CLA 101 (1).pdf

COURSE MANUAL Introduction to the Study of Reading CLA 101 University of Ibadan Distance Learning Centre Open and Distance Learning Course Series Development Copyright © 2017 by Distance Learning Centre, University of Ibadan, Ibadan All...

COURSE MANUAL Introduction to the Study of Reading CLA 101 University of Ibadan Distance Learning Centre Open and Distance Learning Course Series Development Copyright © 2017 by Distance Learning Centre, University of Ibadan, Ibadan All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. General Editor: Prof. Bayo Okunade University of Ibadan Distance Learning Centre University of Ibadan, Nigeria Telex: 31128NG Tel: +234 (80775935727) E-mail: [email protected] Website: www.dlc.ui.edu.ng Contents ii Vice-Chancellor’s Message The Distance Learning Centre is building on a solid tradition of over two decades of service in the provision of External Studies Programme and now Distance Learning Education in Nigeria and beyond. The Distance Learning mode to which we are committed is providing access to many deserving Nigerians in having access to higher education especially those who by the nature of their engagement do not have the luxury of full time education. Recently, it is contributing in no small measure to providing places for teeming Nigerian youths who for one reason or the other could not get admission into the conventional universities. These course materials have been written by writers specially trained in ODL course delivery. The writers have made great efforts to provide up to date information, knowledge and skills in the different disciplines and ensure that the materials are user- friendly. In addition to provision of course materials in print and e-format, a lot of Information Technology input has also gone into the deployment of course materials. Most of them can be downloaded from the DLC website and are available in audio format which you can also download into your mobile phones, IPod, MP3 among other devices to allow you listen to the audio study sessions. Some of the study session materials have been scripted and are being broadcast on the university’s Diamond Radio FM 101.1, while others have been delivered and captured in audio-visual format in a classroom environment for use by our students. Detailed information on availability and access is available on the website. We will continue in our efforts to provide and review course materials for our courses. However, for you to take advantage of these formats, you will need to improve on your I.T. skills and develop requisite distance learning Culture. It is well known that, for efficient and effective provision of Distance learning education, availability of appropriate and relevant course materials is a sine qua non. So also, is the availability of multiple plat form for the convenience of our students. It is in fulfilment of this, that series of course materials are being written to enable our students study at their own pace and convenience. It is our hope that you will put these course materials to the best use. Prof. Abel Idowu Olayinka Vice-Chancellor Foreword As part of its vision of providing education for “Liberty and Development” for Nigerians and the International Community, the University of Ibadan, Distance Learning Centre has recently embarked on a vigorous repositioning agenda which aimed at embracing a holistic and all encompassing approach to the delivery of its Open Distance Learning (ODL) programmes. Thus we are committed to global best practices in distance learning provision. Apart from providing an efficient administrative and academic support for our students, we are committed to providing educational resource materials for the use of our students. We are convinced that, without an up-to-date, learner-friendly and distance learning compliant course materials, there cannot be any basis to lay claim to being a provider of distance learning education. Indeed, availability of appropriate course materials in multiple formats is the hub of any distance learning provision worldwide. In view of the above, we are vigorously pursuing as a matter of priority, the provision of credible, learner-friendly and interactive course materials for all our courses. We commissioned the authoring of, and review of course materials to teams of experts and their outputs were subjected to rigorous peer review to ensure standard. The approach not only emphasizes cognitive knowledge, but also skills and humane values which are at the core of education, even in an ICT age. The development of the materials which is on-going also had input from experienced editors and illustrators who have ensured that they are accurate, current and learner- friendly. They are specially written with distance learners in mind. This is very important because, distance learning involves non-residential students who can often feel isolated from the community of learners. It is important to note that, for a distance learner to excel there is the need to source and read relevant materials apart from this course material. Therefore, adequate supplementary reading materials as well as other information sources are suggested in the course materials. Apart from the responsibility for you to read this course material with others, you are also advised to seek assistance from your course facilitators especially academic advisors during your study even before the interactive session which is by design for revision. Your academic advisors will assist you using convenient technology including Google Hang Out, You Tube, Talk Fusion, etc. but you have to take advantage of these. It is also going to be of immense advantage if you complete assignments as at when due so as to have necessary feedbacks as a guide. Contents iv The implication of the above is that, a distance learner has a responsibility to develop requisite distance learning culture which includes diligent and disciplined self-study, seeking available administrative and academic support and acquisition of basic information technology skills. This is why you are encouraged to develop your computer skills by availing yourself the opportunity of training that the Centre’s provide and put these into use. In conclusion, it is envisaged that the course materials would also be useful for the regular students of tertiary institutions in Nigeria who are faced with a dearth of high quality textbooks. We are therefore, delighted to present these titles to both our distance learning students and the university’s regular students. We are confident that the materials will be an invaluable resource to all. We would like to thank all our authors, reviewers and production staff for the high quality of work. Best wishes. Professor Bayo Okunade Director Course Development Team Content Authoring V.O. Ajala Content Reviewer Ayobami A. Ojebode Content Editor Prof. Remi Raji-Oyelade Production Editor Ogundele Olumuyiwa Caleb Learning Design/Assessment Authoring Folajimi Olambo Fakoya Managing Editor Ogunmefun Oladele Abiodun General Editor Prof. Bayo Okunade Contents vi Contents About this course manual 1 How this course manual is structured.................................................................................................................... 1 Course Overview 3 Welcome to CLA 101...................................................................................................................................................... 3 Getting around this course manual 4 Margin icons....................................................................................................................................................................... 4 Study Session 1 5 The Nature of Reading................................................................................................................................................... 5 Introduction.......................................................................................................................................................... 5 Terminology.......................................................................................................................................................... 5 1.1 Definitions of Reading......................................................................................................................... 5 1.1.1 Definitions of Reading.............................................................................................................. 6 What is Reading?....................................................................................................................... 6 What do we Read?.................................................................................................................... 7 1.1.2 Nature of Reading....................................................................................................................... 8 Elements that aid growth in Reading............................................................................... 8 1.2 Technical Concepts in Reading........................................................................................................... 10 1.2.1 Technical Concepts in Reading.......................................................................................... 10 1.3 Difference between Reading and Learning................................................................................... 12 1.3.1 Reading and Learning............................................................................................................ 12 Study Session Summary............................................................................................................................................. 13 Assessment...................................................................................................................................................................... 13 Bibliography.................................................................................................................................................................... 14 Study Session 2 15 Reading and National Development..................................................................................................................... 15 Introduction....................................................................................................................................................... 15 Terminology....................................................................................................................................................... 15 2.1 The Relationship between Reading and National Development.................................... 15 2.1.1 Reading: A Factor in National Development................................................................ 16 2.2 Micro and Macro Levels of Reading............................................................................................ 16 2.2.1 Micro and Macro Levels of Reading................................................................................. 17 2.3 Reading Concerns of National Development................................................................................ 18 2.3.1 Reading Concerns of National Development............................................................... 18  Study Session Summary............................................................................................................................................. 19 Assessment...................................................................................................................................................................... 19 Bibliography.................................................................................................................................................................... 19 Study Session 3 20 Theoretical Models of Reading................................................................................................................................ 20 Introduction....................................................................................................................................................... 20 Terminology....................................................................................................................................................... 20 3.1 Theoretical Models of Reading........................................................................................................... 20 3.1.1 Defining Theory........................................................................................................................ 21 3.1.2 Three Theoretical Models of Reading............................................................................. 21 The Behavioural Model......................................................................................................... 21 The Cognitive Model.............................................................................................................. 21 The Reading as Communication Model......................................................................... 22 3.2 Family Literacy Approach to Reading............................................................................................. 22 3.2.1 Family Literacy Approach........................................................................................ 23 Study Session Summary............................................................................................................................................. 24 Assessment...................................................................................................................................................................... 24 Bibliography.................................................................................................................................................................... 24 Study Session 4 25 Reading Habits............................................................................................................................................................... 25 Introduction....................................................................................................................................................... 25 Terminology....................................................................................................................................................... 25 4.1Reading for Recreational Purposes................................................................................................... 26 4.1.1 Reading Habits for Recreational Purposes................................................................... 26 4.2 Reading Habits for Academic Purposes.......................................................................................... 27 4.2.1 Reading Habits for Academic Purposes......................................................................... 27 4.3 Reading Habits that Affect Effective Reading......................................................................... 28 4.3.1 Reading Habits that Hinder Effective Reading............................................................ 28 4.4 Good Habits for Effective Reading.................................................................................................... 29 4.4.1 Good Habits for Effective Reading.................................................................................... 29 Study Session Summary............................................................................................................................................. 31 Assessment...................................................................................................................................................................... 31 Bibliography.................................................................................................................................................................... 31 Study Session 5 33 Reading and Memory.................................................................................................................................................. 33 Introduction....................................................................................................................................................... 33 Terminology....................................................................................................................................................... 33 5.1 Terms Related to Reading and Memory......................................................................................... 33 5.1.1 Terms Related to Reading and Memory........................................................................ 34 5.2 Stages of Memory System in the Learning Process.................................................................. 35 5.2.1 Stages of Memory System.................................................................................................... 35 Sensory Memory (SM): (See Sketch).............................................................................. 36 5.3 Stages of Memory..................................................................................................................................... 37 5.3.1 Stages of Memory.................................................................................................................... 37 Short-Term Memory (STM) (See Sketch)..................................................................... 37 Long-Term Memory (LTM) (See Sketch)...................................................................... 37 Contents viii 5.4 How to Improve Your Memory..................................................................................................... 39 5.4.1 Improving Your Memory...................................................................................................... 39 Study Session Summary............................................................................................................................................. 41 Assessment...................................................................................................................................................................... 41 Bibliography.................................................................................................................................................................... 41 Study Session 6 42 Types of Reading........................................................................................................................................................... 42 Introduction....................................................................................................................................................... 42 Terminology....................................................................................................................................................... 42 6.1 Relationship between Oral and Silent Reading..................................................................... 42 6.1.1 Types of Reading................................................................................................................................... 43 1. General Form...................................................................................................................... 43 2. General Attitude................................................................................................................. 44 6.2 Relationship between Oral and Silent Reading........................................................................... 44 6.2 Relationship between Oral and Silent Reading..................................................................... 45 6.3 Importance and Functional Role of Oral Reading................................................................. 46 6.3.1 Importance and Functional Role of Oral Reading...................................................... 46 6.4 Characteristics of Effective Oral Reader................................................................................... 47 6.4.1 Characteristics of an Effective Oral Reader.................................................................. 47 Study Session Summary............................................................................................................................................. 48 Assessment...................................................................................................................................................................... 48 Bibliography.................................................................................................................................................................... 48 Study Session 7 49 Levels of Reading.......................................................................................................................................................... 49 Introduction....................................................................................................................................................... 49 Terminology....................................................................................................................................................... 49 7.1 Levels of Reading...................................................................................................................................... 49 7.1.1 The Levels of Readings.......................................................................................................... 50 7.1.1 The Independent Level.............................................................................................. 50 7.1.2 The Instructional Level.............................................................................................. 50 7.1.3 The Frustration Level................................................................................................. 50 7.2 Determining a Person’s Reading Level........................................................................................... 51 7.2.1 Determining a Person’s Reading Level........................................................................... 51 Study Session Summary............................................................................................................................................. 53 Assessment...................................................................................................................................................................... 53 Bibliography.................................................................................................................................................................... 53 Study Session 8 54 Reading Rates and Reading Flexibility................................................................................................................ 54 Introduction....................................................................................................................................................... 54 Terminology....................................................................................................................................................... 54 8.1 Reading Rate as a Strategy to Purposeful Reading.................................................................... 54 8.2Skimming and Skimming Rates........................................................................................................... 55 8.2.1 Skimming (Extremely Fast Rate)...................................................................................... 55 How to Skim.............................................................................................................................. 56 8.3Scanning and Scanning Rates............................................................................................................... 57  8.3.1 How to Scan............................................................................................................................... 57 Study Session Summary............................................................................................................................................. 62 Assessment...................................................................................................................................................................... 62 Bibliography.................................................................................................................................................................... 63 Study Session 9 63 Reading for Comprehension.................................................................................................................................... 64 Introduction....................................................................................................................................................... 64 Terminology....................................................................................................................................................... 64 9.1 Reading for Comprehension................................................................................................................ 64 9.1.1 Reading Technique I: The SQ3R........................................................................................ 65 9.1.2 Reading Technique II: The OK4R...................................................................................... 66 9.2 Recognizing Subject................................................................................................................... 68 9.3 Finding the Main Ideas.............................................................................................................. 69 9.3.1 Finding the Main Ideas.......................................................................................................... 70 Study Session Summary............................................................................................................................................. 71 Assessment...................................................................................................................................................................... 72 Bibliography.................................................................................................................................................................... 72 Study Session 10 73 Reading Difficulties and Ability or Inability to Read Well and Remember.......................................... 73 Introduction....................................................................................................................................................... 73 Terminology....................................................................................................................................................... 73 10.1 Reading Difficulties............................................................................................................................... 74 10.1 Reading Difficulties.................................................................................................................. 74 Word by Word Reading........................................................................................................ 75 Vocalization and sub-vocalization................................................................................... 75 Poor Visual Perception......................................................................................................... 75 Regression.................................................................................................................................. 75 Finger Pointing and Head Movement............................................................................. 75 Difficulty with the Return Sweep..................................................................................... 76 Lack of Motivation or Interest........................................................................................... 76 Inflexibility................................................................................................................................. 76 Lack of Comprehension Skill.............................................................................................. 76 Inability to interpret what is read.................................................................................... 77 Inability to Read Critically................................................................................................... 77 Difficulty with Identifying the Main Idea...................................................................... 77 Difficulty in Comprehending Details............................................................................... 77 10.2 Factors Responsible for Remembering and Forgetting........................................................ 78 10.2.1 Environmental Factors....................................................................................................... 78 10.2.2 Physiological Factors........................................................................................................... 78 10.2.3 Physiological Problems...................................................................................................... 79 Study Session Summary............................................................................................................................................. 80 Assessment...................................................................................................................................................................... 80 Bibliography.................................................................................................................................................................... 80 Study Session 11 81 Reading Graphs, Charts, Tables and Maps......................................................................................................... 81 Introduction....................................................................................................................................................... 81 Contents x Terminology....................................................................................................................................................... 81 11.1 Reading Graphs....................................................................................................................................... 81 11.1.1 Reading Graphs...................................................................................................................... 82 Line and Bar Graphs.......................................................................................................................... 82 Bar Graph............................................................................................................................................... 83 Pie and Pictorial Graphs....................................................................................................... 83 11.2 Reading Charts........................................................................................................................................ 85 Organizational Chart.............................................................................................................. 86 Flow Chart.................................................................................................................................. 87 11.3 Reading Tables........................................................................................................................................ 88 Reading Maps............................................................................................................................ 88 Study Session Summary............................................................................................................................................. 89 Assessment...................................................................................................................................................................... 90 Bibliography.................................................................................................................................................................... 92 Study Session 12 93 Paragraph Structures: Types and Functions..................................................................................................... 93 Introduction....................................................................................................................................................... 93 Terminology....................................................................................................................................................... 93 12.1 Paragraph Structure according to its Types.............................................................................. 93 12.1.1 What is a Paragraph?........................................................................................................... 94 12.1.2 Types of Paragraph.............................................................................................................. 95 A | The Explanatory Paragraph......................................................................................... 95 B | The Defining Paragraph................................................................................................. 96 C | The Descriptive Paragraph........................................................................................... 97 12.2 Paragraph Structure according to its Function......................................................................... 98 A| The Introductory Paragraph......................................................................................... 99 B | The Transitional Paragraph...................................................................................... 100 C | The Concluding Paragraph........................................................................................ 101 Study Session Summary.......................................................................................................................................... 104 Assessment................................................................................................................................................................... 104 Bibliography................................................................................................................................................................. 105 Study Session 13 106 Introduction to Vocabulary Development....................................................................................................... 106 Introduction.................................................................................................................................................... 106 Terminology.................................................................................................................................................... 106 13.1 Context Clues........................................................................................................................................ 106 13.1.1 Experience Clues................................................................................................................ 107 13.1.2 Comparison or Contrast Clues..................................................................................... 107 13.1.3 Explanation Clues.............................................................................................................. 107 13.1.4 Synonym Clues.................................................................................................................... 108 13.2 Structure of Words............................................................................................................................. 108 13.2.1 Structure of Words............................................................................................................ 108 Root............................................................................................................................................ 108 Prefix......................................................................................................................................... 109 Suffix.......................................................................................................................................... 109  Study Session Summary.......................................................................................................................................... 110 Assessment................................................................................................................................................................... 110 Bibliography................................................................................................................................................................. 111 Study Session 14 112 Vocabulary Development: Word Usage............................................................................................................ 112 Introduction.................................................................................................................................................... 112 Terminology.................................................................................................................................................... 112 14.1 Glossary of Usage............................................................................................................................... 112 Study Session Summary.......................................................................................................................................... 117 Assessment................................................................................................................................................................... 117 Bibliography................................................................................................................................................................. 118 Study Session 15 118 Signal Words and Their Functions..................................................................................................................... 118 Introduction.................................................................................................................................................... 118 Terminology.................................................................................................................................................... 119 15.1 Signal, Directional, Transitional Words.................................................................................... 119 Study Session Summary.......................................................................................................................................... 123 Assessment................................................................................................................................................................... 123 Bibliography................................................................................................................................................................. 124 Study Session 16 125 Reading Evaluation................................................................................................................................................... 125 Introduction.................................................................................................................................................... 125 Terminology.................................................................................................................................................... 126 16.1 Evaluating Your Reading................................................................................................................. 126 Step 1 - Isolate the Trouble......................................................................................................... 126 Step 2 – Learn the Basic Techniques....................................................................................... 129 Step 3 – Practice............................................................................................................................... 130 Step 5 – Verifying your Success................................................................................................. 130 Step 6 – Build on Your Success.................................................................................................. 130 Study Session Summary.......................................................................................................................................... 130 Assessment................................................................................................................................................................... 131 Bibliography................................................................................................................................................................. 132 Notes on Self Assessment Questions 133 References 140  About this course manual About this course manual Introduction to the Study of ReadingCLA 101 has been produced by University of Ibadan Distance Learning Centre. All course manuals produced by University of Ibadan Distance Learning Centreare structured in the same way, as outlined below. How this course manual is structured The course overview The course overview gives you a general introduction to the course. Information contained in the course overview will help you determine:  If the course is suitable for you.  What you will already need to know.  What you can expect from the course.  How much time you will need to invest to complete the course. The overview also provides guidance on:  Study skills.  Where to get help.  Course assignments and assessments.  Margin icons. We strongly recommend that you read the overview carefully before starting your study. The course content The course is broken down into Study Sessions. Each Study Session comprises:  An introduction to the Study Session content.  Study Session outcomes.  Core content of the Study Session with a variety of learning activities.  A Study Session summary.  Assignments and/or assessments, as applicable.  Bibliography 1  CLA 101 Introduction to the Study of Reading Your comments After completing Introduction to the Study of Reading we would appreciate it if you would take a few moments to give us your feedback on any aspect of this course. Your feedback might include comments on:  Course content and structure.  Course reading materials and resources.  Course assignments.  Course assessments.  Course duration.  Course support (assigned tutors, technical help, etc.) Your constructive feedback will help us to improve and enhance this course. 2  Course Overview Course Overview Welcome to CLA 101 Introduction to the Study of Reading is designed to achieve the following objectives: 1. Expose students to the nature of reading in general and study-type reading in particular; 2. Expose students to the environmental, physiological and psychological factors; 3. Expose students to the relationship between reading and learning 4. Provide students with study methods and memory aids; 5. Provide students with the basic reading techniques to enable them to cope with the volume of reading required for University education; 6. Improve students' level of comprehension, vocabulary, speed and accuracy of study-type reading. 3 CLA 101 Introduction to the Study of Reading Getting around this course manual Margin icons While working through this course manual you will notice the frequent use of margin icons. These icons serve to “signpost” a particular piece of text, a new task or change in activity; they have been included to help you to find your way around this course manual. A complete icon set is shown below. We suggest that you familiarize yourself with the icons and their meaning before starting your study. Activity Assessment Assignment Case study Discussion Group Activity Help Outcomes Note Reflection Reading Study skills Summary Terminology Time Tip 4  Study Session 1The Nature of Reading Study Session 1 The Nature of Reading Introduction In this Study Session, you will examine various definitions of reading as given by various experts and scholars in Reading as a discipline. You should know that some elements are important to growth in reading. Such elements include: physical health, mental health, intelligence and background of experience. All of these play a great part in the way you grow in both speed and comprehension. Other areas that you will be exposed to in this Study Session include: technical concepts in reading; what do we read?, and reading and learning. This Study Session therefore provides you an overview of the nature of reading. It is necessary because it provides the foundation for other information that we will discuss in the course. Learning Outcomes When you have studied this session, you should be able to: 1.1 identify various definitions of reading; 1.2 identify the technical concepts in reading; and Outcomes 1.3 differentiate between reading and learning. Terminology Reading Mental process of understanding written codes. Learning Cognitive process of acquiring skill or knowledge 1.1 Definitions of Reading You will be exposed to the various definitions of reading in this unit. Moreover, you will be afforded the opportunity of understanding the nature of reading by being taught those elements that can help your growth in reading activities. 5 CLA 101 Introduction to the Study of Reading Unit Outcomes When you have studied this session, you should be able to: 1.1.1 define reading 1.1.2 describe the nature of reading 1.1.3 identify the elements that aid growth in reading 1.1.1 Definitions of Reading What is Reading? There are many things you do so often and yet you are unable to define these actions. If I ask you to tell me what reading is, even though you have read all your life, you will stop to think of how to define it. When I asked a class of students who just gained admission to Faculty of Arts, University of Ibadan, this question "what is reading?", one answered, "Reading is Reading". The class was amused; then I said "I know that reading is reading but you have not told us what reading is". These were students who had just read to pass the school certificate examination, and the JAMB examination (they had also read the long JAMB forms with the accompanying instructions). When you discover that you cannot define a concept, or a word, or an action, you take the easy way out. If you are asked, for instance, "what is a descriptive essay?" you too will lazily answer, "a descriptive essay describes". This is what happened to the question, "what is reading?" I believe you are not going to accept that short-cut definition, are you? Now, you can have a view of the various definitions by experts on reading. Sybil James, author of the book, Sybil James, author of the book, Reading for Academic Purposes, says: Reading is the process of communication through which most formal learning takes place. It involves understand written language. Through reading what an author has written, you (the reader) set out to understand and respond to the author's message. (p9). In addition, Bond, Tinker and Wasson, authors of the book, Reading Difficulties, define reading thus: Reading is the recognition of printed or written symbols which serve as stimuli to the recall of messages built up through the reader's past experiences...in short, the reading process involves both the acquisition of meanings intended by the writer and the reader's own contribution, in the form of interpretation, evaluation, and reflection of these meanings (p.5) Gertrude Hildreth in her book, Teaching Reading, defines reading thus: 6  Study Session 1The Nature of Reading Reading is a mental process involving the interpretation of sign perceived through the sense organs...Thoughtful reading requires the interpretation of word groups in the context the author has employed to express his ideas. This requires the making of inferences, judgments and critical evaluation of the printed statements (p.2) From a list of definitions given by Dallmann and her co-authors, I am selecting three shorter versions of the definitions of reading for your benefit: “Reading is an act of communication in which information is transferred from a transmitter to a receiver”. (p.14). "Reading has been described as social interaction between the author of the book and the student" (p.14). Reading is the meaningful interpretation of printed or verbal symbols". (p.14). Now, you should consider the important facts that you can glean from these various definitions of reading: 1. Man communicates through symbols. In reading, you employ visual symbols. 2. Comprehension is an essential aspect of reading. Without comprehension no reading takes place. 3. Competence in the language in which text is written enhances your understanding of what the writer is saying. 4. What the reader brings to the page is as significant to reading as what is actually written on it. 5. If you are familiar with the topic being discussed or with a related topic, your understanding of the content will be greatly enhanced. What do we Read? Your casual observation of people's activities reveals to you the prominent role of reading in their lives. Let us start from the everyday newspaper and magazines. Personally, you feel the absence of newspapers on the streets on any public holidays. You feel that you have missed something if by 2p.m you have not read the day's newspapers, or nowadays you have not headline news stories on the net. In fact, some people read newspapers in arrears. In addition to newspapers and magazines, you also read novels, journals and books. You read from the television screen or captions at film shows. Furthermore, you read from bill-boards and notice boards. 7 CLA 101 Introduction to the Study of Reading During political campaigns, you read sky writings, posters and manifestos. From newspapers, magazines, journals and reports, you read graphs, maps and statistics. You also read the Bible and the Quran. It is through these sources of the printed word that you come to understand your society and your roles as citizens, as workers and individuals with personal needs and problems. As a matter of fact, Ogungbe (2014:30) says ‘Reading is a psycholinguistic problem-solving exercise which actively involves the reader in the process decoding and assigning meaning’. Now, you should examine how reading helps you to understand your society in relation to what you read. Each source mentioned above can be grouped under the following purposes: 1. Reading for recreation 2. Reading for fuller personal development 3. Reading for self-education 4. Reading for information Moreover, in your childhood years, you read for the following purposes: fun; broadening children's horizons; shaping attitudes; learning and studying, etc. 1.1.2 Nature of Reading You need to know that Reading is a complex process. To the non- expert, reading is simply making sense out of attaching meaning to what is written. However, to the expert, reading is much more than that. Therefore, it is an interaction between the writer and you, the reader; it is a continuous process; it is an active process, and it is for academic, recreational and transactional purposes. Moreover, you should know that in your occupation or any activity you undertake you need reading. Today, it is scarcely thinkable that you can achieve success along any line without the ability to read. In fact, in order for you to lead a full and satisfying life, you must be able to read with clear understanding. Reading, like its related language skills: listening, speaking and writing, forms part of a complex information processing system. Information is passed from the author or the writer to you, the reader. Elements that aid growth in Reading It is essential to end this unit by looking at some elements that are important to your growth in reading. See graphic representation of reading below: 8  Study Session 1The Nature of Reading Let us examine each of the elements in the above figure: Physical Health You should know that a reasonable measure of physical fitness is essential to all learning. Physical discomforts such as fever, fatigue, hunger, toothache, and headache may interfere with your normal reading progress. Mental Health The truth is that you need to feel secure, to feel accepted and loved to be able to read well. Again, you perform better in any activity if you have self-confidence and a strong desire to achieve. Obviously, you cannot read when you are anxious or frustrated. Intelligence It is a fact that a fairly close relationship exists between intelligence and the ability to read. You definitely have a chance of success in reading if you possess average or above average intelligence. Undoubtedly, the environment in which you grow has an effect on your intelligence Background Experience Success in reading depends on the experience you bring to the printed page. Your experience may be direct or indirect which you have accumulated in advance of the reading. 9 CLA 101 Introduction to the Study of Reading Purpose and Interest The desire to read is the motivating force that leads you to reading. It may be your desire to have needed information, or to spend a pleasant leisure hour. The number and types of purposes for which you read are almost unlimited. Similarly, you read what interests you. To read efficiently, there is the need for you to be motivated; you must constantly bring to mind the purpose for which reading is carried on and your interest in the areas must be sustained. Smart Exercise ITQs 1.1.1 Reading is an act of communication in which information is transferred from a transmitter to-----------------. 1.1.2 Reading is related to other language skills such as speaking, listening and-------------------. 1.1.3 To excel in reading you need to possess---------------- intelligence. ITAs 1.1.1 a receiver 1.1.2 writing 1.1.3 average or above average 1.2 Technical Concepts in Reading In this unit, you will be exposed to the technical concepts associated to reading as a communication skill. You will be taught the meanings of these concepts as they are used to explain reading. Unit Outcomes When you have studied this session, you should be able to: 1.2.1 identify technical concepts in reading 1.2.1 Technical Concepts in Reading You have been taught earlier that comprehension is an essential aspect of reading. This means that you cannot remember what you have read if you do not understand it in the first instance. So, you should aim at reading not only to remember but also to retain the information for subsequent recall or reproduction or application. The following terms need brief explanations so that you will be able to understand them very well: 1. Recognition 2. Comprehension 10  Study Session 1The Nature of Reading 3. Retention 4. Recall 1.Recognition as defined by Unoh in his book, "Reading to Remember", "is the process of seeing the familiar' or relationship, of a stimulus (e.g a word, a phrase or an idea) to something previously known but apparently forgotten, or not thought about". This means that word recognition refers to your ability as a reader "to recognize or identify the meaning of words as they appear on the printed page. Recognition of words, phrase or sentence is very important and basic to reading, no matter at what stage you are. 2.Comprehension means your understanding of the thought beneath the printed word. It is your ability to grasp the author's thought not in isolated fragments but as a whole. For instance, you cannot write a summary of a passage if you fail to understand the message delivered to you by the author. If you attempt to summarize a passage without first understanding it, you will merely be copying the author's words. Your speed of reading is also important in comprehension. You cannot read a new material at a rate beyond your level of development and expect to comprehend such material. Certainly, you cannot store something you do not understand. 3. Retention means your act of storing in the memory or of organizing mentally into familiarly meaningful units, information, facts or other expressions that you have understood. You receive a great amount of information through your sense organs; you definitely cannot retain all. It is after you can recognize the words, phrases or sentences, and comprehend such information that you can retain it. One reason that you easily forget things is that you are unable to register or decode the message properly in the first instance. You retain what you understand, and recall what you retain. 4.Recall is the measure of what you can actually remember. You can easily recall any information that you earlier recognized, comprehended and retained. You can remember the above better when graphically perceived as follows: 11 CLA 101 Introduction to the Study of Reading Fig 1.2: Technical Concepts in reading Recognition Comprehension Retention Recall Smart Exercise ITQ 1.2.1 Your ability to make meaning of the author’s thought as a whole is referred to as--------------------. ITA 1.2.1 Comprehension 1.3 Difference between Reading and Learning In this unit, you will be shown differences that exist between reading and learning. Unit Outcomes When you have studied this session, you should be able to: 1.3.1 differentiate between reading and learning 1.3.1 Reading and Learning The last item leads you directly to Reading and Learning. As soon as a child gains some measure of skill, reading becomes his or her basic tool of learning. Books are always identified with learning and studying at school. Psychologists have defined learning as ‘a relatively permanent change in behaviour due to experience.’ One of our definitions of reading confirms that "Reading is the process of communication through which most formal learning takes place". Reading is an independent way of learning. Therefore, this means that reading is the skill you need to acquire learning. Learning is something you achieve throughout your lifetime through reading. Reading is a means to an end-learning. 12  Study Session 1The Nature of Reading The processes that your mind engages in when reading include: thinking, predicting, questioning, evaluating, defining and re- defining all of which make learning possible. It is when you read and understand that you can say you have learned something new. As it has been pointed out, there is a permanent change in your behaviour as a result of learning a new thing. You learn to read when you are young but read to learn progressively as you mature. You cannot learn unless you understand, so, the link between reading and learning is "Comprehension". Let me end this unit by quoting Thomas Jefferson: "People who read can be free because reading banishes ignorance and superstition”. Smart Exercise ITQ 1.3.1 ----------------brings permanent change in you. ITA 1.3.1 Learning Study Session Summary In this Study Session, you have been taken through various definitions of reading, the technical concepts in reading and difference between reading and learning. All of these have been Summary able to help you to understand better the nature of reading, and how reading itself aids learning. Assessment SAQ 1 (tests Learning Outcomes 1.1, 1.2 and 1.3) 1.1 Write your own definition of reading, relying on your past experiences. Assessment 1.2 Name the steps that can lead you as a reader to an ability to recall. 1.3 What do you consider to be the difference between the following: i. Learning to read, and ii. Reading to learn? 13 CLA 101 Introduction to the Study of Reading Bibliography Ogungbe, E. O. (2014). A critical-pragmatic to reading news photos in Nigerian newspapers. Journal of Communication and Language Arts, 5(1), 29-54. Reading 14  Study Session 2Reading and National Development Study Session 2 Reading and National Development Introduction In the educational curricula of missionaries and colonialists, reading was a separate subject. It was different from English Language and writing. Today, reading is subsumed under English Language Literature. The effect of this is that reading receives little or no attention, and reading is seen as a language activity instead of an empowerment that is needed as much by language students as by their science counterparts. Hence, the importance of reading has been continuously de-emphasized over the years in our schools. In this Study Session, you will be acquainted with the two broad levels at which reading contributes to national development. These levels are: the micro and the macro levels. Learning Outcomes When you have studied this session, you should be able to: 2.1 explain the relationship between reading and national development 2.2 explain the micro and macro levels of reading Outcomes 2.3 identify reading concerns of national development Terminology National Relating to the general make-up of a country Development Improving by expanding, enlarging or refining Curricular Of or relating to an academic course of study 2.1 The Relationship between Reading and National Development In this unit, you will be exposed to the concept of development and how it is seen in various nations of the world. You will also examine how reading relates to development. 15 CLA 101 Introduction to the Study of Reading Unit Outcomes When you have studied this unit, you should be able to: 2.1.1 explain the relationship between reading and national development 2.1.1 Reading: A Factor in National Development Reading as a factor in the development of a nation is well recognized in all countries of the world. Development, as a concept has undergone a series of changes in the past few decades. Development has been seen as improvement in the economy of a nation or the extent to which a nation is like the so-called advanced countries in infrastructural facilities and culture. Currently, development is conceived in terms of human factors. The specifics under this include education, independence, good health, democracy, and the extent to which people can determine development; food, shelter and clothing. Whichever perspective of development is adopted, reading has been described as playing an indispensable role. This explains the heavy investment in reading made by many nations. Cuba's Fidel Castro was said to have nearly wiped out illiteracy in about five years. However, no country, not even the United States, has completely wiped out illiteracy. Smart Exercise ITQ 2.1.1 ---------------is said to have spent heavily in eradicating illiteracy. ITA 2.1.1 Fidel Castro of Cuba 2.2 Micro and Macro Levels of Reading In this unit, you will be taught the concept of micro and macro levels of reading as these influence national development. Unit Outcomes When you have studied this unit, you should be able to: 2.2.1 explain the concept of micro and macro levels of reading 16  Study Session 2Reading and National Development 2.2.1 Micro and Macro Levels of Reading You should be aware that reading contributes to national development at two levels. These are explained below for your understanding. 1. The Micro Level This has to do with the development of individuals. This means development of you as a person. As a nation is an aggregate of intricately networked individuals, you should realize that the development of individuals leads to the development of the nation. Reading promotes critical thinking and problem solving on the part of the individual. Relating it to you personally, reading empowers you to keep acquiring knowledge and practical skills on a continuous basis. In addition, reading enables you to keep educating yourself in terms of personal and environmental health, politics, economy and business, and current affairs. 2. The Macro Level At this level, you should realize that reading promotes a sense of community among readers of comparable genres. About a decade ago, reading James Hadley Chase was in vogue. It was always a fascinating scene to behold two strangers wrapped in brotherly discussion of Chase's works. Chase virtually removed barriers among his readers. In addition, reading promotes intra and inter-ethnic harmony. According to Bishop (1992), cited by Onukaogu and Ohia (1997:51), "reading can develop and extend understandings and attitude important to living in our multicultural society...it can also show how we are connected to one another through emotions, needs and desires-experiences that are common to all". If people can read and do so critically, many of the inter-ethnic crises we witness in Nigeria will not be. Reading promotes the economic, industrial and cultural development of a country. It makes information dissemination through print more easy and effective. Smart Exercise ITQ 2.2.1 While micro level of reading for national development focuses on individuals, ---------------------is the focus at the macro level. ITA 2.2.1 Community or Nation 17 CLA 101 Introduction to the Study of Reading 2.3 Reading Concerns of National Development In this unit, you will be exposed to the reading concerns associated with national development. Unit Outcomes When you have studied this unit, you should be able to: 2.3.1 identify the reading concerns of national development 2.3.1 Reading Concerns of National Development You need to know that four categories of materials are read generally and especially as it concerns national development. These categories are found in print as well as in electronic forms. Fiction: Fiction expresses fantasy and creates pseudo-experiences meant mostly to entertain and enhance leisure. Fiction is also meant to educate and provoke/stimulate action in you as a reader. Novels, plays and most poems are fiction. Facts: These are also called "trade materials". They deal with a variety of themes ranging from information on education, to health, roads, wars, strikes, etc. They also deal with practical matters when they come in form of manuals and notices. The main aim is to inform, correct and persuade you as a reader. Telephone directory, publications such as census figures and other national statistics, traffic codes, maps, report of student academic performances etc. are facts. Content Area Matters: These are materials designed mainly for specific subjects or courses. They are mostly textbooks, academic journals, past questions and model answers, and supplementary readers. They are meant to inform, equip and educate the reader. Newsreel: These are magazines and newspapers. Though the major aim of newsreel materials is to bring information to you as a reader, they at times provide entertainment and stimulate action in addition. Smart Exercise ITQ 18  Study Session 2Reading and National Development 2.3.1 Materials that are specifically designed for subjects and courses are referred to as-----------------------------. ITA 2.3.1 content area matters Study Session Summary In this Study Session, you have already been taken through the topic reading and national development. You have learnt about the relation between reading and national development, the micro and Summary macro levels of reading and reading concerns of national development, through which you have been taught the four categories of materials available to you as a reader: fiction, facts, content matter and newsreel Assessment SAQ 2.1 (tests Learning Outcomes 2.1, 2.2 and 2.3) 2.1 In what ways do readings contribute to national development? Assessment 2.2 Discuss how reading contributes to national development at micro and macro levels. 2.3 What are the categories of materials that a reader may read? Bibliography http://www.radionigeriaibadan.org.ng/2017/03/02/experts-identify- reading-as-tool-for-national-development/ http://www.transcampus.org/JORINDV13Jun2015/Jorind%20Vol13%2 0No1%20Jun%20Chapter8.pdf Reading http://www.nln.gov.ng/read- details?id=c16a5320fa475530d9583c34fd356ef5 19 CLA 101 Introduction to the Study of Reading Study Session 3 Theoretical Models of Reading Introduction A model is an attempt to give a theoretical explanation to a concept. In communication studies, models are very useful and they mostly come in graphic and diagrammatic forms. In reading, models represent different ways of looking at the concept and practice of reading. You remember, in Study Session One, you were introduced to many definitions of reading. Similarly, there are many theoretical models of reading. Three of them are discussed here. Thereafter, we will cap the session with one of the latest approaches to developing a culture of reading, called the family literacy approach. Learning Outcomes When you have studied this session, you should be able to: 3.1 identify the three theoretical models of reading 3.2 identify the new approach to reading: family literacy Outcomes Terminology Theory Accepted knowledge that applies in a variety of circumstances to explain a specific set of phenomena Model hypothetical description of a complex entity or process 3.1 Theoretical Models of Reading In this unit, you will be taught the meanings of theory and a few of the theoretical models of reading that will make you understand reading as a language skill better. Unit Outcomes When you have studied this unit, you should be able to: 3.1.1 identify the three theoretical models of reading 20  Study Session 3Theoretical Models of Reading 3.1.1 Defining Theory A theory is an explanation of the relationship among or the workings of the different parts that make up a concept or idea. A theory, in addition to explaining, may also prescribe what should be done, or predict what will happen under certain conditions with regard to a certain set of variables. As said earlier, there are many models of reading. You are going to be taught only three that are considered fundamental in this Study Session. These are: the behavioural model; the cognitive model and the reading as communication model (Dechant and Smith, 1977). 3.1.2 Three Theoretical Models of Reading The Behavioural Model Behavioural theories are all applications or variants of B.F Skinner's stimulus-response (S-R) theory. According to Skinner, all behaviours can be understood, predicted and controlled in terms of habits established or shaped by a process of successive approximation by the reinforcement of a response in the presence of a particular stimulus. In simpler terms, when you give a response to a stimulus and is positively rewarded for that response, you are encouraged to give similar responses again and these will later become your habit or behaviour. If you are punished, the converse holds. So, whether or not you continue with an action depends on whether or not the action attracts a positive or a negative reward, called reinforcement. However, once an activity is established, it starts to have intrinsic reward (called momentum) of its own. Reading, to the behaviourist, is an action that needs to be positively reinforced, especially at the learning-to-read stage. You will become an avid reader if every reading activity is given a reward. The reward does not have to be monetary or material. It could be verbal praises, marks, etc. Some electronic (computer, Internet) reading programmes incorporate praises/commendation when you make a correct response. Link it up For more on electronic reading, visit www.readingonline.com or www.reading.com. The aims of the reading teacher should include helping you get to the point of momentum in reading. The Cognitive Model Cognition is defined as the integrating function or activity of the brain overriding reflex response behaviour and freeing behaviour from sense dominance. The cognitive model sees you as extracting meaning from what you read on the basis of the visual information you receive, the deep structures of language and thirdly, on the 21 CLA 101 Introduction to the Study of Reading basis of your life experiences. Therefore, cognitive thinkers see you as an active information gatherer. Hence, they emphasize the need to equip you with the necessary tools to gather information. These tools include word attack, comprehension and interpretation skills. Specifically, you will need skills in structural analysis, use of context clues, use of thesaurus and other reference books. The Reading as Communication Model This model sees reading as an act of communication involving communication variables such as the source (the writer), the channel (paper), medium (written/print), the message or the information (the content), noise, redundancy and the receiver (reader). Noise in reading is any extraneous signal that seeks to confuse a message. It may be physical disturbances to the ear, difficult typefaces, poor illumination, psychological and physical discomfort to you, the reader, and any kind of distraction. Redundancy occurs whenever information is duplicated in order to help the reader. In communication, redundancy is therefore not bad. In a text, it is possible to have an idea presented in words and also in pictures, charts, tables or maps. As an experienced reader, you can jump redundancies whereas a beginning reader needs all available redundancies. There are several variants of this model. There are those which emphasize the reader and see reading as an act of negotiation between the reader and the writer, and there are those which emphasize the message - its duplication, clarity, relevance etc. Smart Exercise ITQ 3.1.1 The theoretical model of reading that gives emphasis on sense dominance is---------------------. ITA 3.1.1 Cognitive model 3.2 Family Literacy Approach to Reading In this unit, you will be taken through the recent approach to reading, which is family literacy approach. Unit Outcomes When you have studied this unit, you should be able to: 3.2.1 identify family literacy approach to reading 22  Study Session 3Theoretical Models of Reading 3.2.1 Family Literacy Approach You need to know that Family Literacy is not a model of reading. It is an approach to promoting a culture of reading. The approach takes you as a learner or reader as existing within a relational network of significant others-parents, uncles, aunts, and others who exert considerable influence on the entire gamut of your decision making process. It is like you are in a family that inculcates in you the culture of reading. The approach, which started in the mid 1980's (Tett, 2000), had as its initial focus, parents as partners with schools in helping their children to learn to read. This perspective has however changed. According to Morrow (1995:7), "Family Literacy (now) encompasses the ways parents, children, and the extended family members use literacy at home and in their community". Family Literacy identifies the whole family as the site for reading and so reading occurs not always as planned programmes but often spontaneously in the course of daily routines of family life. In addition, activities and opportunities for reading are paralleled in variety and abundance only by the variety and abundance of family living itself (Ojebode and Sonibare, forthcoming). This no doubt brings instant functionality to a reading skill as soon as it is acquired. When formally organized, life skills such as budgeting, job readiness, cookery, and family health practices can be inculcated into a Family Literacy Programme (Tice, 2000). For example, in a Family Literacy Programme in Chelsea, Massachusetts, caregivers, parents, grandparents, uncles, aunts and children came together to read and also to learn about the history and education of the United States (Paratore, 1995). The family literacy approach seems to offer a great promise in promoting a culture of reading for it makes reading a natural part of the cultural and socialization process with many of your agents of socialization directly involved with you. Smart Exercise ITQ 3.2.1 Family Literacy approach to reading is essentially about developing----------------------------. ITA 3.2.1 a culture of reading 23 CLA 101 Introduction to the Study of Reading Study Session Summary In this Study Session, you have been taught three of the theoretical models of reading. Behavioural models sees growth in reading as dependent upon positive reinforcement received by the learner; the Summary cognitive model emphasizes your thinking process as well as your background/experience, language structures and the text and the communication model sees reading as communication. Alsi, the family literacy approach to reading emphasizes the learners' human network and seeks to involve them in making use of reading. Assessment SAQ 3.1 (tests Learning Outcomes 3.1 and 3.2) 3.1 Name three of the theoretical models of reading you know Assessment 3.2 Discuss the merits of the family literacy approach. Bibliography Tett, L (2000) “Excluded Voices: Class, Culture and Family Literacy in Scotland” Journal of Adolescents and Adult Literacy. Vol 44 No. 2. Pp. 122-127 Tice, C.J (2000) "Enhancing Family Literacy through Reading Collaboration: Program Considerations "Journal of Adolescents and Adult Literacy. Vol. 44 No. 2. Pp. 138-145. 24  Study Session 4Reading Habits Study Session 4 Reading Habits Introduction In this Study Session, reading habits will be discussed with you so that you will be able to understand your own habits. You will learn reading habits usually exhibited during recreational reading and reading habits usually exhibited during reading for academic purposes. In addition to these, this Study Session will examine some of the habits that are not conducive to effective reading and provide some hints on effective reading habits. It is essential for you to identify your reading habits just as it is important for you to be aware of your driving habits, or your health habits. No doubt, some of these habits may be very essential to