Reading – reconstructing meaning from written identifying when understanding breaks down

text. (Stanley, 2007) – recognizing words which and employing strategies to clarify confusion.
leads to development of comprehension. (Ravinder, Effective readers might reread a sentence or
S. 2019) paragraph, look up unfamiliar words, or ask
themselves questions to ensure comprehension.
Comprehension – constructing and extracting 4. Questioning - involves engaging in learning
meaning through interaction and engagement. dialogues with the text, peers, and teachers
Understanding what is read. through self-questioning, question generation,
and question answering. This involves asking
Reader Reading Instructional Resources – an questions before, during, and after reading to
intentional, active, interactive. deepen understanding and explore the text's
meaning.
Purpose of reading: career, language acquisition, 5. Searching-Selecting - utilizing a variety of
vocabulary knowledge (Hammer, 2009). sources to gather relevant information to answer
Principle of Teaching Reading: (Graves, M, et al. questions, define words, clarify
misunderstandings, solve problems, or gain
2007)
further knowledge. This strategy highlights the
1. Building positive attitudes and perspectives. importance of active research and information
2. Balanced instructional framework; provide gathering to enhance comprehension. For
consistent instructional structure and use time instance, a reader encountering an unfamiliar
effectively. scientific term might use a dictionary or online
resources to clarify its meaning.
3. Provide text test readers can read successfully.
6. Summarizing - involves restating the meaning
4. Provide time for word study. of text in one's own words, using different words
5. Independent reading. from the original text. This strategy helps
6. Coordinate intervention instruction and readers identify the most important information
classroom instruction. and condense it into a concise and
understandable form. When summarizing,
Voinalovych, L., (1999)
readers should focus on the main ideas and key
1. Encourage students to read often. points, omitting trivial details.
2. Engage in what they’re reading. 7. Visualizing-Organizing - involves constructing
3. Respond to the content of the text. a mental image or graphic organizer to extract
and construct meaning from the text. This
4. Prediction
strategy helps readers create a visual
5. Match task to the topic.
representation of the information, enhancing
Shahin, V., (2000) Reading Theory comprehension and retention. For example, a
reader might create a mind map to organize the
1. Traditional View key concepts and relationships in a complex
2. Cognitive View text.
3. Metacognitive View
Cox, J. (2017) confident reading strategies
Nunan (2001) Schema Theory
1. Utilizing graphic organizers
1. Pre-reading – predicting, semantic reconciled 2. Using technology
reading 3. Activating prior knowledge
2. During reading – skimming, scanning, note- 4. Use word wall
taking, guessing, analyze vocabulary 5. Student choice
3. Post-reading – questions, mind-mapping,
summarizing
MacEwan, E., (2007) seven cognitive strategies of 1. Be conscious of the skills to be developed
effective readers like among the student.
a. Noting details.
1. Activating - the process of "priming the b. Following directions
cognitive pump" by recalling relevant prior c. Sequencing events
knowledge and experiences from long-term d. Distinguishing fact from opinion
memory. This involves connecting what you're
e. Determine cause and effect relationship
reading with what you already know, creating a
f. Predicting outcomes
foundation for understanding and building new
knowledge. g. Getting the main idea
2. Inferring - bringing together information h. Skimming and scanning
explicitly stated in the text, implicit information 2. Know your students.
within the text, and the reader's existing 3. Consider the major stages
knowledge to construct meaning. This strategy 3.1. Pre-reading
requires readers to go beyond the literal 3.1.1. Critical Vocabulary.
meaning of words and make educated guesses  Context clues
based on clues and context. For instance, if a  Picture clues
text describes a character as "frowning" and  Configuration cues
"crossing their arms," a reader might infer that 3.1.2. Directed Reading Activity.
the character is feeling angry or upset.  Questions about the text
3. Monitoring-Clarifying - actively thinking about
 Making predictions
how and what one is reading, both during and
after the act of reading, to determine if 3.1.3. Anticipation guide.
comprehension is occurring. This includes 3.2. During reading
 3.2.1. page encounter 4. Spoken expressions
3.2.2. reading interface 5. Building acronym
3.2.3. visualizing 6. Vocabulary development. Words that people
3.3. Post reading know and use in certain conditions.
3.3.1. Dimensional questions.
 Literal (facts recognition) B. Comprehension – understanding and
 Inferential (reasons why interpretation of what is read.
events happen) 1. Decode what students read
 Critical evaluation 2. Make connections
(justifying opinions and 3. Think deeply
forming judgement) C. Fluency – gives credence to the smooth
 Integration (infusion of transition of words thus creating a
values called for by the comprehensible idea.
story and its - Ability to read with speed, accuracy, and
competencies) proper expression.
3.3.2. Graphic organizers.
4. Creative Writing.

Assessment – ascertain if the objectives set for

the day’s lesson are successfully carried out.
Diagnose their strengths and weaknesses.
Six types of assessment:
Diagnostic as pre-assessment – assessing
students’ strengths and knowledge.
Formative assessment – students’ performance is
monitored and checked during instruction, occurs
regularly throughout the instruction process.
Summative assessment – students’ achievement
at the end of instruction.
Norm-referenced assessment – comparison of
students’ performance against other students in a
much larger group.
Criterion- referenced assessment – measures
students’ performance against a goal, specific
objective, or standard.
Interim or benchmark assessment – evaluate
students’ performance at periodic intervals,
frequently at the end of a grading period. A type of
interim, so it is useful for communicating important
facts and data to stakeholders for future actions.

Another type of reading assessment is the Informal

Reading Inventory – serves to diagnose, develop
and remediate phonological knowledge, vocabulary
as well as reading skills. – primary tool for teachers
to create lesson plans for individual students
evaluating language usage.

Reading assessment activities offered:

A. Phonological Awareness. Basic reading
skill focusing on understanding that spoken
words comprise the individual sounds of the
spoken language. If sounds of letters are
appropriately and correctly produced, ideas
become comprehensible.
Practical activities for phonemic awareness:
1. Exercise vocal cords
2. Letter-word recognition and articulation
3. Name identification