The-Nature-of-Reading-Understanding Literacy

For Capacity Building of Reading Teachers

1. Building a Community of Readers Understanding Literacy with Literacy Instruction that Works (The Nature of READING) Rosalina Jaducana Villaneza, PhD Chief, Teaching and Learning Division DepEd - CO

2. Session Objectives: At the end of the session participants are expected to: examine teaching practices that will help uncover belief in reading process; explain the nature of reading; realize that the reader has a significant role in the reading process and that his/her attitude and motivation affect his/her reading performance; apply research – based practices in teaching children learn to read and read to learn

3. Anticipation Guide Your belief and what you know affect how you teach your learners. Study each statement below and respond to it by checking “Agree” or “Disagree” AGREE DISAGREE ________1. Before children learn to read they should know the sounds of most _________ letters. ________2. The more symbols (letter or words) there are in a text, the longer _________ it will take to read it. ________3. We gather meaning from what we read. _________ ________4. When one reads one tries to find some cues in an effort to make _________ sense of the written text. ________5. Visual information provided by maps, charts, or pictures help _________ young readers store and retrieve information they have read. ________6. A reader who is familiar with the subject matter of a text already. _________ has a basis for making sense of it.

4. Anticipation Guide BEFORE 1. _______ 2. _______ 3. _______ 4. _______ 5. _______ 6. _______ AFTER 1. _______ 2. _______ 3. _______ 4. _______ 5. _______ 6. _______

5. A child’s success or failure in school begins with their earliest literacy experiences at home. But is not solely up to the parents to provide these rich experiences. As it has been said, ”It takes a village to raise a child.” All those with vested interest in a child’s success must take responsibility for that child’s success in school – families, teachers, school heads. Jacqueline Kenney Why READING Matters ……

6. Why READING Matters …..

7. What is Reading? . . . a dynamic process in which the reader interacts with the text to construct meaning . Inherent in constructing meaning is the reader’s ability to activate prior knowledge , use reading strategies , and adapt to the reading situation.

8. Why READING Matters …… Reading isn’t just about literacy ; it’s far more than that. Reading changes the way our brains work , how we relate to and communicate with other people, and how we understand the world .

9. Alternative Views About READING Reading as SKILL Reading as PROCESS Reading as COMPREHENSION Reading as DEVELOPMENT 5. Reading as STRATEGY

10. Alternative Views About READING Reading as SKILL While the reader’s knowledge of language is recognized as an integral part of reading print , reading is viewed as a skill that is learned . In fact, reading is a unitary skill that we use to process texts .

11. Reading as a Skill

12. Reading as a Skill

13. Reading as a Skill

14. Alternative Views About READING

15. Alternative Views About READING Reading as PROCESS The reading process , also known as the meaning – making process , provides an explanation of “how reading happens” (Cambourne, 1998). To construct meaning, readers draw on , or sample the language information available to them.

16. Alternative Views About READING Reading as COMPREHENSION Comprehension occurs in the transaction between the reader and the text . Reading Situation * Purpose * Setting (Kucer 2001; Rosenblatt, 1978)

17. Alternative Views About READING Interactive Model of Reading Comprehension

18. Alternative Views About READING Reading as DEVELOPMENT Reading is an interplay of one’s experience , oral language , and ability to interpret written symbols as shown in the diagram.

19. Alternative Views About READING Reading as DEVELOPMENT Printed Symbols ( 1st Language ) Printed Symbols ( 2 nd Language ) Oral Language (1st Language) Oral Language ( 2 nd Language ) Experience

20. Alternative Views About READING Reading as STRATEGY Strategies are conscious , flexible plans a reader applies to a variety of texts. The use of strategies implies awareness, reflection, and interaction between the reader and the author. Strategies do not operate individually or sequentially, but are interrelated and recursive. The goal is the active construction of meaning and the ability to adapt strategies to varying reading demands .

21. Alternative Views About READING Learner Strategies Metacognitive Cognitive Previewing Highlighting Outlining Taking notes Mapping information Rereading Finding key vocabulary Predicting/Inferring Self-Questioning Monitoring/Clarifying Evaluating Summarizing Visualizing

22. Alternative Views About READING Reading as SKILL Reading as PROCESS Reading as COMPREHENSION Reading as DEVELOPMENT 5. Reading as STRATEGY

23. Alternative Views About READING Reading and the Limbic System: Emotion and Memory Reading, like other learning activities, depends on the interconnectivity among cognition, emotion, memory, and physiology. Affection or emotion is a cerebral process centralized in the limbic system, especially for attention, problem solving and support relationships. It is our emotion that re-sculpts the neural tissue. This is the reason why the holistic approach to reading cannot separate the interplay between emotion and cognition. Cognitive performance will certainly suffer when there is excessive stress and intensive fear in learning . Neurobiology Research Findings: How the Brain Works During Reading Siusana Kweldju The Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC) Abst

24. Alternative Views About READING Some stress is essential for meeting challenges and can lead to better cognition and learning , but beyond a certain level, stress can be counter-productive . This is because, besides regulating emotion , the limbic system also regulates memory . The limbic system--together with the paralimbic regions--is closely related to the hypothalamus and brainstem nuclei. Here lies the crucial link among emotion, cognition, and memory. This is key evidence that show the importance of emotional development for literary achievement, especially for children and adolescents ( Beaucousin et al., 2007; Kuhl & Rivera- Gaxiola , 2008; Hruby & Goswami, 2011; Tucker et al., 2008).

25. Alternative Views About READING Conclusion and Suggestion Neuroscience findings have opened the door to evidence based reading instruction. Reading is no longer considered a straight-forward graph-to-sound decoding mechanism. It consists of subprocesses that take place in different areas and pathways of both hemispheres of the brain, including the neocerebellum, which was once considered unlikely for higher cognitive and linguistic functions.

26. Alternative Views About READING Conclusion and Suggestion Neurologically, reading is part of the general language perception and processing that begins with letter recognition in word identification processing in the visual cortex and extends to morpho-syntactic, syntactic-semantic, syntactic-thematic, and discourse processing. The process includes such components of reading skills as vocabulary skills, grammatical skills and rhetorical skills; non-verbal cognitive processing, which involves the interconnectivities of attention, learning processes, memory, and inferential procedures; and emotion. It also begins with paying attention to letters and continues with automaticity in reading and critical and interpretive reading. Comprehension begins at the sentential level.

27. Discussion Questions: What is reading? What does dynamic process mean? What are the important and/or crucial elements that the reader needs to be able to interact with the text. What are the five alternative views about reading? Using the chart provided fill in the column as indicated: Nature of Reading/Views about Reading Key points/your take away Its implication to you as reading supervisor What do you think are the challenge/s met based on what is/are the reality/ies in the field?

28. Reflection Questions: Learning all these, how should learners be taught to read? 2. Why Do you think we still have frustrated readers even in the higher grades?

29. Professional Development Plan STOP SUSTAIN START Write a PDP following the given format. As a Reading Supervisors what will you Intent to STOP, SUSTAIN, and START doing in your usual monitoring.

30. Children Learn to Read and Write Good readers aren’t born. They’re created. Created as the evening clock stands still And the minutes of a bedtime story reign supreme. Good writers aren’t born. They’re taught. Taught to revere writing as an important tool, the nuts and bolts linking them to the world beyond. Guaranteed to strengthen the mind of an Impressionable child.

31. Children Learn to Read and Write Good readers and writers aren’t born. They’re inspired. Inspired by teachers who value reading and writing, as the keys to knowledge and success. Who READ and WRITE like they breathe…. Continuously, steadily, and automatically. Adapted from: “A daughter learns to read” by: Mardi C. Dilks, The Reading Teacher Vol. 56 No. 3 November 2002

32. Thank You ……