Reading and writing skills

• Sender - Receiver
• 
  

  Reading: Cognitive Process, Have Written Symbols, Interactive, Comprehension, Fluency and Accuracy, Interpretation
• Reading is not just a basic skill.


  Reading is a skill (It needs to be developed or improved, it can be enhanced through practice)
• Reading is a complex process.


  Not something that you can easily understand
• Reading is a complex process.


  Undergo a series of stages to attain proficiency.
• Reading is a complex process.


  Actively involved in reading and interpreting a text
• Reading is situationally bounded.


  Influenced by different situational factors like interests and needs
• Reading is not the same as decoding.


  Decoding is the easiest way to read (not understanding the context)
• Reading is not the same as decoding.


  Develop fluency - exposure to a wide range of reading materials.
• Proficiency requires characteristics.


  Accuracy - the ability to understand what you read precisely/exactly.
• Proficiency requires characteristics.

  Fluency - the ability to read text smoothly
• Accuracy + Fluency = Proficient
• Reading is problem-solving.


  Every detail contributes to the bigger picture.
• Strategic in monitoring the interactive process that assists comprehension

  Reading strategies
• Motivated to read and learn

  Have objective and goals
• Socially active around reading tasks


  Relate and connect oneself to the text
• Mentally Engaged


  Being present and invested
• R - reconstruct your schedule
• E - Equip yourself with good eyesight
• A - Ask yourself questions while reading
• D - Define your goals in reading
• I - Investigate further
• N - Negotiate with your environment
• G - Gauge your reading capability
• Stages of Reading Development by Prof. Jeanne Chall
• (1st) Stage 0: Pre-reading


  "I want" stage

  • Reading readiness stage
  • No actual reading takes place
  • Familiarity = sounds + symbols

  Ex. Uttering incomprehensible words
• (2nd) Stage 1: Initial Reading


  "I start" stage

  • The child learns to read
  • Symbol + Sound Relationship
  • No comprehension

  Ex: starts applying the skills to texts
• (3rd) Stage 2: Confirmation and Fluency


  "I improve" stage

  • What was learned = put into practice
  • The child continuously confirms; gives full attention to the meaning and to the printed page
  • The process of confirmation leads to fluency
  • Learning from mistakes
  • Reading longer texts
• (4th) Stage 3: Reading for Learning Anew


  "I acquire" stage

  • The child sees every instance as an opportunity to learn
  • The child realizes that the text has meaning
  • They develop a love for reading and learning
  • Crucial because whatever reading material they are exposed in, the child may retain that information
  • Child realizes that he/she is capable of understanding
• (5th) Stage 4: Reading for Multiple Viewpoints


  "I explore" stage

  • What was learned = challenged
  • Explore different reading materials 
  • Validation and negotiation
  • There are 2 sides to a story
• (6th) Stage 5: Construction and Reconstruction


  "I decide" stage

  • Reader: reached the highest level of reading development Here you can form your own interpretations or opinions
  • Manifestation: A reader can selectively choose materials to read; Has definitive opinions on what he/she takes in
• Schemata

  • Singular: Schema
  • Summation of one’s experiences and acquiring information
  • Is also a reader’s background knowledge
• IDEAS MEANINGS IN THE TEXT + SCHEMATA OF THE

  READER = UNDERSTANDING
• Bottom-up Approach

  • Reader < Book
  • The reader has little to no background knowledge
  • The reader can learn new knowledge
  • From the book to the mind
• Top-down approach

  • Reader > Book
  • The reader has enough background knowledge 
  • From the mind to the book
• Interactive Approach

  • Reader = Book
  • Have enough background knowledge but at the same time learn from the book
• Purpose

  • Reasons 
  • The different reasons on why people read
  • “Why do you read?”
• Program

  • Instruction or Activities
  • Different instructions or reading activities that a learner will have to encounter
  • Instructions being given or enforced in the classroom until we develop our reading abilities
• Performance

  • Understanding 
  • Ways by which people arrive at an understanding
  • Different strategies that we employ as a reader to increase our understanding of the reading text
• PISA

  • Program for International Student Association
  • Survey 
  • Form of a survey as to why people read