WHAT READING IS?

- People from various disciplines have attempted to define reading. Others have
focused on a particular component of the reading process. Thus, one definition will
highlight the mental processes involved in reading while another one, the principles as
the definitions are, a commonality among them remains: reading involves the use of the
code that has to be interpreted for meaning. Lapp and Flood (1978) states that all
definitions of reading fell into two types. First, there are those who view reading
primarily as a decoding process, a breaking of a visual code. In a second view, reading
for meaning is emphasized from the very earliest stages of instruction: in this view
reading as a comprehension process is stressed.
- Although there are differences of opinions about the exact definition of reading, many
reading educators agree on the following areas: That reading is a decoding written
symbols; that reading is getting meaning from the printed page; that reading is putting
meaning into printed page; that reading is the process of interpreting the written
symbols; and that reading is a process of communication between author and reader.
- Reading is an activity with a printed word and may be undertaken by some techniques
like skimming, scanning, comprehensive or receptive reading, and critical reading
depending on your goal or purpose for doing it and on the material you are going to
read.

CHARACTERISTICS OF THE READING PROCESS

1. Reading is an intricate process. One's reading performance is affected by a
number of connections so that it is not easy to explain why an individual's reading
capacity may be satisfactory or otherwise.

2. Reading is a two-way process. Reading is communication between the author and

the reader. Poor comprehension sion is a result of communication gap between the
author and the reader. When this gap is bridged, better communication takes place.

3. Reading is greatly a visual process. Normally, good eyesight is required in good

reading.

4. Reading is an active process. It is a thinking process. A reader usually reacts

physically, emotionally, or intellectually with what he reads.
5. Reading utilizes a linguistic system which enables readers to be more effective
users of written language. A reader who has enough knowledge of the formation of
words can interact more effectively with the printed form of that language.

6. Effective reading is most likely dependent on the reader's previous knowledge or

experience

Micheleis, et al outlined some Developmental Phases of Reading as follows.

1. Pre-reading Phase where the individual is engaged in a program of experiences
intended to enhance his oral language development to a level equal to or greater than
the level of materials for beginning reading. Further experiences are provided to
develop his mental, physical, emotional, and social readiness for reading.

2. Initial Reading Phase makes the individual begin to use pictures, context and guide
to recognize words, and he goes on to begin instruction in phonetic and structural
analysis techniques. He learns to use and handle books, acquires the understanding
that reading gives way to information and begins to develop skills in finding main ideas,
anticipating outcomes, making inferences, finding details, and noting sequence.

3. Rapid Progress Phase makes the reader expands his use of a variety of word
recognition techniques and starts to use the dictionary for word meaning, spelling and
pronunciation. He extends his vocabulary and comprehension skills, he reads with
understanding varied materials, and he begins to read independently for information
and enjoyment.

4. Extended Reading Experience and Increasing Reading Efficiency Phase. It is at

this phase when the individual uses word-recognition techniques routinely. He starts to
read independently with understanding, extends his dictionary and reference-use skills,
uses the library independently and starts to use reading as a tool in problem solving.

5. Phase of Enhancement in Reading Abilities, Attitudes and Tastes. At this stage

the reader has attained independence in establishing and utilizing a number of materials
and become conscious of the varied goals for reading and eventually develops his skills
of critical evaluation of material read. This enhancement process actually starts with the
initial reading direction and continue into adult life.
Charles Fries - in his "Linguistics and Reading" posits that learning to read in a first
language situation encompasses three stages:

Charles Fries in his Linguistics and Reading

1. Transfer Stage - It is the period during which the individual is learning from the
auditory signs for language signals, which he has already learned, to a set of visual
signs for the same signals without being conscious of their use. What is needed in this
stage is to learn to respond quickly and accurately to the visual patterns that replace the
auditory patterns.
2. Productive Reading Stage - This stage describes the individual as he responds
routinely to the written symbols or visual patterns, so automatic that the graphic shapes
themselves sink below the threshold of attention, and the cumulative comprehension of
the meanings signaled enables the reader to supply those portions of the signals which
are not in the graphic representations themselves.

3. Vivid Imaginative Realization Stage - During this stage, the process of reading is
so routinely that the reading is used equally with or even . more than live language in
the acquisition and development of knowledge. Reading incites the vivid imaginative
realization.

IMPORTANCE OF READING
- While it is true that reading is a most fulfilling studying and thinking experience at the
realization that you comprehend what you have read, there is still another worth-
treasuring experience from doing it. That is that experience of your being able to relate
to actual life that which you experience openly from the pages of magazine, book, or
newspaper.
Specifically, these are some important things that reading does for us:
1. Reading makes us well-informed. It is a means of gaining access to various areas
of knowledge. Through reading we get to know the mistakes of men before us and learn
some recipes for human success. Books tell us how to be happy when sad, how to grow
thin when fat, and many more.

2. Reading can be worthwhile form of recreation. It is fun to read.

3. Books we read can be a form of inspiration that may lead us to put our
energies to full account.

4. Reading can be a form of therapy. Books provide a form of sublimation. It makes us

strong or keeps us holding on in our day to day struggles in life.

5. Identifying yourself with the characters whether good or bad, and realize that
what the character is, is what you are. If good, you can see that you are doing good
right in your life and therefore can keep on going and up with your good work. If evil,
you are expected to integrate not the evilness in any one of them, but the importance of
not imitating them.

TECHNIQUES IN READING
- There are different techniques of reading depending on your intention or purpose. Your
intention will establish the amount of attention you give to the written text and the rate of
speed with which you go through it. Let us consider some techniques being used in
some studies or researches.

1. Skimming. This technique is utilized if your purpose is to get a bird's eye view of
what you will read. There are several styles of skimming like:
a. Previewing - the student takes a general look at the reading material or
selection to get what the material contains, or whether it contains the information
needed.

b. Over viewing - the student takes a closer look at all the chapters or sections
of a newspaper, magazines, or books to find topics that may be of interest to him.

c. Surveying the student gives the reading material a rundown from the first
section to the last as he gets the general idea of what the material contains.
2. Scanning. This technique is used if you are in search of information which, before
the actual reading, is already identified as the specific data to be located. This helps the
student to find answers to certain questions from a text.
Process for Scanning
a. Have in mind the specific data to be located.
b. Decide which dues will help locate the needed information.
c. Read quickly as possible down the pages to find the clue.
d. Get the information needed by reading the section

3. Comprehensive/Thorough Reading. This technique requires close attention. You

may thoroughly understand the ideas expressed in the material. Whether it is getting the
literal or its connotative meaning. To get the literal meaning, you read purposely for facts
that may depend on the type of reading material and selection you have. To get the
connotative meaning, you read for implications and symbolic meanings of the facts. You
definitely read from the start to the end with a matching analytical and critical attitude
about what you are reading.

4. Critical Reading. In this technique, you must learn to interpret further, to read
beyond the written lines, and to infer emotional tone as well as the author's purpose and
attitude. It will help you distinguish between fact and opinion and draw conclusion.

READING WITH SPEED

- Reading with speed refers to the pacing in running over a written text at the same time
that you are coping with it to achieve your purpose for doing so.
- The strong desire to understand what you are reading tends you to run too slow which
generally happens because of your frequent fixation and regression. You have to
minimize fixation and regression to gain speed in reading.
READING WITH COMPREHENSION
- Besides speed, comprehension is another concern in reading. A number of students
are able to sound out words although they do not know what the words mean. In the
real sense this is not reading. What the students do is nothing but word calling. When
one reads, there must be comprehension, or else no reading takes place.
- Comprehension takes place when there is communication between the reader and the
author. In simple words, it is understanding what the author has written. There are some
manifestations of comprehension that are generally considered: getting the main idea,
noting details, inferring, predicting outcomes, and drawing conclusions.
When classified according to the level of thinking comprehension falls on three
levels:
1. Literal level or reading of the lines requires the reader to remember or recall facts
directly found in the material read.

2. Inferential level or reading between the lines it requires the reader to look for
implied data in the selection.

3. Critical level or reading beyond the lines it takes place when the reader evaluates
the materials read, gives opinions on ideas read using his schema in relation to the
information read.
Furthermore, to facilitate your comprehension, it is suggested too that you scan your
reading selection for unfamiliar words to overcome your problem in meaning which most
of the times becomes an obstacle in understanding what is being read. There are a
number of ways to resolve this dilemma such that of
a) consulting the dictionary,
b) taking a clue from context and
c) taking a clue from the structure of the word (like the use of affixation-prefix or
suffix)
ORAL READING
- Oral Reading refers to reading what someone else has written. It may refer to reading
instructions or explanations, minutes of the meeting, student's reports, specialized forms
such as other person's speeches, poetry or essay or reading of the homily or passages
related to religious rites.
There are some guidelines for oral reading that a student must consider to
effectively communicate the material to his audience so as not to fail in his
purpose.
1. Study the meaning of the material by looking up unfamiliar words and phrases,
locating central idea, and analyzing the writer's purpose.
2. Use your voice properly considering the right pitch, inflection, timing and phrasing.
Speak aloud to reach all your listeners.
3. Pronounce words vividly and read fluently.
4. Look at your audience once in a while but take care not to lose your place in the text.
Pause briefly to avoid mistakes or making unnecessary repetitions.
5. Read with appropriate expression as you put color into the text.
6. Hold your material properly for you to see clearly but avoid covering your face.
7 Avoid distracting mannerisms.
8. Know when to emphasize important details as you repeat occasionally, and make the
meaning clear
It is essential to bear in mind that in oral reading, one of the most effective device in
finding the right and proper pacing is through pausing. Without the pause, there is no
such thing as pace

GUIDELINES FOR EFFECTIVE READING

Several guiding principles are given to students for effective.masting
1. Be clear about your goal in reading a material. Krow what you really want to find out.
2. Adopt the proper technique based on your purpose and the type of the material.
Decide whether you need skimming, scanning, etc.
3.Be familiar with the format and structure of the material. It helps if you are aware of
the basic parts of the story, eg the setting, the episodes and the ending
4 Knowledge of the author's background will prove to be useful in understanding the
selection.
5. Full concentration plays a very important role in reading.
6. A wide vocabulary will be very helpful
Reading is not a simple task and therefore you should be aware of some
practices which must be avoided when reading:
a) vocalizing which is the act of sounding each word as if you are reading aloud. It
eventually slows down your reading.
b) word by word which is done when you look at one word at a time just to be sure you
understand it. This initiates obscurity in the overall meaning of the sentences or
paragraphs,
c) word blocking which happens when you stop to worry about unfamiliar words, and
d) monotonous plodding which refers to the act of keeping the same pace of reading
for all kinds of materials, from light fiction to heavy materials.

A very helpful method that can be applied to readings in the various subject areas is the
SQ3R study technique. This makes use of the following steps:
a. Survey - Initially, get an overall sense of your learning task by skimming on the whole
project to get hold of some ideas about the material.

b. Question - Change headings to questions to set your purposes for reading.

C. Read - Read to answer the questions that you have previously formed.

d. Recite - Without referring to your book, try to answer the questions you have formed.

e. Review- Go over the material and check how well you remember important ideas you
are supposed to remember.
BASIC READING SKILLS
- To develop intensively the skill in reading, there are varied steps to focus in:

Building Vocabulary
1a. Finding Out What Words Mean Through
- learn to use the context, that is, the clues that surround words and sentences
that give about the meaning to the new words.
- learn to use visual clues such as pictures, drawing signs and symbols, that can
help you figure out meanings.

1b. Remembering New Words:

- write the words and its definition often, just for practice say the word and learn
to pronounce it correctly
- try to learn to pronounce correctly
- Try to learn the word and its meaning the first time you see it and say the word
and its meaning over and over again in your mind.
- don't try to learn long list of new words...study just a few words each day for
several days so that you can learn by speaking.

1c. Using Context Clues:

- context means surrounding words, phrases, sentence, a paragraph that helps
you find out meanings.

Example: The major wanted privacy because she knew that being alone would
help her solve her problem.
- You can tell from the sentence that privacy means being alone.
 1d. Using word part clues:
1d1. Compound Words
- Two words may be put together to form a new word. This is called compound
word.

Example: bookmark (book+ mark) openminded (open + minded) undercut

(under + cut)

1d2. Prefixes, Suffixes, and Roots

- These group of words may help you define an unfamiliar word.

Prefix - group of letters with special meaning that appears at the beginning of a word.
The prefix "in" means not or lack of.
Prefix Meaning Example
Anti against Anti-social
im not immobile
in not inexact
dis not disloyal

Suffix - group of letters with a special meaning that appears at the end of the word. The
suffix "al" means related to.
Suffix Meaning Example
able Able to be Manageable
hood Related to Brotherhood
er One who writer

Root Meaning Example

port Carry Portable
graph Written Monograph
equ Equal Equate
mis send missile
1e. Considering Multiple Meanings. Don't decide on a meaning until you see
how nearby words and sentence affect it.

Example: Light
1. Please light the fire in the fireplace.
2. Leo wore a light jacket despite of the cold weather.
3. Rhea printed her room light pink.