Definition of Reading and Writing

• Reading


  1. Recognizing and understanding written or printed verbal symbols

  2. Receiving and sorting out information from the printed word (making meaning)

  3. Involves multiple processes: recognition of words, comprehension of words, and fluency in interpreting the words

  4. Reacting to the ideas presented by the author (based on your feelings and past experiences)

  5. Integrating new ideas into your personal perspective and applying these ideas to daily activities
• Reading (according to Lapp and Flood 1978)


  • Decoding & Comprehension process
  • Both are equally important competencies
  • Reading is feasible by applying the knowledge of vocabulary, sentence structure, and subject matter
• Decoding


  The process of translating print into speech by rapidly matching a letter or combination of letters (graphemes) to their sounds (phonemes) and recognizing patterns that make syllables and words
• Temporal Lobe


  • Responsible for phonological awareness and decoding/discriminating sounds
• Decoding is the foundation on which all other reading instruction builds
• If one cannot decode, the reading will lack fluency, the vocabulary will be limited and the comprehension will suffer
• Reading is an active process


  • The ultimate goal of reading is to understand and be able to recall the information
  • To fully comprehend a text, the reader must interact with the symbols to give them meaning, recognize and interpret unfamiliar terms, speculate about and evaluate the text's contents, and think critically about what they have read
• Reasons for reading

  • To develop a broad background about a certain topic
  • To anticipate and predict
  • To create motivation and interest
  • To build a good vocabulary
  • For pleasure and enjoyment
• Benefits of reading

  • Exposes readers to accurate spelling and correct forms of writing
  • Shows readers how to write more complex sentences
  • Invites readers to be more experimental in their own writing
  • Allows readers to hear the thoughts of others
  • Builds connection
  • Source of knowledge
  • Strengthens mental capacity
  • Relaxes the mind
  • Escaping from reality
• Auditory/Sound discrimination


  The ability to recognize similarities and differences between sounds
• Graphemes


  • A written symbol that represents a spoken sound
  • Give us the visual component of a sound
  • Can either be one letter or a combination of letters
• Word Recognition


  The ability to see a word and recognize its pronunciation and meaning without deliberate effort/thinking
• Comprehension


  The act of constructing meaning from the overall text
• Fluency


  • The ability to read a text quickly and accurately, as though it were spoken
  • Fluency Checklist: Accuracy, Rate, Expression, Punctuation
• Accuracy


  Reading words correctly
• Rate


  The pace of reading
• Expression


  Emotions while reading
• Punctuation


  Following the correct marks while reading
• Writing


  • A method of representing language in visual or tactile form
  • A system of graphic symbols that can be used to convey meaning
• Stages of early writing development

  • Scribbling (18 months- 2.5 y/o)
  • Meaningful Marks (2.5-3.5 years)
  • Letter like forms and letter strings (3.5-5 y/o)
  • Attempt or "invented spelling (5-7 y/o)
  • Fluent writing (7+)
• Reading is like breathing in and writing is like breathing out
• One cannot write something if they have not read something to use as a reference for their output
• Filipino Grade 5 students lagging behind Vietnam and Malaysia in reading, writing, and math proficiency
• Filipino students performed similarly to or worse than those in Cambodia, Laos, and Myanmar
• In reading, most Grade 5 students in the Philippines were at a proficiency level equivalent to early primary school, with only 29% engaging with more complex texts
• In writing, only 1% of Filipino Grade 5 students achieved the highest level of proficiency, with 45% in the lowest band
• Less than 15% of schoolchildren in the Philippines can read simple texts — about three children out of every 20
• The country placed 79th in reading, with the majority of Filipino students who took part in the assessment being in Grade 9
• Scribbling (18 months- 2.5 y/o)


  • Toddlers' scribbling is less about content and more about how good it feels to make marks on paper
• Meaningful Marks (2.5-3.5 years)


  • Older toddlers and young preschoolers begin to make marks with more intention—even if that intention still requires translation
• Letter like forms and letter strings (3.5-5 y/o)


  • Preschool-aged children start paying attention to adult writing
  • They distinguish between print and illustrations in books
  • Initial attempts at writing include scribbles, lines, and curves resembling letters
  • Progressively, they attempt to write strings of actual letters, often random ones
• Attempted or "invented spelling (5-7 y/o)


  • As children learn letter forms and sounds, they can attempt to spell words
  • When children use invented spelling, they use the sounds they hear in words to try to write them
  • Their attempts give useful insights into what they know about letters and sounds, or phonics
• Fluent writing (7+)


  • Forming letters and spelling words now requires less physical and mental labor
  • Readability improves and errors are more characteristic of common spelling patterns
• Why do we write?

  • Express
  • Inform
  • Entertain
  • Explain
  • Persuade
  • Describe
  • Explore
  • Learn
• Process of Reading

  -recognition

  -comprehension

  -fluency