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HO4. Week 5

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HO4. Week 5

Uploaded by

Cgc Bryan Del Pilar
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© © All Rights Reserved
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DEVELOPMENTAL READING (Midterm) Handout No.

4/Week 5

Lesson Title: Basic Technique in Reading Comprehension; Reading as a Communication Process;


Reading as Process of Development

Basic Techniques in Reading Comprehension


Experts found out that teacher should cultivate the habit of reading for ideas, and not read one word
at a time thinking of the meaning of separate words.

“Active/ reading/ not/ only/ produces/ understanding/ but/ allows/ you/ to/ appreciate/ the/ text/
as/ a/ work/ of/ art./”
Beginner reader finds this pattern of word-for-word reading comfortable since he is still groping
to learn individual words. But as the reader matures, he would certainly fin this method tiresome and
unnecessary.

“Just as you admire/ the composition of a painting/, a sculpture/, a building/, or a dance/, so you can/
and should admire/ the composition/ of a painting/, a sculpture/, a building/, or a dance/.”
The average reader and more mature reader has improved his reading habit by picking up longer
thought units in which he gets meaning from the text.

“And so you can and should admire/ the composition of a text – the harmony and shapeliness of the
whole,/ the way in which parts fit together, refer to one another, and support each other,/ the avoidance of
excess, the balance of elements.”/
The good reader has taken in larger units at a time, taking in an increased and longer unit of
meaning.

Reading as a Communication Process


What is language?
Language is a code of system used by humans to communicate. And as there are diverse languages,
there are diversities in the code system or symbol system as devised and used by man. In language, there
are certain characteristics that can evoke effective and positive reactions on man. Experts say that these
characteristics of language are also conducive to man’s reading recognition and appreciation.
1. Clarity. The reader can more easily and immediately understand language when the code symbols
are concrete rather than abstractions and generalizations.
2. Simplicity. Complex wording written for the sake of verbal erudition is less easily understood,
compared with what is expressed directly and to the point.
3. Adapted Language. Words of expressions should relate to the reader’s age, educational attainment,
gender, ethnic origin, and other personal factors (demographic profile).
4. Forceful. Stimulating language provides color, interest, and excitement.
5. Vivid Language. Vivid wording is descriptive and stirs the senses of the reader. Reading becomes
multidimensional.

These five characteristics of language add meaningfulness to the reader. As a reader yourself, you
may now see the relevance of language to effective and meaningful reading.

Reading as Process of Development


It is clear that the student teacher who must also develop reading skills, has the responsibility to
direct and guide his future pupils along the stages of reading development. In doing so, the teacher must
ensure the continuity and progression of the reading experience.

In general, the Reading Stages/Periods are:


1. Reading Readiness – Nursery and Kindergarten Pupils
2. Beginning Reading – Grades 1 and 2
3. Rapid or Expanding Reading Growth – Grades 3 and 4
4. Refinement and Use of Reading as a Study Tool – Grades 5 and 6, High School, and College
Learning Acquisition in Every Stage
A. Reading Readiness. In this stage, the teacher:
• prepares pupil for learning how to read;
• guide the child in acquiring functional listening and speaking vocabulary;
• initiates activities using real/concrete objects such as alphabet blocks, toys, picture books,
etc.;
• impart skills in auditory and visual discrimination, motor-ocular coordination;
• introduces fun experiences such as listening to stories, reading rhymes, and children’s
poems.

B. Beginning Reading. This is the stage for the child to recognize and remember words, phrases, and
sentences as symbols for ideas that correspond to early experience. For this purpose, the teacher:
• introduces words, seeing to it that these words relate to real-life situations;
• initiates both oral and silent reading, with preference to oral reading in order to aid the child
in recall, correct pronunciations, and clear enunciation of words.
• engages the child in repetitive, interesting, and meaningful vocabulary building activities.

C. Rapid or Expanding Reading Growth. The teacher guides the child in the mastery of reading
techniques by:
• enriching vocabulary, deepening comprehension, and awakening critical thinking through
answer-search to problems;
• encouraging free reading;
• applying skimming and scanning techniques in the use of table of contents, glossary, and
index of books;
• assigning summaries, outlines, and book reports.

D. Refinement and Use of Reading as a Study Tool. This is a period of serious and interpretative
reading in which the high school teacher guides the student in the use of reading as a tool for effective
study of other required subjects. The teacher, therefore:
• encourages independent reading and ample use of library materials;
• introduces research work as would be useful in problem-solving in other subjects;
• encourages the practice of note-taking, efficient organization of notes, and wide reading for
pleasure;
• engages the student in oral reading using poetic, exhortative, and dramatic materials.

For the college teacher, intensive and extensive reading are intended to further refine
vocabulary, comprehension, literary appreciation, and study skills. In particular, the college teacher:
• guides college students in careful, detailed, and analytical reading;
• induces mastery of language which lead to facility with words, functionality of reading for
writing, and innovative study work;
• helps the students in familiarity with technical words/terms as adopted in specific
disciplines;
• builds the students’ literary appreciation.

References:
• Bernardo A. (2013). Developmental Reading 1. REX Bookstores.
• Villanueva, A and Delos Santos, R. (2018). Developmental Reading 1. LoriMar Publishing Inc

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