A. Scanning
B. Skimming
C. Close reading
D. Careful slow reading
22. Ms. Sigua entered the classroom and posted images that she has taken from the story she is
about to tell the students. Before she started telling the story to 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?
A. Explicit Phonics
B. Basal Approach
C. Embedded Phonics
D. Language Experience Approach
23. 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?
A. Whole-language approach
B. Language experience approach
C. Literature-based approach
D. Phonics approach
24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns.
Which of the following reasons DOES NOT justify such activity?

Module 8 │Reading Development 38 | P a g e

 A. Setting a purpose for reading
B. Activating prior knowledge
C. Confirming, revising or rejecting an earlier assumption about a topic
D. Sharing assumptions related to the topic of the text to be read
25. Mr. Lilang wants to develop creative thinking in his students even before he asks his students
to silently read the short story for the day’s reading lesson. Which of the following activities
should he provide the students so he could achieve his aim?
A. Unlocking of vocabulary words by finding their meaning in the dictionary
B. Asking the students to write story impressions out of the posted pictures of scenes taken
from the story to be read
C. Pronouncing five unfamiliar vocabulary words that will be encountered in the story
D. Asking the students to list down certain experiences they had, which may be related to
the main character in the story to be read.

MOCK EXAMINATIONS 2

Direction: Read and answer each question carefully. Write the letter which
corresponds to your answer before each number.

1. Teacher X believes in the power of environment print to develop 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?
A. Old boxes of powdered milk
B. Chocolate bar wrappers
C. Car stickers
D. Big books
2. Teacher C teaches preschool. She is preparing to employ shared book experience activity for
her kindergartens. Which of the following materials should Teacher C probably need?
A. Flash cards
B. Big books
C. Basal texts
D. Word lists

Module 8 │Reading Development 39 | P a g e

3. Teacher Y asks her pupil to point to the first word that should be read in the big book. Then
she asks the pupil to point to the last word to be read. Which of the following assessment measure
does Teacher Y employ to this situation?
A. Assessment of Reading Comprehension
B. Assessment of Spelling Ability
C. Concepts about Print Test
D. Vocabulary Test
4. Teacher A is a Grade 1 teacher who is concerned with building letters into words and words
into sentence. She uses flashcards so the pupils can sound out syllables and words correctly. What
reading model is reflected in Teacher A 's instruction?
A. Bottom-Up Model
B. Top-Down Model
C. Interactive Model
D. Schema Model
5. Teacher B believes that her pupils need direct sensory contact and physical manipulation in the
classroom so that they learn easily and recall input effortlessly. What is the grade level of Teacher
B's class?
A. Preschool
B. Primary
C. Intermediate
D. High School
6. Mr. Andrey is a Grade 1 teacher who plans reading instruction as a part of the language block.
He provides varied reading experiences that involve children sitting quietly, silently reading
library books or making a book based on their experiences. What theoretical model of reading
does Mr. Andrey show?
A. Bottom-up Model
B. Top-Down Model
C. Interactive Model
D. Schema Model
7. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud
to the class. Which of the following is the best post-reading activity for the learners?

Module 8 │Reading Development 40 | P a g e

 A. Provide students with a guide for reader-text interactions
B. Have students write about what they have read
C. Give them comprehensions questions
D. Let them rest for a while
8. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly
read aloud 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?
A. Emotional/ Social development
B. Physical Development
C. Interest in reading
D. Intelligence
9. Mr. Dino is a new Grade 1 teacher who is unsure whether the pupils are ready for beginning
reading instruction. What must he observe before he begins his lessons?
A. The pupils are emotionally prepared for social interaction and competition
B. The pupils have achieved unity of their capabilities with their interests
C. The learners can respond to simple questions and instructions
D. The learners show desire to learn in class
10. Teacher E knows well that the text of the print material knows well that the text or the print
material is one factor that affects reading. So, she tries to match the text with the ease or difficulty
of students’ comprehension based on the style of writing. What text factor does Teacher E
consider in the choice of reading materials for her class?
A. Organization
B. Format
C. Readability
D. Content
11. Teacher F teaches her Grade 6 class how to write a summary of an expository text. In her
discussion, she explains what it is, models it through think aloud, and informs her pupils when
and how this skill learned in the classroom can be used even during their own free silent reading.
She provides them with guided and independent practice before she conducts an evaluation.
What approach to teaching is reflected in Teacher F’s practice?

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 A. Indirect instruction
B. Explicit instruction
C. Intrinsic instruction
D. Independent instruction
12. ReQuest is a strategy used to develop learners’ ability in asking significant questions. The
teacher needs to model questioning skills and let the pupils practice the same until the learners
are ready to use the skill automatically. What is the best reason for teaching the learners this skill?
A. Learners become purposive when they set their own questions while reading.
B. Teachers become confused by the questions asked by the learners.
C. Teachers find time to review the questions of the learners.
D. Learners feel important when they make questions.
13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school’s vocabulary
development program. After going through all the books used by his fourth-grade pupils, he is
still in the dark as to what words need to be included in his list. Which of the following criteria
should NOT be the basis of Mr. Gutierrez for word selection?
A. High frequency words
B. Content area words
C. High utility words
D. Difficult words
14. Mr. Malaya 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?
A. Getting main idea
B. Sequencing events
C. Reciprocal teaching
D. Rhetorical patterns of expository texts
15. Which of the following beliefs is consistent with the bottom-up perspective in reading?
A. A reader could read a text when he/she uses his prior knowledge to make sense of the
text.
B. A reader could read a text when he/she selects only the meaningful segments in the
text.

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 C. A reader could read a text when he/she relates the text to other texts previously read.
D. A reader could read a text when he/she can translate the visual symbols to their aural
equivalent.
16. Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing
with unfamiliar words?
A. Inferencing
B. Structural analysis
C. Predicting outcomes
D. Using contextual clues
17. Before a reader could read the WORD, he/she must learn to read the WORLD first. What does
this imply?
A. Students or readers must know the names of the letter first before they will know what
the word means.
B. Readers must know the sounds of the letters first before they will know what the word
means.
C. Words are only representations of the concept that the child or reader knows before
encountering the print.
D. The text supplies the readers with the necessary knowledge they need to make sense
of the print.
18. Mr. Velasquez explicitly teaches his students the rhetorical patterns of an information text
taken from a science textbook. Which of the following does the teacher want to develop in the
reader?
A. Print skill
B. Content schemata
C. Formal Schemata
D. Vocabulary knowledge
19. Ms. Rebolledos uses the timeline as a graphic organizer to teach the readers to understand a
given expository text. Which of the following organizational structures might be the one used in
the exposition of the text’s information?
A. Cause and effect
B. Comparison and Contrast

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 C. Enumeration-description
D. Sequential or chronological
20. Which of the following is the BEST reason why regression is a good metacognitive reading
technique?
A. Readers use it to search for keywords in a text
B. Readers use it to read a passage all over again
C. Readers use it to highlight important lines in the text for retrieval purposes
D. Readers use it to monitor comprehension when text seems not to make sense.
21. Edward is reading a book and he needs to know the meaning of the word “obliterate”.
However, the passage does not give enough clues for him to figure out the word means. He
decided to use his pocket dictionary so he would know what the word means. Which of the
following strategies should he use so that he would know the meaning of the unfamiliar word?
A. Scanning
B. Skimming
C. Close reading
D. Careful slow reading
22. Ms. Sigua entered the classroom and posted images that she has taken from the story she is
about to tell the students. Before she started telling the story to 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?
A. Explicit Phonics
B. Basal Approach
C. Embedded Phonics
D. Language Experience Approach
23. 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?
A. Whole-language approach
B. Language experience approach
C. Literature-based approach
D. Phonics approach

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24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns.
Which of the following reasons DOES NOT justify such activity?
A. Setting a purpose for reading
B. Activating prior knowledge
C. Confirming, revising or rejecting an earlier assumption about a topic
D. Sharing assumptions related to the topic of the text to be read
25. Mr. Lilang wants to develop creative thinking in his students even before he asks his students
to silently read the short story for the day’s reading lesson. Which of the following activities
should he provide the students so he could achieve his aim?
A. Unlocking of vocabulary words by finding their meaning in the dictionary
B. Asking the students to write story impressions out of the posted pictures of scenes taken
from the story to be read
C. Pronouncing five unfamiliar vocabulary words that will be encountered in the story
D. Asking the students to list down certain experiences they had, which may be related to

THEORIES AND MODELS OF READING

Task. Read the following texts and pictures.

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 THE TRADITIONAL VIEW

According to Dole et al. (1991)

 Readers are passive recipients of information in the text.
 Meaning resides in the text and the reader has to reproduce meaning.

According to Nunan (1991)

 Reading in this view is basically a matter of decoding a series of written symbols into their
aural equivalents in the quest for making sense of the text.
 He referred to this process as the ‘bottom-up’ view of reading.

BOTTOM-UP MODEL
It is a reading model that emphasizes the written or printed text. It emphasizes the ability to
decode or put into sound what is seen in the text.

According to McCarthy (1999)

 He has called this view ‘outside-in’ processing, referring to the idea that meaning exists
in the printed page and is interpreted by the reader then taken in.

Features of Bottom-up Model

The reader needs to:

1. Identify letter features
2. Link these features to recognize letters
3. Combine letter to recognize spelling patterns
4. Link spelling patterns to recognize words
5. Then proceed to sentence, paragraph, and text-level processing

Views of Some Researchers About the Bottom-up Reading Model

Leonard Bloomfield:
 The first task of reading is learning the code or the alphabetical principle.
 The meaning of the text is expected to come naturally as the code is broken based on the
reader’s prior knowledge of words.

Drawbacks of Bottom-up

 The idea of linear processing

 Underestimated the contribution of the reader
 Failed to recognize that students utilize their expectations about the text based on their
knowledge of language and how it works
 Failure to include previous experience and knowledge into processing

Emerald Dechant:
- “Bottom-up models operate on the principle that the written text is hierarchically
organized.

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 - That the reader first process smallest linguistic unit, gradually compiling the smaller
units to decipher and comprehend the higher units.

Charles Fries:
- The reader must learn to transfer from the auditory sign for language signals to a set of
visual signs for the same signal.
- The reader must automatically respond to the visual patterns.
- Learning to read… Means developing considerable range of habitual responses to a
specific set of patterns of graphic shapes.

Philip B. Gough:
- Reading is strictly a serial process
- Lexical, syntactic and semantic rules are applied to the phonemic output which itself has
been decoded from print.

THE COGNITIVE VIEW

 Also known as ‘Top-down’ Reading Model.

 According to Nunan (1991) and Dubin and Bycina (1991), the psycholinguistic model of
reading and the top-down model are in exact concordance.
 Direct opposition to the ‘bottom-up’ model.
 Rumelhart has also stated that if our schemata are incomplete and do not provide an
understanding of the incoming data from the text, we will have problems processing and
understanding the text.

Features of Top-down Model

 Readers can comprehend a selection even though they do not recognize each word.
 Readers should use meaning and grammatical cues to identify unrecognized words.
 Reading for meaning is the primary objective of reading, rather than mastery of letters,
letters/sound relationships and words.

Views of Some Researchers About the Top-Down Reading Model

Frank Smith
 Reading is not decoding written language to spoken language.
 Reading does not involve the processing of each letter and each word.
 Reading is a matter of bringing meaning to print.

THE METACOGNITIVE VIEW

Also known as Interactive Reading Model

Block (1992)
 The readers attempt to form a summary of what has read.

Kevin et. al. (1991)

 Metacognition involves thinking about what one is doing while reading.

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Kenneth S. Goodman
 “The goal of reading is constructing meaning in response to text. It requires interactive
use of graphophonic, syntactic, and semantic cues to construct meaning”.
 “It is one which uses print as input and has meaning as output. But the reader provides
input too, and the reader, interacting with text, is selective in using just as little of the cues
from text as necessary to construct meaning”.
 Projecting the author’s purpose for writing the text (while reading it).
 Choosing, scanning or reading in detail.
 Making continuous predictions about what will occur next, based on information
obtained earlier, prior knowledge, and conclusions obtained within the previous stages.

 Interactive approaches see the advent of the incorporation of bottom-up and top-down
approaches to reading (Eskey, 1988; Samuels and Kamil, 1988).

 Both modes of information processing, top-down and bottom-up alike, are seen as
strategies that are flexibly used in the accomplishment of the reading tasks (Carell and
Eisterhold, 1983; Carell, 1988; Clarke, 1979; Eskey, 1988; Grabe, 1988).

 Hence, the interactive approaches rely on both the graphic and contextual information.

Views of Some Researchers About the Interactive Reading Model

Emerald Dechant
 The interactive model suggests that the reader constructs meaning by the selective use of
information from all sources of meaning without adherence to any set order.
 The reader simultaneously uses all levels of processing even though one source of
meaning can be primary at a given time.

David E. Rumelhart
 Reading is at once a perceptual and a cognitive process.
 It is a process which bridges and blurs these two traditional distinctions.
 A skilled reader must be able to make use of sensory, syntactic, semantic, and pragmatic
information to accomplish the task.

 Interactive Model emphasizes the role of prior knowledge or pre-existing knowledge in

providing the reader with non-visual or implicit information in the text.

 Also, adds the fact that the role of certain kind of information-processing skills is also
important.

EMERGING READING MODELS

Kenneth Goodman
 An interactive model is one which uses print as input and has meaning as an output.
 The reader provides input too, and the reader interacting with the text, is selective in using
just as little of the cues from text as necessary to construct meaning.

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Stanovich Model (1980)
Interactive-compensatory reading model. Readers who rely on both bottom-up and top-down
processes are depending on:
- Reading purpose
- Motivation
- Schema
- Knowledge of the subject

Anderson and Pearson Schema Theoretical View

It focuses on the role of schemata (knowledge stored in memory) in text comprehension.
SCHEMA THEORY
a. Relationships among components
b. Role of inference
c. Reliance on knowledge of the content

 Comprehension = interaction between old & new information

 Schema Theory: Already known general ideas subsume & anchor new information
 Include:
a. Info about the relationship among the components
b. Role of inference
c. Reliance on knowledge of the content, + abstract & general schemata.

Pearson and Tierney R/W Model

 Negotiation of meaning between writer & reader who both create meaning through the
text as the medium.
 Reader as composer:
“the thoughtful reader… is the reader who reads as if she were a writer composing a text
yet for another reader who lives within her”.
 Reader reads with the expectation that the writer has provided sufficient clues about the
meaning.
 Writer writes with the intention the reader will create meaning.

 Context is important

 Knowing why something was said is as crucial to interpreting the message as knowing
what was said.
 Failing to recognize author’s goal can interfere with comprehension of the main idea or
point of view.
 Focus on the thoughtful reader with 4 interactive roles:
1. Planner – creates goal, use existing knowledge, decides how to align with the text
2. Composer – searches for coherence in gaps with inferences about the relationship
within the text
3. Editor – examines his interpretations
4. Monitor – directs the other 3 roles

 A model that addresses the role that attitude and motivation play in reading.
 Attitude intention to read reading.

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  Attitude toward reading may be modified by a change in reader’s goal.

Examples:
- Topic of no interest
- Examination on comprehension

o As teachers, we must know—in the sense of holding beliefs that are grounded in
experience and information – how this literacy development is affected by the knowledge,
experiences, and cognitive stage of adults.

o If we are to guide and direct our students, we need to know where we are going, which
paths are the most likely to get us there, and which paths are most likely to be dead ends.
This means that, as teachers of reading, we must be cognizant of our underlying beliefs or
theories of literacy development: how one begins to learn to read and how one develops
from that point into an increasingly effective reader with a broadening range of texts.

o Feedback during reading may affect attitude and motivation.

o Satisfaction with affect developed through reading.

o Satisfaction with ideas developed through reading.

o Feelings generated by ideas from the reading process.

o Ideas constructed from the information read.

o How the reading affects values, goals and self-concept.

TEXT STRUCTURES

 Determining how a material is organized.

Organization of Text

Understanding main topic & supporting points

Aid in writing effective paragraphs and essays

1. Chronological Order

 Often used in fiction, biography and autobiography.

 May include flashbacks that describe previous events and/or experiences.

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 2. Spatial Order

 Used for descriptive writing.

 May include left-to-right, top-to-bottom, front-to-back or inner-to-outer descriptions.

3. Logical Order

 Often used in persuasive speeches and essays.

 May use patterns of logic in a number of ways:

a. Inductive reasoning – specific or particular facts lead to a general conclusion.

b. Deductive reasoning – a general truth leads to the specific or particular cases.
a. Cause and Effect – explanation by telling why or how something happened.
Describes how two or more events are related or connected.
b. Static Description – gives the reader a detailed observation.
c. Process Description – it gives the readers a clear description of hoe something is
done.

4. Analysis/Classification

 Used for explaining, defining and directing.

 May use the following patterns:
a. Definition – give the meaning of an entity.

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