Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Lemery Campus, Lemery, Iloilo

MODULE IN
DEVELOPMENTAL READING 2
Education 109b

DR. ELMO P. ADOR

First Semester 2020-2021
Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.
NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

Introduction to the Learner

This learning module on DEVELOPMENTAL READING is prepared to be the

mode of instruction for fourth year BEED students of NIPSC Lemery Campus. My dear
future educators, this subject is one of the professional courses under the Old
Curriculum of the BEED course under CMO 30 s. 2004. It contains the basic theories
and guides in developmental reading processes.

In the midst of this challenging times, reading remains as one of the most
important life skills that a person should develop. This module will help you as a future
teacher to prepare to the noble task of helping learners under your care to manifest the
ability to read texts, process and understand its meaning, and that their love of reading
be kindled.

It is my fervent hope as a teacher that though we do not see each other face to
face; yet, we can learn together through the printed page and the internet. It thereby
expected that you will study with diligence and answer all the activities honestly and
patiently for you to become responsible teachers in the elementary grades. It is my wish
that through these series of modules, you will search for better ways to teach reading
effectively.

Course Description:

DEVELOPMENTAL READING 2 deals with the theories, techniques, and

materials in teaching beginning reading and their applications.

Time Frame: 54 hours

Pre-requisite: None

Program Objectives (CMO 74, Series of 2017)

In consonance with the mission statement of the Teacher Education Department,

its Bachelor in Secondary Education (BSED) and Bachelor in Elementary Education
(BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and

skills necessary for immediate and gainful employment and to make them
competent professionals;
2. Expose students to varied learning activities and experiences that will enhance
their critical thinking so that they will be able to do their work well;
3. Involve students in research, extension, and production activities that will make
them knowledgeable, useful and productive citizens;

Educ. 109b: Developmental Reading 2 Dr. Elmo P. Ador

Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.
NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

BEED 4 Professor
First Semester2020 -2021

Module 1
READING: AN OVERVIEW

❖ Introduction:
Before we start, with our discussion, I want you to think of your answer to
this questions. This will prepare you for our topic in this module. What do you know
about reading?" "Why is reading important?"

In this module, you shall be introduced about the definition of reading according
to experts. The meaning of the word Comprehension and the factors that affect reading
comprehension. Our lesson is taken from our textbook Developmental Reading 2 by
Alejandro S. Bernardo on pages 1- 5.

Read the Discussion and answer the questions that follow. Perform the
activity in your module.

Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

❖ Learning Objectives:
1. To explain the different definitions of reading according to experts
2. To discuss the meaning of Comprehension
3. To identify and discuss the factors that affect reading comprehension
4. To value the importance of developing reading skills among children

❖ Learning Outputs:
Upon completion of this Module, you shall be able to:
1. Discuss your own definition of reading
2. Illustrate how comprehension occur in a reading class
3. Conduct a simple research to prove that children who are solid readers perform better
in school
4. Interview a reading teacher(through phone or internet) about his/her ideas of the
reading process.

❖ Discussion

Are you ready for our lesson? Today we will be dealing with following topics:

• What is Reading?
• What is Comprehension?, and
• What factors affect Reading Comprehension?

1. What Is Reading?
Reading is now defined as a complex cognitive process of decoding printed symbols in
order to derive meaning from them. Traditional views of reading suggest that it is simply
looking at a string of printed symbols, that is, the action or skill of reading— silently or aloud—
written or printed matter. However, this description of reading has been consistently regarded
inadequate and debatable. As it is, when readers read, they do not only use their eyes to
receive information from written symbols but they also make use of their intellectual acumen
or cognitive prowess to deduce what those written symbols intend to meaningfully
communicate to them.

Foreign Language Teaching Methods (2010) defines reading as:

• a process undertaken to reduce uncertainty about meanings a text conveys;
• the process resulting from a negotiation of meaning between the text and its reader; and
• the knowledge, expectations, and strategies a reader uses to uncover textual meaning,
which all play decisive roles when the reader negotiates with the text’s meaning.
On the other hand, Diane Henry Leipzig (2013) offers the following definition:
“Reading is a multifaceted process involving word recognition, comprehension, fluency, and
motivation.”
Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.
NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

However, one of the most popular definitions of reading—although recently criticized—

was given by Kenneth Goodman (1988):
“Reading is a psycholinguistic guessing game. Reading is a receptive psycholinguistic process
wherein the actor uses strategies to create meaning from text.”

Goodman implies that readers construct meaning of what they read. As a reader’s eyes
look at a printed text, he/she picks up graphic symbols based on his/her linguistic schema and
tries to guess what they mean. Afterward, he she either verifies whether his/ her guesses or
predictions are correct or not. If they are not. The reader will try to reconcile the miscue. Then,
the cycle goes on.

2. What Is Comprehension?

Comprehension is the understanding and interpretation of what is read. To be able to

accurately understand written materials, children need to be able :o (Reading Rockets 2014):
decode what they read;
make connections between what they read and what they already know; and
think deeply about what they have read.

Hence, it refers to the capacity to read, process, and understand what texts convey.
According to K-12 Reader (2012), several cognitive processes ‘take’ place before
comprehension is achieved. The reader needs to utilize his/her “knowledge of phonemes
(individual sound ‘pieces’ in language), phonics (link between sounds, letters, and words), and
cognitive facility to construct meaning from text.”

3. What Factors Affect Reading Comprehension?

Tompkins (2001) claims that reading comprehension is achievable. Snow, Bums, and Griffin
(1998) presented a synthesis of research on the factors that contribute to successful reading
comprehension. These are through adequate prior knowledge, the ability to derive conjectures,
and improve language proficiency.

Proficient reading comprehension of print or texts is influenced by these factors (Bulgren,

2004; Durkin, 1993; Bernardo, 2005):
✓ oral language skills which cover lexical and syntactic awareness
✓ ability to employ reading strategies to minimize comprehension breakdown
✓ understanding of text structure, text types, and genre
✓ critical reasoning and inferential skills
✓ motivation or drive and interest in reading
✓ availability of good reading materials (print or online)
✓ amount of background knowledge or vicarious experiences
✓ breadth and depth of vocabulary
✓ a clear reading purpose
✓ amount of reading (formal and informal) instruction received

Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

It should be emphasized that for comprehension to take place, readers should be able to:
build connections between what they know (schema) and what they are reading; decipher
word meaning through the use of vocabulary learning strategies; and possess sufficient
cognitive resources, for them to glean meaning from the texts, monitor how well they can
understand texts and repair breakdown, demonstrate the ability to note details, arrange ideas,
arrive at conclusions, be more engaged and confident in reading, and be cognizant of the
general structure and features of texts. (Tompkins 2009).

❖ Summary

Reading is defined as a complex cognitive process of decoding printed

symbols in order to derive meaning from them. While, Comprehension is is
the understanding and interpretation of what is read. There are several factors
that affect reading comprehension according to different authors such as
Tompkins and Bulgren.

Answer the following questions:

1. Why does Kenneth Goodman describe reading as a"psycholmgu Stic guessing game"? How
do thought (mental processes) and language relate?

______________________________________________________________________________

______________________________________________________________________________

Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo
2. Expound this assertion:

The reader has to do two tasks at the same time: produce ora ang^age determined by
graphic input and make sense of what is being read. The reader uses prior knowledge and
depends on that knowledge they already have when reading.

3. Can we identify words without constructing meaning from them. Take this as an example.
What does it tell us?
'Twas brillig, and the slithy toves Did gyre
and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
-"Jabberwock*"by Lewis Carroll
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4. Can we read even if the letters that comprise words are not in their proper order? Take
this as an example. What does it suggest?
I dnot bieleve wahtyuor feirndsiad aoubt rdaenig. Ttloaly ascurd!
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5. Do we consider reading and comprehension as one and the same? Why or why not? When does
comprehension occur? Can you cite specific situations to illustrate this claim?

Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

❖ TO DO: (Enrichment Activities)

1. Discuss how each of the aforementioned factors affects reading comprehension. Relate your
answers to your own experiences as a reader and provide cases that are products of your own
observations. Briefly share your insight and put it inside the boxes below.

Factors Affecting My Reading Comprehension

2. Conduct a simple research to prove that children who are solid readers perform better
in school, have a healthy self-image, and become lifelong learners.

3. Interview a reading teacher and ask him/her about what he/she thinks of the reading
process. Find out, too, how his/her views are translated into classroom practices.

❖ REFERENCES

Bernardo, A. 2006. “Proposed Reading Skill Book for Pupils in the Intermediate Level.”
URC Research Journal 3(5), 23-59.
Bulgren, J. 2004. “Effective Content-Area Instruction for All Students.” In T.E. Scruggs &
M.A. Mastropieri (eds.), Advances in Learning and Behavioral Disabilities: Vol. 17.
Research in Secondary Schools.

Internet Source:
https://blog.usejournal.com/the-start-of-my-journey-as-a-reader-27994d14d27b

Educ 109b : Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021