READING IN POWER

Nature of Reading

Reading is such a pervasive activity that we all know what reading is, yet the term “reading” has
not been clearly defined up to date. Reading usually means dealing with language messages in
written or printed form, it involves processing language messages, hence knowledge of
language. Widdowson (1979) defines reading as “ the process of getting linguistic information
via print”. By talking about “getting information”, Widdowson appears to imply that this is a fairly
one-way process from writer or text to reader, although Widdowson would not want to appear to
be implying this, since he has been an important advocate of the view that the reader interprets
and
contributes to incoming messages. The problem is present in an ambiguity in Widdowson’s
definition. One would say that “linguistic information” is restricted to information about, say,
syntax, morphology and lexis. Actually the information can be of any kind that is encoded in
language. So reading is “the process of receiving
and interpreting information encoded in language form via the medium of print”(Urquhart & Weir,
1998).

Clearly, reading involves perceiving the written form of language. Do readers relate the printed
form of language to the spoken form? Or, does word recognition go from visual input to sound
and then to meaning? If so, then once that first transformation has taken place, reading is the
same sort of activity as listening, and the ONLY specific aspect of reading that testers need to
concern with is the process of transformation from print to speech. This is often referred to as
the phonemic or phonological route in literature. The other argument, put forward by theorists
like Smith (1971) is that readers proceed directly to meaning, and do not go via sound. This is
known as the direct route, i.e. word recognition goes straight from the visual input to meaning
without recourse to sound. Rayner & Pollatsek (1989), after careful investigation, conclude that
direct visual access is important and that sound encoding plays some part.

There is a growing consensus in the recent cognitive psychology research literature that all
reading requires what is called “early phonological activation”, in other words, readers typically
identify the sound of words as part of the process of identifying their meaning.
Electromyographic recording also shows that subvocalization is a
normal part of silent reading. However, research is unclear on whether the phonological
identification proceeds independently of the use of semantic and other uses, or whether it is
sequential, proceeding in stages, i.e. sound is recognized first, then meaning.

Research into the development of critical reading skills or abilities draws upon the study of
reading and thinking. Indeed, many aspects of reading represent problem-solving, the
problem-solving strategies are useful for the resolution of many difficulties. Thorndike, as early
as 1917, characterized reading as reasoning. By this he meant that many of the strategies by
which readers resolve matters of meaning approximate to a logical process of deduction and
inference, and that good readers are those who can think clearly. Those persuaded of the value
of teaching critical reading will very probably feel a need to test such abilities. However, test
constructors should know to what extent they wish to assess reading ability, and to what extent
they wish to distinguish this from
other cognitive abilities. It is at least intuitively possible to make a distinction between the ability
to read and the ability to think critically. However, the attempt to gain a picture of somebody’s
reading abilities uncontaminated by other cognitive variables, i.e. to keep reading separate from
reasoning is fraught with difficulties (Alderson,
2000).

Purpose of Reading

Everyday reading, such as reading a novel or magazine, is usually done for pleasure. Academic
reading is usually quite different from this. When reading academic texts, your general purpose
is likely to be one the following:

● to get information (facts, data, etc.);

● to understand ideas or theories;
● to understand the author's viewpoint;
● to support your own views (using citations).

Sources: https://www.eapfoundation.com/reading/skills/purpose/
EJ1081770.pdf

Reading techniques

In order to read effectively, you need to use different reading techniques for different purposes
and texts. You should always read for a clearly defined purpose.

Skimming
Skimming will help you grasp the general idea or gist of a text. You might quickly read the table
of contents, the headings or the abstract. You could also read the first and last paragraphs and
the first and last sentence of each paragraph in a relevant section.

Scanning
Scanning allows you to locate precise information. You might identify a key terms or expressions
which will alert you to where your subject is being addressed. You could then run your eyes over
a text looking for these.
Detailed reading
Detailed reading allows you to critically consider aspects of the text. This may involve close
reading of the entire text, or of important sections of the text.

Revision reading
This involves reading rapidly through material with which you are already familiar, in order to
confirm knowledge and understanding.

Stages in reading a text

It is important to break down the reading process into the following stages:

Before reading get an overview of the text:

• skim the table of contents, headings and subheadings
• read the introduction and conclusion
• scan the relevant sections to locate where your topic is discussed

During reading closely follow the development of the ideas in the text:
• read actively - write in the margins, highlight phrases, take note of important points
• don't forget to examine diagrams and figures as they are information-dense.

After reading think over what you have read. Make a brief summary of the main ideas and
concepts in the text.

Source: https://www.monash.edu/rlo/quick-study-guides/efficient-reading-strategies
 Reading Program and
the Good Reader

Reading for struggling readers often feels like a task or chore, so the best way to make reading
fun for them is to incorporate reading programs that are designed to make learning fun. These
programs combine technology and learning to give an immersive experience for new readers.

Get your child reading for fun by trying out any of these reading programs for struggling readers:

Reading comprehension

Book Adventure- This is a great program for struggling readers because it turns reading into an
adventure rather than just an exercise. This program is great for grades kindergarten to 8th
grade. The program specifically helps practice and learn reading comprehension. Instead of just
reading a story or a book, the program uses games and literature lessons for users to
“progress” through the adventure and reach its conclusion. This turns reading comprehension
practice into a fun video game which can be a great approach for those that do not seem to
enjoy reading.

ABCmouse Early Learning Academy – ABCmouse is a great reading program for those who
are new to reading. The program helps readers learn the basics of reading such as sight words,
phonetics, and the alphabet. Best of all this reading program provides materials that help to
practice reading skills that can help with comprehension such as games after readings and
practice with skimming and scanning. This reading program creates an immersive experience
for learners so that they get a good overview of reading skills. This effective reading program is
often utilized in schools, so it is a great reading program for struggling readers because it can
allow further practice at home for what they are learning in school.

Reading Programs for Struggling Readers

Learning to read for the first time can be challenging and many children might struggle with
learning this valuable skill. The best way to help your child if they are struggling with reading is
to give them as much practice as possible. However, studies show that children learn best when
they are having fun and when they are reading for fun their brain development improves
significantly.

Pronunciation and fluency

Readability – While comprehension and understanding are integral parts of learning to read, a
big part is also learning pronunciation, phonics, and building fluency. Readability is perfect for
struggling readers who are having trouble with these specific skills. Even if your child does not
seem to be specifically struggling with these reading skills, gaining practice in pronunciation and
phonics can help them learn new vocabulary words quicker and improve their writing skills as
well.

Readability uses AI technology to help your child recognize accurate pronunciation. The app
provides readings for your child to read aloud and listens to them. The program then recognizes
any errors to identify and helps your reader fix those errors. The app is essentially a personal
virtual tutor for your child to help them enhance their skills at home quickly and in an
entertaining way.

K5 Learning – This extensive reading program includes practice for comprehension but is also
particularly great for teaching phonics. This program essentially helps to provide lessons without
going through the hassle of dealing with licensing. You are able to access plenty of materials to
help assist with at-home learning.

Research-based

StudyDog Reading – This reading program is one of the most well-researched and
documented approaches to online reading. It is backed by scholarly research and has
documented results through standardized testing from No Child Left Behind. StudyDog uses
assessment tools to create an individualized approach to learning to read. Their “Adventures in
Reading” series is a great reading program to use at home to help supplement reading practice.
Each lesson keeps readers engaged through fun reads and activities. Some lessons also target
specific learning objectives such as learning to read contractions or rhyming.

Using any or all of these reading programs for struggling readers at home can help further their
learning experience and help enhance their reading skills. The most important thing to keep in
mind when using reading programs for struggling readers at home is to make sure it is a
program that they enjoy. When reading becomes fun for them, it no longer becomes a struggle
for them.

GOOD READER

During reading, good readers read words accurately and quickly, and simultaneously deal with
the meanings of those words — as well as the meanings of the phrases and sentences into
which the words are grouped. Good readers connect the meaning of one sentence to the
meaning of another.
Lesson Design

Lesson 2: Modern Short Story

LEARNING OUTCOMES

At the end of this lesson, the learner should be able to:

● understand the various reading strategies (skimming, scanning, detailed reading, and revision
reading) that can be adjusted to suit the purpose of reading.
● realize the role of vocabulary development and comprehension questions to better understand
the gist of a story.
● use textual clues and schema in deducing the meaning of unfamiliar words.
● effectively exhibit a reading presentation employing proper reading and eye contact.

FISHBOWL ACTIVITY

Filipinos give much importance to education. Everywhere in the country, parents would willingly
sacrifice just so they could send their children to school. We know of stories of OFWs who work
under harsh conditions to be able to send their children or siblings to high school or college.

PRE-READING

Before the establishment of elementary schools and barangay high schools in the rural areas,
basic education could be had only in towns. Transportation was also a problem in those days.
Intermediate pupils and high school students from the barrios had to walk on rice paddies and
rough roads, rain or shine, to be able to reach the central school in the town. Some students
stayed in the houses of relatives or acquaintances. In return for the free lodging, the student's
families brought ric, vegetables, and fruits to these benefactors. The students helped in the
household chores, and ran errands for the family during their free time.

Read the title of the story. Who, do you think, is the happiest boy in the world? Why is he
feeling that way?
 Skimming and Scanning
for Specific Facts

Skimming and scanning are both reading techniques that pupils learn. Both demand wind-like
speed. Skimming demands fast movement of the eyes down a page in a zigzag manner,
looking for the key sentence that gives the main idea. Scanning demands quick answer to a
specific question from the passages or chapters and does not require reading each and every
word.

SKIMMING

Skim the paragraphs below in two minutes. Without rereading the selection, answer the
activities that follow.

THE HAPPIEST BOY IN THE WORLD

N.V.M. Gonzales

Julio, who had come from Tablas to settle in Barok, was writing a letter to, of all people, Ka Ponso, his
landlord, one warm June night. It was about his son Jose, who wanted to go to school in Mansalay that
year. Joe was in the Fifth Grade when Julio and his family had left Tablas the year before and migrated to
Mindoro; because the father had some difficulty in getting some land of his own to farm, the boy had to
stop schooling for a year. As it was, Julio thought himself lucky enough to have Ka Ponso take him as a
tenant. Later, when Julio's wife Fidela gave birth to a baby, Ka Ponso, who happened to be visiting his
property then, offered to become its godfather. After that they began to call each other compadre.

"Dear Compadre," Julio started to write in Tagalog, bending earnestly over a piece of paper which he had
torn out of Jose's school notebook. It was many months ago when, just as now, he had sat down with a
writing implement in his hand. That was when he had gone to the municipio in Mansalay to file a
homestead application, and he had used a pen, and to his great surprise, filled in the blank forms neatly.
Nothing came of the application, although Ka Ponso had assured him he had looked into the application
and talked with the officials concerned. Now, with a pencil instead of a pen to write with, Julio was sure
that he could make his letter legible enough for Ka Ponso.

"It's about my boy, Jose," he wrote on. "I want him to study this June in Mansalay. He's in the Sixth Grade
now, and since he's quite a poor hand at looking after your carabao, I thought it would be best that he go
to school in town."

He sat back and leaned against the wall. He had been writing on a low wooden form, the sole piece of
furniture in the one-room house. There he sat in one corner. A little way across, stood the stove; to his
right, Fidela and the baby girl Felipa lay under the hempen mosquito net. Jose, who had been out all
afternoon looking for one of Ka Ponso's carabaos that had strayed away to the newly-planted rice
clearings along the other side of the Barok river, was here too, sprawling beside a sack of palay by the
doorway. He snored lightly, like a tired youth; but he was only twelve.

The kerosene lamp's yellow flame flickered ceaselessly. The dank smell of food, of fish broth particularly,
that had been spilled from many a bowl and had dried on the form, now seemed to rise from the very
texture of the wood itself. The stark truth about their poverty, if Julio's nature had been sensitive to it,
might have struck him with a hard and sudden blow then; but as it was, he just looked about the room,
even as the smell assailed his nostrils, and stared now at the mosquito net, now at Jose as he lay there by
the door. Then he continued with his letter.

"This boy Jose, compadre," he went on, "is quite an industrious lad. If you can only let him stay in your
big house, compadre, you can make him do anything you wish-any work. He can cook rice, and I'm sure
he'll do well washing dishes."

Julio recalled his visit to Ka Ponso's house about three months ago, during the fiesta. He had seen that it
was a big house of many servants; the floors were so polished you could almost see your image under
your feet as you walked; and always there was a servant who followed you about with a piece of rag to
wipe away the smudges of dirt which your feet had left on the floor.

"I hope you will not think of this as a great bother," Julio continued, trying his best to phrase his thoughts.
He had a vague fear that Ka Ponso might not favorably regard his letter. But he wrote on, slowly and
steadily, stopping only to read what he had put down. "We shall repay you for whatever you can do for us,
compadre. It's true we already owe you for many things, but your comadre and I will do all we can indeed
to repay you."

Reading the last sentence and realizing that he had made mention of his wife, Julio recalled that during
the very first month after their arrival from Tablas they had received five cavans of rice from KaPonso
and that later he had been told that at harvest time he should pay back twice the number of cavans. This
was usurious but was strictly after the custom in those parts, and Julio was not the sort who would have
thought of Ka Ponso as anything else than his compadre espiritual, as they called it, a true friend.

Suddenly he began wondering how Jose would move about in Ka Ponso's household, being unaccustomed
to so many things there. The boy might even stumble over a chair and break some dishes. He feared for
the boy.

"And I wish you would treat Jose as you would your own son, compadre. You may beat him if he should
commit some wrong, and indeed I want him to look up to you as a second father."

Julio felt he had nothing more to say, and that he had written the longest letter in his life for a moment the
fingers of his hand felt numb and this was a funny thing, he thought, because he had scarcely filled the
page. He sat back again and smiled to himself.

About six o'clock the following morning, a boy of twelve was riding a carabao along the riverbed road to
town. He was a very punu load on the carabao's broad back.

Walking close behind the carabao, the father accompanied him up to the bend of the river. When the beast
hesitated in crossing the small rivulet that cut the road as it passed a clump of bamboo, the man picked up
a stick and prodded the animal. Then he handed the stick to the boy as one might give a precious gift.

The father did not cross the stream but only stood there by the bank. "Mind to look after the letter," he
called out from where he was. "Do you have it there, in your shirt pocket?"

The boy fumbled for it. When he found it, he said, "No, Tatay, I won't lose it."

"And take good care of the carabao," Julio added. "I'll come to town myself in a day or two to get the
carabao back. I just wanted to get through first with the planting."
Then Julio started to walk back to his house, thinking of the work that awaited him in his clearing that
day. But he thought of something more to tell his son, and so he stopped and called out to him again.

"And that letter," he shouted, "Give it to Ka Ponso as soon as you reach town. Then be good, and do
everything he asks you to do. Remember, everything."

From atop of the carabao, Jose yelled, " Yes Tatay, yes," and rode away. A stand of abaca plants, their
green leaves glimmering in the morning sun, soon concealed him from view.

Fastened to his saddle was his bundle of clothes and little package of rice, food for his first week in town.
It was customary for school boys from the barrio or farm to provide themselves in this simple manner; in
Jose's case, although he was going to live at Ka Ponso's, it could not be said that his father had forgotten
about this little matter concerning food.

Thinking of his father, Jose grew suddenly curious about the letter he carried in his shirt pocket. He
stopped his carabao under a shady tree by the roadside.

A bird sang in a bush nearby. Jose could hear it even as he read the letter, jumping from word to word, for
to him the dialect was quite difficult. But as the meaning of each sentence became clear to him, he
experienced a curious exultation. It was thought he was the happiest boy in the world and that the bird
was singing for him. He heard the rumbling of the stream far away. There he and his father had parted.
The world seemed full of bird songs and music from the stream.
WORD VIEW

Match the words on the left with their meaning on the right.

1. prodded a. Not quite

2. puny b. Brook
3. rivulet c. Irritated
4. homestead d.Charging high rate of interest
5. assailed e. Stirred
6. usurious f. A tract of land
7. scarcely g. Without feeling
8. numb h. Small

WORD SMART

Write the word that will complete each unfinished sentence below choose answers from the
Italic choices:

assailed prodded scarcely

homestead puny usurious
numb rivulet

1. He ___ the carabao with a stick as it hesitated to cross the stream.

2. Jose was a ___ load on the carabao's back.
3. It was so hot that we splashed our faces with water from the ___ until it almost ran dry.
4. Julio had come to Mindoro from Tablas because he was interested in applying for a
____.
5. The smell of stinking garbage ___y mouth nostrils.
6. Paying ten cavans of rice at harvest time for five cavans received earlier during the year
is ____.
7. Mindy had ___ finished the test when the bell rang.
8. My fingers were ____ after soaking them in ice-cold water.

IN-DEPTH READING

Read the entire story, slowly and carefully. As you read, answer in between questions in your
notebook.
COMPREHENSION SKILLS

Answer the following questions:

A. Who are the characters referred to by the underlined words?

1. "And take good care of the carabao. I'll go to town myself in a day or two, to get
the carabao back. I just want to be through first with the planting."
2. When his wife gave birth to a baby, the landlord, who happened to be visiting his
property then, offered to become its godfather.
3. As the meaning of each sentence became clear to him, he experienced a curious
exultation. It was as though he were the happiest boy in the world and that the
bird was singing for him.

B. Read the following passages and answer the questions that follow:

"It's about my boy, Jose," he wrote on. "I want him to study this June in Mansalay. He's in the
Sixth Grade now, and since he's quite a poor hand at looking after your carabao, I thought it
would be best that he go to school in town."

4. Who is the letter writer?

a. A master who wants to get rid of a lazy student.
b. A parent who values the education of his son.
c. A farmer who wants his helper to get an education.
5. What trait of the letter writer is shown?
a. Patience b. Industry c. Practicality

He felt he had written the longest letter in all his life. For a moment the fingers of his hand felt
numb and this was a funny thing because he had scarcely filled the page.

6. Why is the person feeling this way?

a. He is not used to writing letters.
b. He does not know how to write letters.
c. He has never written letters.

It was a big house; the floors were so polished you could almost see your own image under
your feet as you walked; and always there was a servant who followed you about with a piece of
rag to wipe away the smudges of dirt which your feet had left on the floor.

7. What is the owner of the house particular about?

a Cleanliness b. Details c. Discipline
He thought of something more to tell his son, and so he stopped and called out to him
again."And that letter," he shouted, "Give it to Ka Ponso as soon as you reach town. Then be
good, and do everything he asks you to do. Remember, everything."

8. What must the father be feeling?

a. Worried about his son.
b. Disappointed with his son.
c. Afraid for the boy.

9. What does he want the boy to be?

a. Kind
b. Obedient
c. Humble

After their arrival from Tablas they had received five cavans of rice from Ka Ponso and that later
he had been told that at harvest time he should pay back twice the number of cavans.

10. What kind of person is Ka Ponso?

a. Indifferent
b. Unfaithful
c. Usurious

READ YOUR IDEA

For portfolio #1, create an essay about this topic: Education is my best investment for the
future. Next meeting, students will be picked randomly and they will share it in the class. Use
the rubric below as a guide to your reading presentation.

Content
: includes careful selection of details & clear definite 50%
purpose

Organization
: includes logical arrangement of ideas & effective 10%
introduction and conclusion

Delivery
: includes effective audience contact & clear reading 40%
with meaningful gestures.

TOTAL : 100
 Materials & Resources
in Teaching Reading

Teaching materials can support student learning and increase student success. Learning
materials are important because they can significantly increase student achievement by
supporting student learning.

Resources are very useful as well as supporting tools in teaching and learning by giving
students the flexibility to access files and materials without the supervision of an instructor in a
more informal way.

These two; Materials and Resources can be used as tools in educational lessons, which
includes active learning and assessment. Basically, any resource a teacher uses to help him
teach his students is an instructional material. In designing materials, teachers need to consider
a number of factors.

By taking time to consider educational goals and ways to create and deliver materials
appropriate to the specific body of students being taught teachers will be more successful in
creating quality teaching material that promotes learning.

These are the materials and resources that we utilize in our lesson design:

Fishbowl Activity
● materials we used are the following: strips of paper, pen and recyclable small container

English Textbook for HS

● reading text: The happiest boy in the world, N.V.M. Gonzales

Portfolio
● materials used are the following: pen, bond paper and folder.

Clock/Timer
● used during skimming activity exercise.
 Performance and Observation-Based Assessment in Teaching Reading

Assessment is an essential element of education used to inform instruction (Wren, 2004). The
first step in implementing good reading instruction is to determine student baseline
performance. Students enter the classroom with diverse backgrounds and skills in literacy.
Some students may enter the classroom with special needs that require review of basic skills in
reading, while other students may have mastered the content a teacher intends to cover. Due to
these various student levels, it is necessary to design literacy instruction to meet the individual
needs of each student. Individual needs can be determined by initial and ongoing reading
assessments.

These assessments provide teachers with the information needed to develop appropriate
lessons and improve instruction for all students, including students with disabilities (Rhodes &
Shanklin, 1993). The information gained from appropriate assessment enables teachers to
provide exceptional students with improved access to the general education curriculum. The
following information is an overview of the purpose and benefits of early reading assessment,
examples of data collection methods, and considerations for selecting a measure for students.

The purpose and benefits of assessment

Research provides evidence that specific early literacy concepts can predict young students'
later reading achievement (DeBruinParecki, 2004). These reading concepts include letter
knowledge, phonemic awareness, decoding, fluency, and comprehension. An effective reading
program includes assessments of all of these concepts for several purposes.
One purpose is to identify skills that need review. Assessment provides teachers with
information on what skills students have and have not mastered. It is needed to help teachers
know the skill levels of their students, since students have varying experiences and knowledge.
A second purpose is to monitor student progress. A teacher can learn which students need
review before covering additional content and which students are ready to move forward. A third
purpose is to guide teacher instruction. Through consistent assessment, a teacher can make
informed decisions about what instruction is appropriate for each student. A fourth purpose is to
demonstrate the effectiveness of instruction. The information gained from assessment allows
teachers to know if all students are mastering the content covered. It is important for teachers to
use instructional time effectively, and this can be done when teachers are knowledgeable about
what their students are ready to learn and what they already know. Therefore, the information
gained from assessment allows a teacher to create appropriate instruction for their students.
Additionally, a fifth purpose of assessment is to provide teachers with information on how
instruction can be improved.
 Assessment examples for
Specific Areas of Reading

There are various ways to gather assessment data (Rhodes & Shanklin, 1993). Teachers can
test students, analyze student work samples, observe students performing literacy tasks, or
interview students on their reading skills. Teachers can (gain the most information by
administering all of these methods to collect data. The following information describes various
types of assessments for different areas of early reading. Each assessment identified is
described in the resources section of this brief.

Letter knowledge: the ability to associate sounds with letters

One example of an assessment for letter knowledge is to present a student with a list of letters
and ask the student to name each letter. Another example is to have a student separate the
letters from a pile of letters, numbers, and symbols. Students can also be asked to separate and
categorize letters by uppercase and lowercase (Torgesen, 1998; Wren, 2004).

Emerging practice
The theory of multiple intelligences is one that many educators support and believe to be
effective. Dr. Gardner developed this theory in 1983, and he suggests that eight different
intelligences account for student potential (Armstrong, 1994; Gardner, 1983). They include:

1. linguistic intelligence
2. logical mathematical intelligence
3. visual spatial intelligence
4. bodily kinesthetic intelligence
5. musical intelligence
6. interpersonal intelligence
7 intrapersonal intelligence
8 naturalist intelligence

Dr. Gardner believes these intelligences should be used to assess students' strengths and
weaknesses and teachers should develop assessments that allow students to demonstrate
these intelligences. Although support can be found in some schools for this theory, it is not
supported by rigorous research evidence at this time. Therefore, the Access Center considers
the theory of multiple intelligences to be an emerging practice that requires further investigation.

Decoding: the process of using letter sound correspondences to recognize words

An assessment that examines a student's decoding skills looks at a child's reading accuracy.
One example of this type of measure is to have a student read a passage of text as clearly and
correctly as possible. The teacher records any mistakes that the student makes and analyzes
them to determine what instruction is needed. Another example of an assessment of decoding
skills is to present a student with isolated words and ask them to read each word aloud (Wren,
2004).
Reading comprehension: The Process of Understanding the meaning of text

There are many types of reading comprehension assessments. One type involves a student
reading a passage that is at an appropriate level for the student, and then having the student
answer factual questions about the text. A second type involves a student answering inferential
questions about implied information in the text. A third type involves a student filling in missing
words from a passage. A fourth type is to have a student retell the story in their own words
(Fuchs & Fuchs, 1992; Wren 2004).

Summary

There are a variety of measures that can be used to gather data for each area of early reading.
Assessment is a central element for any teacher and should be implemented regularly. Through
its implementation, teachers will be able to help students access the skills and content they
need from the general education curriculum. This will allow all students to achieve their highest
potential.

Feedbacking in Assessing Reading

Feedback is an integral component of effective learning. It serves as an aid so students

understand the subject being studied and gives them clear guidance on how to improve their
learning.

In this lesson design, we assess the understanding of various reading strategies which are
skimming, scanning, detailed reading, and revision reading, vocabulary development, the use of
contextual clues, the construction of reading comprehension abilities; the ability of employing
proper reading and eye contact. The aforementioned primarily used to measure student learning
(and presumably to improve student learning in reading skills). Reading assessment itself
involves a range of purposes that reflect multiple assessment contexts: standardized proficiency
assessment, classroom-based formative and achievement testing, placement and diagnostic
testing, assessment for reading research purposes (Grabe, 2009), and assessment-for-learning
purposes (Black & Wiliam, 2006).

In the process of setting these assessments in a form of activities it entrusts to the main
purposes of reading assessment, passages, and questions related to how reading assessments
should be carried out are also addressed.

The Fish bowl activity provides all students both a speaking and listening role and a stake in the
discussion. Fishbowl Activity can help build an inclusive and supportive learning environment.
Teachers can provide immediate feedback based on observations taken and provide advice or
tips that help students identify appropriate ways to participate in discussions.
The Skimming and Scanning for Specific Facts both tools can help improve efficiency and
productivity when used appropriately and are useful speed-reading strategies. Skimming and
scanning add flexibility and speed and can be helpful reading tools for college students,
business professionals or casual readers.

The Word View and The Word Smart helps develop word recognition, assist in learning context
clues, and introduce as well as view vocabulary.

In depth reading and comprehension skills allow students to deeply understand what they have
read. The changing instructions of the reading construct, the redesign of standardized
assessments to learners for different purposes and at different reading proficiency levels.The
strategy of the assessment given may lead the learners to have difficulty determining the literal
or basic meanings of the idea units in a given text that determining the relationship between
those ideas, or inferred meanings yet this is to self assess themselves for they will determined
what skills will they use in answering.

Overall, methods of assessing reading used in the lesson design are best suited to learners'
needs. It has been endorsed as an effective means of assessing second language reading
comprehension. Furthermore, I believe by providing students with feedback, it will enhance
learning and improve assessment performance.

Members:

Jurdelyn Tabura
April Rose Cabalquinto
Renalyn Gerenia Casiban
Aimee Kate Layam
Reza Quiling
Neka Ylaya
Mikaela Malagar
Honey Rio
KC Dianne Regasa
Vanessa Mae Espinosa Noynay