Developmental

Reading
Prepared by:

Nikki Myrtel P. Reyes

 "It deosn't mttaer in waht oredr the
ltteers in a wrod are, the olny iprmoetnt
tihng is taht the frist and lsat ltteer be at
the rghit pclae. The rset can be a toatl
mses and you can sitll raed it wouthit
porbelm. Tihs is bcuseae the huamn mnid
deos not raed ervey lteter by istlef, but
the wrod as a wlohe."
THE NATURE AND PSYCHOLOGY OF
READING
Reading is an active dialogue between the author and the reader.

‐ A subtle and complex process that involves five stages: sensation,

perception, comprehension, application, and integration
‐ A process of thinking, evaluation, imagining, reasoning, problem
solving
 Word perception
• involves sensation.

• span of perception or recognition span.

• identification of the printed symbol and the meaning

intended by the author.

• The printed word acts as trigger to release a meaning of

which the reader already possesses.
 Comprehension
• fusion of meanings
• reads to understand the passage
• making inferences,
• sensing relationships,
• drawing conclusions
• recognizing the author’s purpose, tone and feeling.
 Reaction
• includes the ability to judge:
a. accuracy
b. quality
c. worth

• reaction requires value judgements, background

experience, and the ability to recreate sensory images.
 Assimilation/ Integration
• determined by the reaction of the reader.
• If ideas are accepted, they become a part of his total
experience.
• wrong concepts are corrected
• Integration also involves applying ideas acquired in
problem solving.
 THE READING PROCESS ACCORDING
TO ZINTZ (1972)
Step 1 :Word perception – the ability to pronounce word as
a meaningful unit
Step 2: Comprehension – the skill in making individual
words construct useful ideas as they are read in context
Step 3: Reaction – judgement on what the author has said

Step 4: Integration – the ability to assimilate idea or

concept into one’s background of experience so that it is
useful as part of the individual’s total experience
 Rate
Rate refers to the speed of recognition, compreh Ension,
reaction, and assimilation.
LEVELS OF COMPREHENSION

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

The Road Not Taken

By: Robert Frost
 LEVELS OF COMPREHENSION
1. Literal comprehension
• reading the lines
• who, what, where, and when
• the definition of words,
• the context of the writing, the main idea of the passage, and
the sequence of thought chosen by the author. Facts and
details
• Rote learning and memorization
• Surface understanding only
 LEVELS OF COMPREHENSION
1. Literal comprehension

EXAMPLE :
Where did the man went by?
LEVELS OF COMPREHENSION

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

The Road Not Taken

By: Robert Frost
 LEVELS OF COMPREHENSION
2. Interpretative comprehension
• reading between the line
• making inferences
• how and why questions
• looking at what is implied.
• make inferences about the author's intent and message.
 LEVELS OF COMPREHENSION
2. Interpretative comprehension

EXAMPLE :
Why did he chose the road less traveled by?
How are you going to interpret this poem?
What does the author meant in the poem?
 LEVELS OF COMPREHENSION
3. Critical analysis
• use some external
a. evaluate the quality,
b. values of the writing
c. author’s reasoning
d. generalizations.

• The reader will react emotionally and intellectually

 LEVELS OF COMPREHENSION
3. Critical analysis
Could this possibly happen?
Is this argument logical?
What alternatives are there?
Is this a fact or an opinion?
Do you agree or disagree with the author?
What is the best solution to this problem?
 LEVELS OF COMPREHENSION
3. Critical analysis
What made him chose the road less traveled by?
Is it practical to choose not to do what is usual?
Would you agree with the Author's decision?
How did he compared the two different roads?
Is his decision logical enough
 LEVELS OF COMPREHENSION
4. Applied
or reading beyond the lines, using information to express
opinions and for

EXAMPLE :
If he chose the road most traveled by, what do you think
would happen?
If you are on the position of the author, would you do the
same thing?
The Road Not
Taken
BY ROBERT FROST
 The Road Not Taken

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
 TWO MODELS OF READING
STRATEGIES:
1. Bottom- Up (Text-based)- reading begins with letters on a
page that thereader must distinguish and organize as words,
sentences, and meaningful paragraphs
1. letter features
2. recognize letters
3. recognize spelling patterns
4. recognize words
5. Proceed to sentence, paragraph, and text- level processing
The Road Not Taken
BY ROBERT FROST
 The Road Not Taken

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
TWO MODELS OF READING STRATEGIES:
2. Top-Down (Reader- based)- reading begins with the
reader’s mind set to.
The reader needs to:
1. comprehend a selection even though they do not recognize
each word.
2. should use meaning and grammatical cues to identify
unrecognized words.
3. Reading for meaning is the primary objective of reading,
rather than mastery of letters, letters/sound
TWO MODELS OF READING STRATEGIES:
2. Top-Down con't
4. Reading requires the use of meaning activities than the
mastery of series of word- recognition skills.
5. The primary focus of instruction should be the reading of
sentences, paragraphs, and whole selections
6. The most important aspect about reading is the amount and
kind of information gained through reading.
Clustering
can be used as a brainstorming tool to generate and
organize ideas, to summarize main points of a story or
article, and as an aid in reviewing material.
Questioning -
means to use the reporting questions what, what ,when,
where , and how to learn about your topic. It is useful when
gathering information about an event or planning a story.
Imagining – involves asking “What if” questions
Ex:
-What if people had wings and could fly?
-What if earth had three moons?
-What if rocks could talk?
-What if there were no birds?
-What if the color yellow were illegal?
-What if money grew on trees?
 Comparing and Contrasting
Venn Diagrams are useful visual tools when comparing
and contrasting books, stories, people or ideas.
 Analyzing
means to break something down into its parts and think
about how the parts are related. It is one way of sorting out
information about a topic.
 A Time line
represents a span of time related to a topic. It is divided
into segments to represent the amount of time between
events.
 Story Map
A story map is chart that shows various parts of a literary
work. Most story maps include a description of setting, mood,
conflict, pilot , characters, and theme.
Setting- time and place in which a story occurs
Mood – emotion created in the reader by the story
Conflict- a struggle between two characters of forces in the
story
Plot- the series of events related to a central conflict in the story
Characters- the people or animals that play roles in the story
Theme- the central idea of the story
 REQUIRED READING SKILLS

*Skills related to eye movement

 REQUIRED READING SKILLS
Fixation - a point where your eyes come to rest as you read.

Interfixation- the short horizontal line caused by the eyes

moving from one fixation to another, the period between two
fixations.
Return sweeps- long slanting lines resulting from the quick
swinging back of the eyes from the end of the line to the
beginning of the next line
 REQUIRED READING SKILLS
Regressions – backward or right-to-left movements made in
a reverse direction. Usually, readers regress as a result of a
habit, although some do so to double-check a point.
Span of recognition or perception span is the number of
words taken every time the eyes stop. It is synonymous with
the length or distance recognized within one fixation.
Duration of fixation- the length of time the eyes pause.
Most readers make an average of four eyes stops per second,
but poor readers require more time to pause in order to see
accurately.
 DIFFERENT KINDS OF READING

DEVELOPMENTAL READING

in college refers to the refinement of vocabulary,

comprehension, literary appreciation, and study skills which are
needed in both intensive and extensive reading.
 Extensive Reading - the recreatory/leisurely type of
reading

 Intensive Reading- the detailed, careful reading one does

in class or in the library, It emphasizes study skills like
library and locational skill to enrich comprehension,
retention, and speed. It calls for an application of various
skills: vocabulary, comprehension, functional, creative, and
study
Vocabulary skills – not only the type used in reading but
also of the technical or social and specific vocabulary in
science, mathematics, social studies, and the arts.

General skills- include getting the main idea and

anticipating point of view

Functional skills- consist of scanning for a particular

purpose
 WHAT DEVELOPMENT READING REALLY MEANS

Developmental reading refers to a comprehensive reading

program which consists of several periods or stages the
period usually coincides with the individual’s developmental
stages of growth.

Covers vocabulary, comprehension skills, study skills and

literary appreciation skills
 READING READINESS PERIOD
- period when the child gets ready to read
‐ Engages in varied activities using real or concrete objects like
toys, picture books, and alphabet blocks
‐ Aquires skills in auditory and visual discrimination, motor-
ocular coordination, and critical thinking
‐ Listening to stories and reading rhymes and poems are
enjoyable experiences
‐ Aquires a basic sight vocabulary through the use of action,
picture, configuration and context clues
‐ Learns to attack words through the use of phonetic and
structural analysis
 Factors that contribute to reading
readiness
1. Physical factors
2. Intelligence and mental factors
3. Social and emotional factors
4. Personality factors and experience background
5. Language factors
6. Educational factor
 BEGINNING READING
– initial process of learning to recognize words, phrases,
and sentences as symbols for ideas. It includes:

1. Getting acquainted with an idea or experience

2. Seeing how the combination of symbols that stand for the
idea looks
3. Remembering how the combination of symbols may be
distinguished from other combinations
 PERIOD OF RAPID GROWTH OR
EXPANDING POWER
‐ Children have mastered the techniques of reading
‐ Lessons in basic readers are followed by comprehension
check-ups in the form of teacher-made exercises
‐ Free- reading is encouraged
‐ Learners use scanning or skimming techniques as they goover
the table of contents, the glossary and index of a book
‐ They use the dictionary to locate the meaning of new words
‐ They make summaries, book reports, and outlines
 PERIOD OF REFINEMENT OR GROWTH
IN THE USE OF READING TOOL
‐ Learners do a great deal of serious and interpretive reading
‐ Reading becomes a tool for purposeful study in other
subjects.
‐ Practice on the finer skills like wide reading for pleasure ,
doing research for solution to problems; or reading orally to
entertain others
‐ More independent reading
‐ Can take down note and organize them efficiently
1. After reading the novel, Jeff realized how lucky he is
compare to the characters in the story. Based on the situation,
what reading process does Jeff exhibits?

a. Word preception
b. Comprehension
c. Reaction
d. Integration
2. The student, can't comprehend the riddle that the teacher
showed in the class, because it is his first time to read. What
reading process does the student was lacking at that moment.

a. word perception
b. comprehension
c. Reaction
d. Integration
3. Upon reading the article, Jhen Identified how the author
used its intentional falacies to make the people believe that E-
cigarates are not harmful. What level of comprehension did
Jhen executed in understanding the text?

a. Literal comprehension
b. Interpretative comprehension
c. Critical analysis
d. Applied
4. Before reading the story of "Peter Pan", Teacher Jemma
asked her students with this question to set their schema;
"What if humans could fly? With this example, what reading
strategy did the teacher imparted on her students?

a. Bottom up c. Imagining
b. Top Down d. Analyzing
5. If you will be required to give the summary of a text given
that you only have limited time to do it, what kind of reading
is best for you to practice?

a. skimming c. exploratory reading

b. scanning d. idea reading
6. Carel, took up the english exam. In comprehention part of
the test, she read first the questions, look at the choices then
she locate the possible answer in the text.

a. skimming c. in study reading

b. scanning d. critical reading
7. Jenny doesn't know alot of english vocabulary words, to
help her have a fairly accurate picture of the poem, she can
use the following reading strategies EXCEPT;

a. Top down c. Idea Reading

b. Bottom up d. Skimming
The topic sentence may be a general statement;

Deductive
can be found at the beginning

Inductive
can be found at the end of a paragraph
 When then topic sentence is found in the paragraph, the
main idea is explicit,

but if there is no topic sentence the main idea is implied.

The MAIN IDEA is the chief point an author is making
about the topic.
It sums up the author’s primary message.
It is also called the central idea or thesis.
It is usually found in the beginning of the paragraph.

Main idea may be;

explicit (taken from the text )
or implicit ( implied)
SUPPORTING DETAILS

Develop, explain, and prove the main point or main idea.

These are facts, descriptions,examples, and reasons that
convince the reader and make the material interesting.
 Education is an integral indicator of a country's success. If
its men were educated and well skilled, the man power
strengthens. When the man power has been stabilized, all the
products and commodities will be abundant that will help
the economy grow fast. Once the economical status of a
country risen, the risk of poverty will decrease which is one
of the indicators of a country's success. If you want to feed
your men, feed their mind first.
 PREDICTING OUTCOMES
PREDICTION is made on the basis of prior knowledge. It
answers questions such as : What do you think will happen
and why do you think so?

INFERENCING/DROWING CONCLUSION
An inference is a conclusion based on evidence. It is an
assumption about something that is unknown based on
something that is known.
 PREDICTING OUTCOMES
A PREDICTION is an educated guess about a future event.
A PREDICTION may or may not happen, but it should be
logical.

*predictions were assumptions that are not necessarily

supported by evidences or can only be based by little of it.
 PREDICTING OUTCOMES
An INFERENCE is what you decide about an observation.
INFERENCES attempt to explain or interpret observations
based on the evidence and/or our experience.

*follows a logical process from previously known elements

*It does not provide new knowledge, rather it works with
what we already have/know.
 PREDICTING OUTCOMES
Ernesto and James are late to school. The teacher in the class
has high demands on punctuality. Since they are one year
out, they have to be more responsible.
 THINKING AND STUDY SKILLS

-Study skills are abilities associated with learning,

remembering, and using information and ideas taught in
school. They can be described as acquiring, recording,
organizing, and synthesizing.
 THINKING AND STUDY SKILLS
Devine(1981) classifies basic study skills in three parts:
Incoming or receptive skills (e.q noting signal words,
following the sequence of ideas, recognizing the author’s
purpose and main points, inferencing, predicting, etc);

Synthesizing or reflective skills (e.g. relating material to

previous knowledge, recognizing the pattern of organization.
 THINKING AND STUDY SKILLS
Reporting or expressive skills
(e.g. distinguishing reports from other kinds of
communication, identifying the intended audience, choosing
appropriate words, avoiding common errors in grammar).
It is to be noted that study skills encompass a wide range
including those often classified under word learning,
comprehension, and creative thinking.
PQ5R STUDY METHOD

-The minemonic for an effective student regulated approach

to studying the kind of material assigned every day—
textbooks.

Preview Question Read Record Recite Review

Reflect
 LIBRARY SKILLS
 Where to find information
Reference books are of three types:
1. General reference books
2. Specialized reference books
3. Non-book Material
1. General reference books
– those which contain the needed information (e.g.
dictionaries, encyclopedias, atlases, almanacs, gazetteers and
handbooks)
2. Specialized reference books-

those which refer the user to the source of information

(e.g. indexes and bibliographies)
 Specialized reference books
-Indexes are publications which catalog (by subject and
magazine) all articles that have appeared in a given set of
periodicals. There are indexes which appear in collected works.
(e.g. Reader’s Guide to Periodical Literature, Essay and
General Literature Index)

-Bibliographies are listings of books and other materials which

have some relationship to each other. Usually the materials
listed are described as to author, title, publisher, price, and
number of pages (e.g. A World of Bibliography of
Bibliographies, Cumulative Book Index )
3. Non-book Material are sources of information other than
the usual printed materials the majority of which are books.
They include:

a. Pamphlets and clippings

b. Goverment publications
c. Audiovisual materials
d. Automated information sources
c. Audiovisual materials

‐ Flat pictures
‐ Slides
‐ A filmstrip
‐ Transparencies
‐ Motion picture
‐ Sound recordings
‐ Microforms
Microforms refer to microphotographically produced
printed matter which the learners read with the aid of a
microfilm reader. The microforms are:
 Microforms
‐ Microfilm- a 16mm or 35mm roll of catridge fill which reproduces
infomation by microcopying back issues of newspapers and
magazines, book, reports, and goverment publications, dissertations,
and other printed materials
‐ Microprint- a microphotograph of printed materials reproduced in
6x9 inch cards or sheets that may accommodate as mang as 100pages
of text
‐ Microfiche- a 4x6-inch film card which can contain as many as 98
pages of reduced images of a text
‐ Microcard- another microscopic reproduction on 3x5-inch library
catalog cards that can contain as many as 80 pages of printed material,
the images of which are placed on the card in rows
Microfilm
Microprint
Microfiche
Microcard
 INTERPRETING GRAPHICS
Graphics are illustrated visual forms that summarize
information and ideas through words, symbols, pictures, and
drawings. Words and numbers are utilized to clarify the
meaning of drawings and visual symbols or to present
queantitative information in condensed form. Posters and
charts are good examples.
 INTERPRETING GRAPHICS

1. A graph is a visual representation of quantitative

information meant to make the reader see instantly how
gathered data relate to each other (e.g. line graph, bar graph,
circle graph, pictograph
INTERPRETING GRAPHICS
 INTERPRETING GRAPHICS
2. Diagrams are drawings made up of lines and symbols
which show the interrelationships of parts or elements steps
of a process, or key pictures of an object or an area. (e.g. tree
chart, time line, technical diagram, process diagram)
INTERPRETING GRAPHICS
 INTERPRETING GRAPHICS

3. Charts are visuals that summarize data, explain a process,

or describe a set of relationships. They consist of any
combination of verbal and visual element. (e.g. outline chart,
tabular chart, flow chart, organization chart)
 INTERPRETING GRAPHICS

4. Maps are flat representations of the earth that show

geographical areas by means of scales and models
INTERPRETING GRAPHICS
1. Carine, thinks that it will rain because the cloud is getting
dark. This is an example of:

a. Outcomes
b. Prediction
c. Inference
d. Conclusion
2. Sir Jerome decided not t approach the man because of the
way the man looks. This s an exampe of:

a. Outcomes
b. Prediction
c. Inference
d. Conclusion
3. Gina wants to compare the two boyfriends he had. What
kind of graphic presentation is the best to use for this specific
goal?

a. graph
b. chart
c. table
d. diagram
4. You want your students to learn about different landforms
present in different areas, what visual material would you let
them use?

a. Encyclopedia
b. Alamac
c. Atlas
d. Gazetteer
5. If the topic is found in the paragraph itself, the main idea
and topic is considered as following except:

a. Deductive
b. Inductive
c. Explicit
d. Implied
 VOCABULARY, LITERATURE,
GRAMMAR AND PHONOLOGY
“The C’s of Vocabulary”
1. Collocation

Sweet sugar sweet potato

Sweet smell sweet voice
Sweet music sweet lover
Sweetheart sweet tooth
 VOCABULARY, LITERATURE,
GRAMMAR AND PHONOLOGY
“The C’s of Vocabulary”
2. Cline

Example:
Gigantic- huge- big sometimes-often-always
Cold – warm – hot
bad-worse-worst
 VOCABULARY, LITERATURE,
GRAMMAR AND PHONOLOGY
Clusters
Examples:
1. Attractive, lovely, beautiful, charming (synonyms)

2. Fly, mosquito, ant, locust, (insect – same group)

3. Operating room, syringe, doctor, emergency room (words

that are evoked when hospital is mentioned)
Configuration
clues
 VOCABULAR, LITERATURE, GRAMMAR AND
PHONOLOGY
5. Creativity
– originality of thought or by the use of the imagination; this
includes:
a. Neologisms
b. Loan words
c. Names of persons and places
d. Words from literature
 Creativity
a. Neologisms
Ex:
Google: To use an online search engine as the basis for looking
up information on the World Wide Web.
404: Someone who’s clueless. From the World Wide Web error
message 404 Not Found, meaning that the requested document
could not be located.
Noob: Someone who is new to an online community or game.
Troll: An individual who posts inflammatory, rude, and
obnoxious comments to an online community.
a. Neologisms
Metrosexual: A man who dedicates a great deal of time and
money to his appearance.
Stitch ‘n’ bitch: A gathering of individuals who chat or gossip
while knitting or crocheting.
Vagjayjay: Slang term for the vagina that was believed to have
been coined by Oprah.
Staycation: A vacation at home or in the immediate local area.
Esplanade (v.), to attempt an explanation while drunk.
Chilax: To calm down or relax, it is a slang term used when
someone is starting to get uptight about something that is
happening.
Trademarks That are Genericized
Brand names or Words that were created especially for
advertising and PR campaigns that are now used generically.
These are sometimes also referred to as generonyms (a
neologism in itself):
Aspirin Hoover
Laundromat Band-aid
Kleenex Frisbee
Tipex Xerox
Tupperware Escalator
Granola Zipper
 Creativity
b. Loan words – words of other languages are borrowed and
incorporated into the existing vocabulary of another language
(Examples: boondocks, patio)
b. Loan words
Ex:
Modus Operandi
[Latin] Someone’s habits or method of operating (often used by
police investigators to describe someone’s criminal profile, or
MO)
Aficionado
[Spanish] An ardent admirer or fan of something
Doppelgänger
[German] A double, or look-alike person, often with negative
connotations since some people believe that seeing your own
doppelgänger is an omen of impending death.
b. Loan words
Ex:
Basmati
[Hindi] Something with a pleasant aroma, fragrant. In English,
it is usually used along with ‘rice’ to refer to the Indian dish.
Prima donna
[Italian] Literally, ‘first lady’ as in the principal female singer in
an opera, but usually used to refer to a spoiled, ill-tempered
person.
Mea culpa
[Latin] Literally, ‘my own fault’. Usually used by a person who
is admitting guilt for some wrong-doing.
 VOCABULAR, LITERATURE,
GRAMMAR AND PHONOLOGY
Creativity con't
c. Names of persons and places – from the name or places
associated with the word it describes (Examples: French De
Nimes – denims; Earl of Sandwich – sandwich)
This is also called “Eponym”
An eponym as we will use the term here is an ordinary
common noun derived from a proper noun, the name of a
person or place.
c. Names of persons and places
Ex
Earl of Sandwich – sandwich
Carl Marx- Marxism
Adam's apple-the lump of cartilage surrounding the larynx
(voice box) at the front of the human neck - most noticeable
on adult men
Freudian Slip -a verbal mistake that may reveal a person's
true beliefs, emotions or subconscious feelings
Guy -Guy Fawkes
 VOCABULAR, LITERATURE,
GRAMMAR AND PHONOLOGY
Creativity con't
d. Words from literature – the names of characters and
places, and sometimes events have become the source of a
great number of words. (Examples: Hercules – herculean;
Judas – a traitor)
 Words from literature
Words from literature
 VOCABULAR, LITERATURE,
GRAMMAR AND PHONOLOGY
6. Context – words that surround the unfamiliar term are used
as clues getting its meaning
 Types of Context Clues
1.Definition or Restatement - The meaning of the vocabulary word is in the
sentence itself, usually following the vocabularyword.

Jack's duplicity – crafty dishonesty – caused him to steal his co-worker's

pensions by funnelling their money into an offshore account.

2.Synonym - The sentence uses a similar word to help explain the meaning of
the vocabulary word.

The baseball coach punished the team's duplicity or deceitfulness after they
admitted to using steroids to boost their batting averages.
3.Antonym /Opposite/Contrast - The sentence uses a word with an opposite
definition to give the meaning of the vocabularyword.
*It was your duplicity that caused me to break up with you! Had you been
honest, I wouldn't have felt the need.
*Unlike my last employee who had integrity to spare, you have nothing more
than duplicity and will not receive a recommendation from me for another job.

4.Example or Explanation - This type of context clue uses examples to help the
reader infer the meaning of the vocabulary word.
*His duplicity involved lowering his employee's salaries, increasing their stock
options, and then stealing the money he saved by doing so.
*I was aghast at her duplicity when she stole my diamond earrings, sold them
on eBay and lied to me about it the whole time.
5.Cause and Effect - The clues that indicate an unfamiliar word is the cause
of and or the result of an action, feeling, or idea.

Constant drought and windstorm conditions caused the erosion of fertile

topsoil that crops needed to grow.
 OTHER WORD FORMATION
TECHNIQUES
a. Compounding – fairy + tale, rain + drop
b. Blending – brunch, cinematography
c. Clipping – examination – exam
d. Acronym – PAGASA
e. Abbreviation – Dr., Atty., Ms. f. Affixation – un + imagin
(e) + able
g. Reduplication – nitty-gritty, hodge-podge
h. Inflection – pure (purity, purify, purification)
 WORD ASSOCIATIONS
1. Similarity – words have the same meaning but although
similar, certain words may fit into the context while others
may not.
Ex: Beautiful, charming, pretty and Attractive
2. Contrast – words are opposite in meaning (antonyms)
Ex: open secret, constant change, bittersweet, living death.
 WORD ASSOCIATIONS
3. Part-whole – a part of something may stand for the whole,
or vice versa
Ex:

Describing a whole vehicle as just "wheels".

The phrase “gray beard” refers to an old man.
The word “sails” refers to a whole ship.
 WORD ASSOCIATIONS
4. Classification – words belonging to the same genus may
also be called grouping because the relationship between the
word is one similarity of certain characteristics
6. Predication – relationship between a noun and its verb, a
doer and its action, the action and its receiver
Ex:
Drum, drummer, drumming
Swim, swimmer, swimming
 WORD ASSOCIATIONS
7. Derivation – refers to words that grow out of other
words. From one word, many words can be formed by
adding affixes or even adding other root words to form
compounds.
Ex: Pure, purity, purify, purification.
8. Sound – words with same sound and pronunciation
Ex: Tick-tack, swift, splash, crack
 IDIOMATIC EXPRESSION
– an expression peculiar to a language; it is usually has
more than one meaning that is not gained from the meaning
of its word taken separately
 IDIOMATIC EXPRESSION

"don't sell yourself short—you've got

what it takes"
 IDIOMATIC EXPRESSION

"don't sell yourself short—you've got

what it takes"

Sell someone short

– underestimate someone
- fail to recognize or state the true value of.
 IDIOMATIC EXPRESSION

“The king is sitting pretty on his

throne which made everyone
envy the royals”
 IDIOMATIC EXPRESSION

“The king is sitting pretty on his

throne which made everyone
envy the royals”
Sitting pretty – be in a fortunate position
 IDIOMATIC EXPRESSION

“Dad hit the ceiling when he didn't

get his usual bonus.”
 IDIOMATIC EXPRESSION

“Dad hit the ceiling when he didn't

get his usual bonus.”

Hit the ceiling – become very angry

 IDIOMATIC EXPRESSION

“Don't love if you'll just pull

someone's leg, no one wants to be
foolish by only loving someone.”
 IDIOMATIC EXPRESSION

“Don't love if you'll just pull

someone's leg, no one wants to be
foolish by only loving someone.”

Pull someone’s leg – fool someone

 IDIOMATIC EXPRESSION

“Don't go on a party with us, we

don't want to see any wet blanket
around who will spoil the fun”
 IDIOMATIC EXPRESSION

“Don't go on a party with us, we

don't want to see any wet blanket
around who will spoil the fun”
Wet blanket – a dull or boring person who spoils the
happiness of others
 IDIOMATIC EXPRESSION

“My status should be kept

under one's hat.”
 IDIOMATIC EXPRESSION

“My status should be kept

under one's hat.”

Keep under one’s hat – keep something a secret

 IDIOMATIC EXPRESSION

“Everyone is busy working so get off

everyone's back, you are distracting
them.”
 IDIOMATIC EXPRESSION

“Everyone is busy working so get off

everyone's back, you are distracting
them.”
Get off someone’s back – stop bothering someone
 IDIOMATIC EXPRESSION

“If you're on a class, its either you

shape up or ship out so you better
contain yourself.”
 IDIOMATIC EXPRESSION

“If you're on a class, its either you

shape up or ship out so you better
contain yourself.”

Shape up or ship out – behave properly or leave

 IDIOMATIC EXPRESSION

“Having a part time job is the

only way I can think to make
ends meet.”
 IDIOMATIC EXPRESSION

“Having a part time job is the

only way I can think to make
ends meet.”
Make ends meet – pay one’s bill
 IDIOMATIC EXPRESSION

“The only way to serve justice is by

means of spilling the beans.”
 IDIOMATIC EXPRESSION

“The only way to serve justice is by

means of spilling the beans.”
Spill the beans – reveal a secret
 IDIOMATIC EXPRESSION

“I bet he has his tongue in cheek when

he told you about his feelings thats why
I can't convice myself its true.”
 IDIOMATIC EXPRESSION

“I bet he has his tongue in cheek when

he told you about his feelings thats why
I can't convice myself its true.”
Tongue in cheek – not in serious
 IDIOMATIC EXPRESSION
“Her friends decided not to mind her sentiments
for they think its for the birds, they can't anymore
count the times she told the same story.”
 IDIOMATIC EXPRESSION
“Her friends decided not to mind her sentiments
for they think its for the birds, they can't anymore
count the times she told the same story.”

For the birds – uninteresting and meaningless

 IDIOMATIC EXPRESSION

“Who would not shake a leg after

seeing the boss right behind them.”
 IDIOMATIC EXPRESSION

“Who would not shake a leg after

seeing the boss right behind them.”

Shake a leg – hurry

 IDIOMATIC EXPRESSION
Examples:
Sell someone short – underestimate someone
Sitting pretty – be in a fortunate position
Hit the ceiling – become very angry
Pull someone’s leg – fool someone
Wet blanket – a dull or boring person who spoils the
happiness of others
Keep under one’s hat – keep something a secret
Get off someone’s back – stop bothering someone
 IDIOMATIC EXPRESSION
Examples:
Shape up or ship out – behave properly or leave
Make ends meet – pay one’s bill
Spill the beans – reveal a secret
Tongue in cheek – not in serious
For the birds – uninteresting and meaningless
Shake a leg – hurry
 Reading Skills Ladder by Grace Goddel
1. Basic sight words
2. Using phonetic analysis
3. Using structural analysis
4. Using contextual clues
5. Vocabulary building
6. Finding the main idea
7. Finding the supporting details
8. Interfering meanings, drawing conclusions
 Reading Skills Ladder by Grace Goddel
9. Classifying and organizing facts
10. Using parts of the book
11. Using the dictionary
12. Using the encyclopedias and other reference books
13. Borrowing library books for research and enjoyment
14. Starting your private library collection
15. Exposure to reading from mass media
16. Reading from the Internet