JOANNA_READING (CONTENT).docx

 **CHAPTER 3:** **The Receptive Macro Skills --** **Reading** **Introduction :** Reading is the process of undergoing a piece of writing either orally or in one's mind. It is a skill wherein the learner directly looks at the context of written symbols that make up a word or...

 **CHAPTER 3:** **The Receptive Macro Skills --** **Reading** **Introduction :** Reading is the process of undergoing a piece of writing either orally or in one's mind. It is a skill wherein the learner directly looks at the context of written symbols that make up a word or a language to understand its meaning. While reading, our eyes physically observe the letters we read, the commas, semicolons, full and other stops, and the spaces in between whereas our brains understand these letters as words, those phrases linked by commas as certain phrases, those linked by semicolons as other phrases and those two distinct words separated by a full stop as two different ideas. In line with this, understanding is more of an internal activity and implies the reception of data. Yet, the speaking fluency, though, is also necessary for the intricate process of reading in order to pronounce the words that have been read. Thus, reading is also productive in this sense because it enables one to both transmit and receive information, at least to oneself. Education is the power to change the society; without appropriate literacy needed to read for an education, people will become barbaric. Just as a great number of people is still in a condition of experiencing learning disability including dyslexia or illiteracy, there are big progressive approaches to handling these phenomena. Literacy, specifically reading, is the basic academic skill. A child twiddling with a picture book that has simple words or a blind man reading braille is as well learning. **Reading in the lens of different experts :** 1. - - - - Word recognition is the component of children decoding and manipulating for word parts through phonemic awareness as ways of representing sounds of new words or decoding with the use of word study to analyze words and spellings of words. They also learn several new sight words to read automatically and increase the sight words vocabulary. Comprehension entails prior experience in different areas, enormous spoken and written word bank, knowledge in the English language, as well as, knowledge in reading various types of texts. The skills needed to achieve fluency include, increased word recognition, a fast reading pace, and the utilization of intonation and stress to make oral reading resemble spoken language, as well as the ability to turn the strategies used to improve word recognition and understanding into habits. Reading should be an intricate process of arriving at meaning and the child must understand that it is enjoyable, social, and that he or she has something unique to discover and can read for different and diverse purposes and must be at ease with different forms and types of writing. In this way, children will be enabled to become efficient and fast readers hence, enhancing their understanding and grasp in reading. 2. 3. 4. 5. This chapter on reading instruction will comprehensively discuss various topics like the nature and objectives of reading, reading comprehension and its subskills, as well as various reading strategies and tactics. Various strategies will be analyzed, including top-down, bottom-up, and interactive methods, as well as Goddell\'s Reading Skills Ladder and stages of reading development. The main emphasis will be on developing lessons that work well, selecting appropriate resources and materials, and evaluating reading skills using performance and observation techniques. The module aims to equip teachers with comprehensive knowledge and effective strategies to enhance reading instruction, fostering improved understanding and proficiency in students across different settings and needs.  **Learning Outcomes** At the end of these chapter, students should be able to: a\. select differentiated learning tasks in teaching reading to suit learners' gender, needs, strengths interests, and experiences; b\. demonstrate how to provide timely, accurate, and constructive feedback to improve learner performance in the different tasks in reading through simulations; c\. craft a learning plan according to the English curricula that is developed from research-based knowledge and principles of reading and the theoretical bases, principles, methods, and strategies in teaching these components; and d\. conduct a teaching demonstration of the assigned learning competencies in reading. In this module, we will be having our journey to different aspects of reading. Here's the following lessons we'll visit: In this lesson, reading will be discussed as a process that is as intricate as it is basic and makes up not only a skill, but also a process to interact with any types of texts, for comprehension and interpretation. This course will engage conversations with some of the most recognized experts as we discuss how reading affects thinking processes and has one of the most profound effects on learning, communication, and self-improvement. **Reading as Skill** While consuming text in print the medium is accepted to engage the reader's language facility, reading on the other hand is admitted to be a taught skill. Indeed, reading is one integrated ability that we employ for texts.   **Reading as Process** Reading, which may also be termed as the meaning-making process, elaborates \"how reading happens\" (Cambourne, 1998). In comprehension, readers actively combine or 'sample' the linguistic stimuli in their possession in order to come up with sense. **Reading as Comprehension** In view of this, as much as there is reading, there is communication between the reader and the text, thus, facilitating comprehension.  **Affective factors on reading comprehension** THE READER The following are things the reader brings to the text: - - - - - - THE TEXT - - - - THE CONTEXT\ -includes the activities that take place in and around the deal. - - **Reading as Development** As shown in the graphic, reading is an interaction of the spoken language, the acquisition of skills, and the ability to interpret written sign. Circles A, B, and C are interrelated in such a way that if one circle is bisected and the other divided into pieces, then corresponding pieces cut off from two circles will be equal in size. Yes, Circle A expands first, Circle B grows next, and then Circle C becomes larger; however, once a person knows a language, he practices the acquired language to gain new knowledge. Likewise, Circle C proves to be an even more effective learning apparatus that oral language when a person is able to read.  **Reading as Strategy** Approaches are useful and deliberate plans that the reader employs concerning various documents. It is noticeable that there are moments when the writer uses techniques which prove that he/she is aware of something, reflects on it, and communicates with the audience. It means that instead of a linear model that prescribes a certain strategy, strategies are configured and interrelated, and they are also recursive. The goals are activation of meaning and adaptiveness of strategies in accordance with the variations in the level of reading difficulties. Reading literacy is important worldwide, with motivations such as enjoyment, education, and social engagement driving people to read. Young children read narrative and factual texts to gain knowledge, as literacy skills are crucial for their development. Different types of literature cater to specific reading goals, with fiction for literary experiences and instructional texts for knowledge acquisition. Biographies can serve both literary and factual purposes. Texts vary in arrangement and organization, influencing interpretation. Reader-text interaction is key in achieving reading goals. PIRLS exams aim to provide diverse text types for assessment, simulating real-world reading experiences for students. The goal is to offer a variety of texts for each reading purpose, ensuring a well-rounded reading experience for students both in and out of the classroom. **Types of Purpose** Reading for enjoyment is usually the goal of everyday reading, whether it be a magazine or a novel. Academic literature typically differs greatly from this. Your main goal when reading academic books is probably one of the following: - - - - - **How the Purpose Affect Your Reading?** A specific example of such a way of reading is likely to be observing a novel from its beginning till end every other time. As for the academic reading this is rather incorrect because your approach to reading is going to be pre-determined by the objective. It thus depends on the specific objective that one has in mind concerning the reading. For instance, you will look for literature on the topic if the essay you are going to prepare deals with the causes of the global warming. First of all, you might find yourself glancing over the texts to decide which ones warrant your closer attention because you are bound to encounter a number of them and not all of them might be fit for the purpose. After proper texts have been identified you will briefly review each of them. Comprehending, interpreting, as well as processing information is complex mental function that is considered to be reading. It is much more than simply recognizing the printed words on the black board. In reading comprehension and related subskills which is a course that we shall take in the study, we shall look at several factors that makes reading comprehension effective. To enhance the general level of literacy and to grasp the subjects of the texts, specific optional skills like the identification of the major concepts, making conclusions, and summarizing are essential. These skills help readers to engage more judgmentally different kinds of sources, such as, articles and literary works. Welcome to get to know the refined shades of comprehension and find out what is behind the process of building the corresponding subskills that makes a reader more skilled and confident. **[Reading Subskills]** **READING IN MEANINGFUL UNITS:** The number of words that the eyes can manage to see in a glance is one of the factors that determine the understanding of text and reading speed. The more words students can read the better their understanding and the speed at which they will comprehend a piece of text will be. From words, students should be able to read in meaningful wholes rather than receiving it word by word. Moreover, language is also thought to be largely phrased-logical, which implies that it is comprised of prefabricated units, or multi-word items, which are commonly used in daily conversations. This kind of cognition is efficient because it helps to break down units of the language making its processing easier and more fluid. **SCANNING:** A basic and essential skill is the ability to find a certain piece of information for example; a date, a figure or a particular person. When we scan, in the same account, we rush through all the unnecessary content and focus only on the content we want to extract. Scanning therefore depends on the precise knowledge of what is in need and where it's accessible. Making students look for some definition, the name of a person or a location, or some other specific piece of information simultaneously or asking them to find something and then to see who can find it faster is good in this context as a technique to teach this particular skill. Then ask the student who found the information first to describe the process to the rest of the class. **SKIMMING:** This is the manner we generally use to determine which books or articles require a more intensive analysis. However, there are cases when skimming is done prior to reading, just to comprehend what is going to be read. Scanning can be distinguished from skimming in that while scanning a person tries to grasp the general idea of the given text and bear in mind that skimming is aimed at finding particular bits and pieces of information that are dispersed throughout the text. Thus, the approach that leads to the effective identification of the main points in diverse paragraphs and generalization into a single subject is the secret to skimming. **PREDICTION:** More specifically psycholinguistic reading models claim that varied and exacting predictions with a minimum amount of sampling is one of the key components of efficient read. This skill shall enhance the understanding of texts, increase the rate of reading and thereby minimize the degree of dependence on text. Hence, it is a very helpful subskill. Just as gestures and facial expression are equivalent to non-linguistic content in conversation as diagrams, graphs, tables, pictures, maps and so on, students can learn to make predictions from the laying, the title, subtle, topics and linguistic contexts of the above-mentioned elements. **GUESSING:** Describing the means for deciding on the meaning of unknown words by using word-formation analysis or the context (contextual prompt). **RECOGNISING DISCOURSE FUNCTIONS:** Thus, textual connectors which are the terms that link the concept are often used to signal about the structure of the section. For example, distinguishing cause-and-effect relations, defining, describing, and ordering events (narrating), exemplifying, explaining, comparing events and contrasting them, as well as illustrating all these functions by providing evidence are some of the most often observed discourse functions in textbooks. All these functions have different textual connectors. The learners should be taught on how to look at these cohesive devices and the role of signaling the relation between and among clauses because of their implication in reading comprehension. The best way of teaching this, in my opinion, is giving different passages with different kinds of structuring and asking the students to identify cohesive devices in them. **RECOGNIZING DIFFERENT TEXT TYPES OR GENRES** Depending on its purpose and specificity, there are various text types, and all of them obey definite requirements as to format (style) and content. The primary categories of text include: Incoming and outgoing e-mail and other forms of computer communication such as letters, notes, telegrams, messages, or faxes belong to the "interaction text" which also includes reference texts like timetables, maps, dictionaries, encyclopedias, catalogues and brochures, content pages and indexes, as well as graphs and tables. Informative text including newspapers and magazines, textbooks, reports, reviews, academic journals, pamphlets It is essential for students to acquaint themselves with the basic features of the subject matter selected for the writing of literary genres because this knowledge enhances the reading comprehension ability of the students. **DISTINGUISHING GENERAL STATEMENTS FROM SPECIFIC DETAILS:** Explanations and illustrations normally occur in specific points of arguments and support statements by giving additional information that cannot be easily given in main ideas, which are normally general statements. General statements are thus even more pertinent to understanding. These terms are usually accompanied by such signal words and phrases as for instance, often, also, particularly, in the last place, thus, it is clear that pupils ought to know how to approach these terms. Also, they should be made to understand that different symbols and terms represent probability, frequency, and quantity and which of them is more general. **INFERENCE:** Thus, there is a need to comprehend both the said information and the unsaid information with regard to every story. In other words, the reader must make assumptions and reach personal decisions independently of the text. This requires three skills; the analytical skills, the synthesis skills, and the writing skills. For instance, one can infer that hearing either increases, decreases or fluctates with age from the line Age affects hearing. In other words, the reader actually has to decode so as to get more meaning out of it other than what is explicitly stated. **EVALUATION:** This subskill relates more or less to the final level of understanding. Although the reader is expected to grasp the whole text, he is also expected to do that critically, in order to form his own opinion. The reader is required to be critical in order to be able to assess. Questioning about what, why, and for whom an author has written is the critical focus for a reader. That is to say, the reader has to identify the author and his purpose, evaluate his opportunities and risks, and distinguish the author's position from reality. One of additional subskills -- when it comes to reading is an analysis of texts which can be useful when reading academic and political essays. **REFERENCE SKILLS** Based on the concept of reference of the lexical words that are mentioned in the text, it is prerequisite to recognize the pronouns and adverbs. There are two principal types of anaphora Cataphora is another term used to refer to this process. Anaphora entails backtracking through the texts to seek the referents that have not been mentioned as cataphora points to going forward in the texts. **RECOGNISING THE COMMUNICATIVE VALUE OF TEXTS:RECOGNISING THE COMMUNICATIVE VALUE OF TEXTS:** It contributes to the understanding of the texts' message that was intended to be conveyed. Texts could be: a request, an invitation, a description, an alarm, an ad, and many others. For instance, meaning of the writing ''Smoking is forbidden'' implies that the reader is prohibited from smoking. **DICTIONARY LOOK--UP:** Make searches in dictionaries fast and effective for words. The key findings of the study therefore suggest that in order to have pupils benefit from dictionaries in every which way, teachers should provide some dictionary training. It is more crucial than ever to read well in this fast-paced world. Our comprehension of difficult information can be greatly improved by being able to read effectively and fully, whether for academic success, career advancement, or personal enjoyment. We will look at a variety of approaches in this reading strategies and techniques course that will help you become a more proficient reader and approach books of all kinds with assurance. These techniques, which range from skimming and scanning to intensive and extensive reading will improve not only your reading speed but also your comprehension and recall of the content. In this lesson, we are going to unveil the methods and strategies that will revolutionize your reading experience and enable you to interact more deeply with written content. In the handout written by Dr. Kathleen King, it was mentioned that college reading is a whole different experience. Even if you\'ve been reading for pleasure and at school for the past twelve years, academic reading can be extremely challenging for people with less than perfect reading comprehension. When reading in grades K--12, the emphasis is frequently on the text\'s tangible elements, the facts, and what is immediately apparent on the page. Reciting the essentials of reading is all that is needed to write about reading. Conversely, reading for college necessitates meta-cognition---the capacity to plan your own learning. You should consider how the text you are reading interacts with your learning style and consider modifying your reading techniques to better meet the demands of the material. Additionally, the author stated that when learning to read more effectively, there are four things to keep in mind: the reader, the text, the tactics, and the end result. The reader\'s aptitude for reading, enthusiasm for the subject, and physiological aspects like hunger or tiredness are all characteristics. The nature and level of the text vary (fiction, science, theater, psychology, etc.). While some reading is simple and flows easily, some reading is information-rich and can even be laborious at times. A list of reading techniques ( Dr. K. Kings) to try is provided below. 1. Sit up at a desk or table and read in excellent lighting. 2. Reduce the amount of background noise. Rock & roll music played loudly won\'t improve your reading skills. 3. The same applies to chatty roommates, yelling children, the radio, or television. To help you focus on the text, provide yourself with a calm space. 4. Have a pen and paper handy. 5. Before starting to read, consider why you are reading. Why did the instructor offer this homework? What should you hope to gain from it? Make a note of your ideas. 6. Look over the text. Take a look at the article\'s title and the subsections. What\'s bold or darkly printed? Are there graphs or illustrations? 7. After reading the introduction and conclusion, review the entire assignment. Alternatively, read each paragraph\'s opening sentence to gain a sense of how the ideas are developed before starting over. 8. After skimming the entire text, concentrate on the most intriguing or pertinent passages to read in depth. 9. Recognize when you can read a passage quickly and when you must comprehend every word. 10. While you read, write. Talk back to the text while taking notes. Explain everything in detail and annotate the pages. Jot down your hobbies and disinterests. Conjecture as to why. 11. If you run into trouble while reading, consider your situation and write a description of it. Think about why that specific spot was challenging and how you could get around the obstacle. 12. Take note of and investigate your confusion. Since confusion is the precursor to understanding, it is crucial. 13. Slow down and go over some passages again if things start to get tough and you don\'t grasp what you\'re reading. 14. Divide up lengthy work into manageable chunks. Ten pages should be read before moving on. Read the next ten pages, and so on, later. 15. Learn essential information about the book by reading prefaces and summaries. For details on the organization and flow of ideas, consult the table of contents. To find certain people, locations, or concepts, use the index. 16. Put complex information into your own words. Make a substitute text. 17. Respond to the questions in the chapter\'s conclusion. 18. In your own words, respond to the following questions: What is the author discussing? What is the writer hoping I will take away from this? 19. After reading the full article, summarize it in one paragraph or one sentence. 20. Turn handwritten or in-book notes into more formal computer notes by transcribing them. Write a brief essay or a list of ideas from your initial notes. 21. When you\'re done reading, go over the concepts in the book again. To find out what you learned from the reading, ask yourself some questions. 22. Bring the text to class, make notes on it, and raise questions about the parts you don\'t understand. 23. Send out a message to the class email list and request feedback from the instructor and other students. 24. Refer to an additional source. What is the perspective of a different writer on the same subject? 25. Don\'t agree with the writer. Turn into a liar\'s advocate. Recall that you can debate a concept without having to accept it. In English, there are four main reading techniques:  Skimming  Scanning  Intensive  Extensive 1. Skimming -- Gist Reading --------------------------- Gist reading is another name for this method. You can use the technique of skimming to gain a general understanding of the text\'s content. This method is typically used when reading a newspaper or magazine. Making a mental shortlist of all the articles or subjects you might want to read would be helpful.\ Furthermore, it is also discernible when you are quickly searching for a specific name or phone number in the phone dictionary.\ It has been noted that someone may read between 700 and 750 words per minute while using the skimming approach. You too are capable of rising to a higher level with the right training. Skimming, also known as \"Gist reading,\" is a technique that helps you quickly understand the main idea of a text. It is typically used when reading a magazine or newspaper and helps you mentally make a short list of all the articles or topics you might want to read. It can also be seen when searching through a phone dictionary for a specific name or number. Skimming can allow a person to read between 700 and 750 words per minute, and with the right training, you can even reach higher speeds. This specific method would be used in a number of situations:\ Examine the table of contents initially.\ While going over each chapter\'s subheadings.\ Should you need to quickly review the first paragraph of that section. 2. Quickly Scanning Text ------------------------ When you scan, all you do is move your eyes swiftly over the sentences in an attempt to extract a brief bit of information. According to some of the findings, the reader blocks the scanning pathway when reading from a computer screen. In comprehensions, this method is significantly more conducive than skimming. It has been noted that kids focus less on the introduction and illustrations. 3. Intensive and Deep Reading --------------------------------------------------- When it comes to the technique of intensive reading, you must be very clear in your mind. Make sure that this reading strategy takes a lot longer than scanning and skimming. It can be the best technique if you are trying to list the chronology of events in a long passage. It will help you read deeply and intensively. This particular technique would be beneficial for all language learners who need help understanding various vocabulary. It will help you to deduce the meaning of the word in context. In addition to that, you would be getting help in the retention of the information for a long time. For this reason, kids or students are asked to practice intensive reading before exams. It is among the most successful strategies. 4. Extensive Reading -------------------- This is the most enjoyable reading practice because it usually involves the element of enjoyment. It is highly unlikely that students will use this practice to prepare for any kind of exam because it essentially involves the fluid of decoding or assimilation of the content. When reading, if you feel that the content is getting too difficult to understand, you stop and consult a dictionary. Hopefully, these four reading strategies will help you read more quickly and understand comprehension without wasting too much time.