Read
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Read as PDF for free.
More details
- Words: 1,327
- Pages: 4
What Is Reading?
By: Diane Henry Leipzig (2001) Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print. Reading is making meaning from print. It requires that we:
•
Identify the words in print – a process called word recognition
•
Construct an understanding from them – a process called comprehension
•
Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency
Sometimes you can make meaning from print without being able to identify all the words. Remember the last time you got a note in messy handwriting? You may have understood it, even though you couldn't decipher all the scribbles. Sometimes you can identify words without being able to construct much meaning from them. Read the opening lines of Lewis Carroll's poem, "Jabberwocky," and you'll see what I mean. 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. Finally, sometimes you can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process. For example, try reading the following sentence: It isn't as if the words are difficult to identify or understand, but the spaces make you pause between words, which means your reading is less fluent. Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important. How complex? Here goes?
To develop word recognition, children need to learn: •
How to break apart and manipulate the sounds in words – this is phonemic awareness example: feet has three sounds: /f/, /e/, and /t/
•
Certain letters are used to represent certain sounds – this is the alphabetic principle example: s and h make the /sh/ sound
•
How to apply their knowledge of letter-sound relationships to sound out words that are new to them – this is decoding example: ssssspppoooon – spoon!
•
How to analyze words and spelling patterns in order to become more efficient at reading words – this is word study example: Bookworm has two words I know: book and worm.
•
To expand the number of words they can identify automatically, called their sight vocabulary example: Oh, I know that word – the!
To develop comprehension, children need to develop: •
Background knowledge about many topics example: This book is about zoos – that's where lots of animals live.
•
Extensive oral and print vocabularies example: Look at my trucks – I have a tractor, and a fire engine, and a bulldozer.
•
Understandings about how the English language works example: We say she went home, not she goed home.
•
Understandings about how print works example: reading goes from left to right
•
Knowledge of various kinds of texts example: I bet they live happily ever after.
•
Various purposes for reading example: I want to know what ladybugs eat.
•
Strategies for constructing meaning from text, and for problem solving when meaning breaks down example: This isn't making sense. Let me go back and reread it.
To develop fluency, children need to: •
Develop a high level of accuracy in word recognition
•
Maintain a rate of reading brisk enough to facilitate comprehension
•
Use phrasing and expression so that oral reading sounds like speech
•
Transform deliberate strategies for word recognition and comprehension into automatic skills
But if reading isn't pleasurable or fulfilling, children won't choose to read, and they won't get the practice they need to become fluent readers. Therefore, reading also means developing and maintaining the motivation to read. Reading is an active process of constructing meaning?the key word here is active.
To develop and maintain the motivation to read, children need to: •
Appreciate the pleasures of reading
•
View reading as a social act, to be shared with others
•
See reading as an opportunity to explore their interests
•
Read widely for a variety of purposes, from enjoyment to gathering information
•
Become comfortable with a variety of different written forms and genres
What is Reading? Most of us think of reading as a simple, passive process that involves reading words in a linear fashion and internalizing their meaning one at a time. But reading is actually a very complex process that requires a great deal of active participation on the part of the reader. To get a better sense of the complexity of reading, read what some experts in the field have said about the reading process: What do we read? The message is not something given in advance--or given at all-- but something created by interaction between writers and readers as participants in a particular communicative situation. - Roy Harris in Rethinking Writing (2000) Reading is asking questions of printed text. And reading with comprehension becomes a matter of getting your questions answered. - Frank Smith in Reading Without Nonsense (1997) Reading is a psycholinguistic guessing game. It involves an interaction between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening. - Kenneth Goodman in Journal of the Reading Specialist (1967) Literacy practices are almost always fully integrated with, interwoven into, constituted as part of, the very texture of wider practices that involve talk, interaction, values, and beliefs. - James Gee in Social Linguistics and Literacies (1996) As you can see, reading involves many complex skills that have to come together in order for the reader to be successful. For example, proficient readers recognize the purpose for reading, approach the reading with that purpose in mind, use strategies that have proven successful to them in the past when reading similar texts for similar purposes, monitor their comprehension of the text in light of the purpose for reading, and if needed adjust their strategy use. Proficient readers know when unknown words will interfere with achieving their purpose for reading, and when they won't. When unknown words arise and their meaning is needed for comprehension, proficient readers have a number of word attack strategies available to them that will allow them to decipher the meaning of the words to the extent that they are needed to achieve the purpose for reading. Reading is also a complex process in that proficient readers give to the text as much as they take. They make meaning from the text by using their own prior knowledge and experiences. Proficient readers are constantly making predictions while reading. They are continuously anticipating what will come next. Their prior knowledge and experiences with texts as well as with the world around them allow them to do this. It is this continuous interaction with the text that allows readers to make sense of what they are reading. NOTE:
The Phil-IRI (Philippine-Informal Reading Inventory) test is an oral test given to a pupil to measure reading ability. Five test questions are administered constituting the entire test. Independent reading level – Pupil can read with ease and without the help or guidance of a teacher. In the Phil-IRI test, they can answer four or five correct answers (out of five test questions) and can read with rhythm, with a conversational tone, and can interpret punctuation correctly. Instructional reading level – Pupil can profit from instruction. In the Phil-IRI test, they answer three out of five test questions correctly. Frustrated reading level – Pupil gets two or below in the Phil-IRI test (out of five test questions). They show symptoms or behavior of withdrawing from reading situations and commit multiple types of errors in oral reading.
By: Diane Henry Leipzig (2001) Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print. Reading is making meaning from print. It requires that we:
•
Identify the words in print – a process called word recognition
•
Construct an understanding from them – a process called comprehension
•
Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency
Sometimes you can make meaning from print without being able to identify all the words. Remember the last time you got a note in messy handwriting? You may have understood it, even though you couldn't decipher all the scribbles. Sometimes you can identify words without being able to construct much meaning from them. Read the opening lines of Lewis Carroll's poem, "Jabberwocky," and you'll see what I mean. 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. Finally, sometimes you can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process. For example, try reading the following sentence: It isn't as if the words are difficult to identify or understand, but the spaces make you pause between words, which means your reading is less fluent. Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important. How complex? Here goes?
To develop word recognition, children need to learn: •
How to break apart and manipulate the sounds in words – this is phonemic awareness example: feet has three sounds: /f/, /e/, and /t/
•
Certain letters are used to represent certain sounds – this is the alphabetic principle example: s and h make the /sh/ sound
•
How to apply their knowledge of letter-sound relationships to sound out words that are new to them – this is decoding example: ssssspppoooon – spoon!
•
How to analyze words and spelling patterns in order to become more efficient at reading words – this is word study example: Bookworm has two words I know: book and worm.
•
To expand the number of words they can identify automatically, called their sight vocabulary example: Oh, I know that word – the!
To develop comprehension, children need to develop: •
Background knowledge about many topics example: This book is about zoos – that's where lots of animals live.
•
Extensive oral and print vocabularies example: Look at my trucks – I have a tractor, and a fire engine, and a bulldozer.
•
Understandings about how the English language works example: We say she went home, not she goed home.
•
Understandings about how print works example: reading goes from left to right
•
Knowledge of various kinds of texts example: I bet they live happily ever after.
•
Various purposes for reading example: I want to know what ladybugs eat.
•
Strategies for constructing meaning from text, and for problem solving when meaning breaks down example: This isn't making sense. Let me go back and reread it.
To develop fluency, children need to: •
Develop a high level of accuracy in word recognition
•
Maintain a rate of reading brisk enough to facilitate comprehension
•
Use phrasing and expression so that oral reading sounds like speech
•
Transform deliberate strategies for word recognition and comprehension into automatic skills
But if reading isn't pleasurable or fulfilling, children won't choose to read, and they won't get the practice they need to become fluent readers. Therefore, reading also means developing and maintaining the motivation to read. Reading is an active process of constructing meaning?the key word here is active.
To develop and maintain the motivation to read, children need to: •
Appreciate the pleasures of reading
•
View reading as a social act, to be shared with others
•
See reading as an opportunity to explore their interests
•
Read widely for a variety of purposes, from enjoyment to gathering information
•
Become comfortable with a variety of different written forms and genres
What is Reading? Most of us think of reading as a simple, passive process that involves reading words in a linear fashion and internalizing their meaning one at a time. But reading is actually a very complex process that requires a great deal of active participation on the part of the reader. To get a better sense of the complexity of reading, read what some experts in the field have said about the reading process: What do we read? The message is not something given in advance--or given at all-- but something created by interaction between writers and readers as participants in a particular communicative situation. - Roy Harris in Rethinking Writing (2000) Reading is asking questions of printed text. And reading with comprehension becomes a matter of getting your questions answered. - Frank Smith in Reading Without Nonsense (1997) Reading is a psycholinguistic guessing game. It involves an interaction between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening. - Kenneth Goodman in Journal of the Reading Specialist (1967) Literacy practices are almost always fully integrated with, interwoven into, constituted as part of, the very texture of wider practices that involve talk, interaction, values, and beliefs. - James Gee in Social Linguistics and Literacies (1996) As you can see, reading involves many complex skills that have to come together in order for the reader to be successful. For example, proficient readers recognize the purpose for reading, approach the reading with that purpose in mind, use strategies that have proven successful to them in the past when reading similar texts for similar purposes, monitor their comprehension of the text in light of the purpose for reading, and if needed adjust their strategy use. Proficient readers know when unknown words will interfere with achieving their purpose for reading, and when they won't. When unknown words arise and their meaning is needed for comprehension, proficient readers have a number of word attack strategies available to them that will allow them to decipher the meaning of the words to the extent that they are needed to achieve the purpose for reading. Reading is also a complex process in that proficient readers give to the text as much as they take. They make meaning from the text by using their own prior knowledge and experiences. Proficient readers are constantly making predictions while reading. They are continuously anticipating what will come next. Their prior knowledge and experiences with texts as well as with the world around them allow them to do this. It is this continuous interaction with the text that allows readers to make sense of what they are reading. NOTE:
The Phil-IRI (Philippine-Informal Reading Inventory) test is an oral test given to a pupil to measure reading ability. Five test questions are administered constituting the entire test. Independent reading level – Pupil can read with ease and without the help or guidance of a teacher. In the Phil-IRI test, they can answer four or five correct answers (out of five test questions) and can read with rhythm, with a conversational tone, and can interpret punctuation correctly. Instructional reading level – Pupil can profit from instruction. In the Phil-IRI test, they answer three out of five test questions correctly. Frustrated reading level – Pupil gets two or below in the Phil-IRI test (out of five test questions). They show symptoms or behavior of withdrawing from reading situations and commit multiple types of errors in oral reading.
