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Reading Skills and Strategies
Reading skills development
Reading Skills and Strategies
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Chapter 1
INTRODUCTION
Situation Analysis Reading, the receptive macro-skill of learning, is a vital foundation of an effective learner. It is necessary for every individual to master this macro-skill as it is demanded by a dynamic society. Without this skill, one cannot understand the contents of a magazine, follow safety precautions in using medicine, or enjoy his favorite science fiction novel. Reading aids a learner in comprehending concepts, inferring meanings and following arguments.
A competent reader has a higher chance of academic achievement whereas; a poor reader may find difficulty in his higher years of education. It is a known notion that without the mastery of reading one does not excel and strive in post-graduate
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It is expected that one should have at least the average reading level appropriate to one’s grade level but in reality, these expectations are not met where reading level varies. Filipino students may still have a chance at rectifying this notion by addressing to individual profiles. The researchers would like to focus on the significance of the reading levels and its relationship with the individual profile in the secondary education specifically within the set of Grade 9 students of President Elpidio Quirino National High School (PEQNHS) believing that this may serve as factor in reading comprehension. Grade 9 students appear to be the appropriate set where reading at this period is continually improving - from Grade 8 reading proficiency start of progress until the preparedness for the tenth …show more content…
Having mastered these skills, readers are viewed as experts who comprehend what they read. Readers are passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce meaning. (Dole et al., 1991) Moreover, Nunan (1991), treated reading as basically a matter of decoding a series of written symbols into aural equivalents in the quest for making sense of the text. He called this process as the “bottom-up’ view of reading. Contrary to the bottom-up theory is the the top-down or knowledge-based theory, Goodman, (in Reyes 2013) describes the reading process as a search for meaning in which the reader plays an active role. The top-down model views that reading begins with meaning and sampling of information sources in the text. A reader then makes connections with his or her own experiences to construct meaning. On the other hand, the interactive model combines that of bottom-up theory and top-down theory. Eskey (Tarampi 2008), the interactive model takes into account the continuous interaction between bottom-up and top-down processing in the construction of the meaning of the
To understand the reading one, have to understand and be able to identify the themes emphasized in the book. One of the main
Everyday there is something that one must interpret whether it is a book, movie, or even the news. One must come to one’s own conclusion about the information they are interpreting. For instance movies are mostly easier to understand then books though the plots may have slight differences.
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
Not only do you need to think within the text but, Level E readers need to think beyond the text. Some characteristics would be like making connections, synthesizing, and inferring about the text. For example, Level E readers need to make and discuss connections between texts and readers personal experiences. Readers also need to be able to identify what they already know that is relative to information in the text. Finally, they also need to infer causes and effects as they are implied in the text.
Donald M. Murray, in this article entitled “Reading as a Reader” is talking about how reading is an unique, an essential, and a necessary aptitude for human beings in their society. While illustrating his point of view, the author stresses on the idea that our attitudes towards reading is directly linked to the systematic approaches we have while facing a article or a book. In this article, he said that: “If we approach a text believing that we are not readers, or that we can’t read, that attitude may make it more difficult for us to understand the challenging text.”(Murray, 2). Throughout those words, Murray emphasizes that we should consider the process of reading as a learning process, and as a way of deepening the capacity we have as readers. We should have an open-mind while engaging with a reading, and understand that it may always not be our fault if it comes that the text we are reading is difficult. In clear, it is all part of the process of improving ourselves. Then, Murray, in his well structured writing, portrays differents types of reading and also gives us some tips on how to approach them.
While in school, I learned how to read, but I was not educated on how context has different interpretations depending upon the reader. The reader has the option to decide the true meaning of the context, and what it means to the individual reader. After reading Manguel's essay, “Reading Ourselves and the World Around Us” I understood the connections between individual experiences and individual perceptions. Rick Moody, an American author, directs an essay concluding there is no “right” or “wrong” way to read a text. After Reading Moody’s essay, “The Joy and Enthusiasm of Reading” I strongly believe with Moody, there is no “right” or “wrong” way to read, and there will never an authority how can tell you how to interpret (Moody 4). From reading these essays, I have decided on the notion that I agree and I disagree with Moody’s opinion; I agree with the idea that conclusions should be left for the reader however, I disagree with Moody’s view that there is no wrong way to read when it comes to literal texts.
...ed by most, and how dyslexia can cause problems with reading comprehension. It also discussed ways that we can mitigate these problems for dyslexic people, but these skills can and should be used by all learners. Reading comprehension is a perishable skill, one that if you don’t work on increasing your reading ability by building your vocabulary, learn to read effectively, or using the correct reading strategies for the type of reading material being studied will diminish. Even with the largest vocabulary, if the words are not understood literacy cannot be achieved. Literacy is the key to comprehensive reading. It also gave some of the tools for reading and understanding different types of literature and how to get the important information out of each one. Edmund Burk said “To read without reflecting is like eating without digesting” (Gallagher, 2003, p. 11).
Strategies necessary to comprehend informational text are different from those needed to comprehend literature (source), and since adults primarily read informational texts, these skills will be beneficial as students grow older (Kane, 2008). Moreover, since prior knowledge is necessary to understand texts (source), each subject requires its own reading skills.
reader creates “supplementary meaning” to the text by unconsciously setting up tension, also called binary opposition. Culler describes this process in his statement “The process of thematic interpretation requires us to move from facts towards values, so we can develop each thematic complex, retaining the opposition between them” (294). Though supplementary meaning created within the text can take many forms, within V...
...t comprehension, it is important to analyze and view all aspects of the text, this will ensure the education you’re receiving, as well as the personal ties you make while reading.
Reading Approaches of Bottom-up and Top-down The main two approaches to reading, top-down and bottom-up have produced a great debate towards which is the best approach to teach children to read. Top down reading is also known as the whole language approach in which the meaning of the text relies upon the reader’s background knowledge and his/her use of prediction to anticipate the meaning of the text. (http://www.sedl.org/reading/topics/balanced.html [23.10.01]).
Decoding is the process in which the brain translates the strings of letters into meaningful sentences. Language Processing is the comprehension of everything that occurs in the novel. By the late years in elementary, decoding becomes a part of a person, so the brain does not have to do any additional work while reading a book(Science of Us). Growing up, reading a physical copy of a book becomes an easier task. Willingham states, “Some people enjoy curling up physically with a book” (Willingham). There is not a straightforward way to express the emotions and physical pleasure that comes when a book is physically read. All the time of the world is in the reader's hand, allowing them to read and re read until they are fully content. Daniel Willingham claims that “About 10 to 20 percent of the eye movements you make are actually regressions, where your eyes are moving backwards” (Willingham).
Taking a close look at a text takes much more than looking at words or fining word and phrases to answer questions. Close reading is define as the mindful, disciplined reading of an object with a view to deeper understanding of its meaning (Cummins, 2013). According to Fisher & Frey (2012), the practice of close reading is not a new one, and in fact has existed for many decades as the practice of reading a text for a level of detail not used in everyday reading. Therefore, teachers need to foster this skill on students in early stages of literacy skill to become proficient in comprehension. In order for students to examine complex text, teachers need to model and guide them through various strategies that would support their understanding
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
According to the research made by Bohlmann & Pretorius (2003), there is a significant correlation between reading ability and academic success. It means that students who read a lot are more likely to do well in school and pass exams than students who are weak readers. Good readers do not just do better at subjects like reading, English and history, they do better at all subjects and they do better all the way through school. Another study by Bohlmann & Pretorius (2002) showed that the students who failed Mathematics achieved 50% or less in reading comprehension, meaning that they understood only half of the text or even less. But when their reading ability improved, their marks for Mathematics improved as well. So, students who read a lot and who understand what they read usually attain good grades. It means that reading is essential for academic achievement.