Developmental Reading Module

MODULE 1: PREVIEW ON READING
Lesson Title Time Duration

1 Reading and its Significance 1 hour
2 Reading and Reading Problems 1 hour
3 Developmental Reading Stages 1 hour
LESSON 1: READING AND ITS SIGNIFICANCE
Reading is a complex developmental task that has been found to be associated with many
other developmental outcomes such as attention, memory, language, and motivation. Reading is a
social activity as well as a cognitive psycholinguistic activity.
Reading is one of the most important skills in English and brings many benefits. Reading is
the window to the world. By reading, people can get more knowledge and information from books,
magazines, newspapers and so on. Reading is the most important element in the learning process
and social interaction, as it is an essential means of communication in a civilized society.
Learning Objectives:
At the end of this lesson, you are expected to;
1. Examine the difference between reading and developmental reading

2. Demonstrate understanding on the goals of developmental reading
3. Realize the importance of reading
As reading is one of the most important language skill in terms of academic

success, students will benefit if they become aware of their abilities, strengths and
weaknesses in their reading proficiency.
WHAT IS READING?
To develop a deeper understanding about reading, here are some of the

definitions from various authorities.
1. “Reading is not an invariant skill, that there are different types of reading skills
that correspond to the many different purposes we have for reading”. –David
Nunan, 1989
2. Reading is an interactive process in which the reader's prior knowledge of

the world interacts with the message conveyed directly or indirectly by the
text.—Smith, 1995
3. Reading is useful for language acquisition. Provided that students more or less
understand what they read, the more they read, the better they get at
it. –------------Harmer, 2007
4. Reading is a constant process of guessing, and what one brings to the next is
often more important than what one finds in it. In reading, the students should be
taught to use what they know to understand unknown elements, whether these
are ideas or simple words. — Grellet, 2004
5. Reading is the construction of meaning from a printed or written message. It

means the construction of meaning involves the reader connecting information
from the written message with previous knowledge to arrive at meaning and
understanding.–Bamford, 1998
6. Reading is decoding and understanding written texts. Decoding requires

translating the symbols of writing system (including Braille) into the spoken words
which they represent. –Cline et.al, 2006
WHY IS READING IMPORTANT?
One of the main reasons reading is important is because it helps you grow
mentally, emotionally, and psychologically. Each reading material gives
you the opportunity to learn new things and discover new ideas.
As we read, we discover new things and develop a positive self-image.

Reading skills are an important skill to work in today's society. Reading is important
because it helps to expand the brain and develop imagination. Anyone who can read
can learn any area of life that they deem appropriate. People who do not read or are
poor readers often have little or no opinion about their abilities. They often feel isolated
and have behavioral problems. Because we live in a time when there is so much
information, there is only one way to stay informed and current.
1. Reading Improves vocabulary
Improve your vocabulary by constantly showing new words, learning their

meaning, and seeing the context in which they are used. The more words you use, the
more you will use them in conversation and writing. When reading a book, especially
demanding people will find many new words. As you read, recognize the importance of
words by reading the context of those words in a sentence. If you keep reading, you will
keep learning.
2. Reading develops better comprehension
Comprehension or understanding derives meaning from the text. Comprehension

is a complex, high-level skill. Obviously, understanding is essential for a student's
reading development. Understanding is an active process that requires deliberate and
thoughtful communication between the reader and the text. It is important to understand
the development of words.
3. Reading develops critical thinking
Thinking is something we do every day, often without being aware of what we are
doing. Thinking requires experience, knowledge, and the language to express ideas,
and reading is a process of building meaning and understanding. Reading improves
words, organizational skills, and the ability to read, understand, and analyze text.
4. Reading improves memory
Reading can help if you are looking for ways to improve memory and
concentration while reducing stress. Reading brain stimulatory activity has been shown
to delay cognitive decline in old age when people participate in psychostimulatory
activity during their lifetime. It also slowly shows a decline in memory and other mental
abilities.
5. Reading improves analytical skills
You can develop your analytical thinking over time by constantly reading more
books and other reading materials. Reading stimulates your brain, making you to think
in new ways. Being actively involved in what you read allows you to ask questions,
consider different perspectives, determine role models, and make connections.
6. Reading helps you socialize
In a world where there is competition in every aspect of life, we need to develop

a child's personality in a way that gives us sufficient confidence. Early unconfident
children often commit suicide in shyness, and lack of confidence develops the
predator's spirit. Instead of giving up, they struggle to face the small challenges of life.
Reading a book sharpens many skills while at the same time instilling confidence in
them.
7. Reading improves writing skills
Reading exposes us to different styles, sounds, forms, and genres of writing.

Above all, we can write better than we can and improve. Reading, good or bad, will
inspire you.
8. Reading improves imagination
Reading expands our imagination by stimulating the right side of our brain. It
literally opens our minds to new possibilities and new ideas that will help us learn and
analyze the world through the lives of others. Reading helps develop a person's mind,
imagination, and creativity. This will help improve your writing and speaking (vocabulary
and spelling). This plays an important role in building good self-esteem.
There are a number of reasons why we read and this will often influence what we
read and how we read it. Before you proceed, begin by assessing yourself through
knowing your purpose for reading.
1.1 SELF-ASSESSMENT EXERCISE
10 Reasons Why I Read
WHAT IS DEVELOPMENTAL READING?
Developmental Reading, a branch of reading instruction, is designed to support

literacy in a variety of contexts to enhance reading comprehension and decoding skills.
Developmental Reading is a comprehensive reading program that consists of several
sessions or phases. This period is usually according to the stages of individual
development. It is believed that progress is being made in the acquisition and
development of certain skills.
Developmental reading teaches techniques that can be used in any subject area,
especially in interdisciplinary classrooms such as linguistics and social studies courses,
science and higher level mathematics courses. This requires students to read and
understand large amounts of complex text, and if the student does not feel they have a
solid reading strategy.
GOALS OF DEVELOPMENTAL READING
All readers enjoy reading in different ways. Some are quick to read, some are
never, and some are in between, but it is important to give all students the same
opportunities. The goal of reading development is to make reading accessible to all, as
it will increase the playing field for students who need more reading.
Strong Readers
Some students specialize in elementary reading. These students may be so eager

to use their learning features that they can read the information contained in the text
without further ado. These readers are equipped with skills and strategies that make it
possible to get shortcuts without sacrificing the quality of their reading, accuracy and
comprehension. Highly educated students always have confidence which enables them
to read the lesson without any distraction and that is why they enjoy reading. The same
cannot be said of those who struggle to read.
Struggling Readers
There are many types of students who can be overwhelmed with the material
needed to read due to the length of the text, the complexity, or both. It is not possible
that students who have never been enthusiastic about reading or have never read a
model in their life want to improve their reading skills. People with disabilities or with
disorders such as dyslexia or attention deficit hyperactivity disorder (ADHD) are
unreserved disadvantages in many of their classes. Confused readers can unsubscribe
when they receive text without searching for information to make it easier to read.
These readers are frustrated with the lack of trust. As you teach students how to use
text features, they will have a sense of control over reading. Over time, the student may
find it comfortable to read and relate to it more positively. A student who is reading a
test, studying, completing an assignment, or just preparing for fun is better than a
student who can use text features to navigate text. Discerning readers understand
school and life differently, and scalable reading is designed to make all readers strong
readers.
1.2 REFLECTIVE EXERCISE
Write a short reflection on the importance of reading. You may begin by

sharing your own experience with reading.
SYNTHESIS
Reading is defined by various experts devoted to studying many aspects of

reading. Reading as a skill is a cognitive process in which a symbol is deciphered to
understand its meaning. As an active process of building the meaning of words,
targeted reading helps readers focus information on goals and their attention. There are
many reasons to read, but the main purpose of reading is to understand the text.
Reading is a thought process. It allows readers to use what they may already
know, or what is also known as prior knowledge. In processing this information, readers
use strategies to understand what they are reading, topics to organize ideas, and text
queues to find new word meanings.
Reading is a tool for editing, communicating and sharing information and ideas. By
reading, you expose yourself to new things, new information, new ways of solving
problems, and new ways of accomplishing something. By reading to understand the
world more. As you read, you begin to understand more and more about the topic of
interest. As you read, you are really gaining somebody's knowledge and experience. It
achieves your goal of success. So, reading is an important way to help you.
Communication through reading is an important dissemination tool. When you

communicate through reading, you understand more and therefore can communicate
better with people. By reading, you build a more solid foundation for communication.
Reading is an important function in modern society. It is common knowledge that
reading improves the attention and concentration of educators. Social interaction
requires equal attention. Reading books helps children develop patience and
concentration so that they can communicate better and resolve conflicts. Reading is an
important aspect of every child's learning and is essential for children's success in
school and in their way of life. Understanding what is written is one way in which the
mind can develop.
Understanding what we are studying is the key to many possibilities.

Understanding or deriving meaning from what you read is the ultimate goal of reading.
Reading exposes you to the imaginary world and shows that nothing is possible in this
world. As the famous saying by Dr. Seuss goes, “The more that you read, the more you
will know-the more that you learn, the more places you’ll go.
Developmental Reading refers to a comprehensive reading program which

consists of several periods or stages. These periods usually coincide with the
developmental stages of growth of the individual. It is believed that one progresses
gradually in acquiring and developing certain skills.
The goal of developmental reading is to empower students who need more
support and improve the playing field so that reading is possible for all.
Test Yourself!
1. Discuss the difference between reading and developmental reading.
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2. As a student, why do you think reading is important?
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3. Look for a quotation about reading, share, and explain.

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LESSON 2: READING AND READING PROBLEMS
Reading problems can be related to neurological and cognitive factors.

Environmental factors include home, school, and the student's social and cultural
environment. Reading problems can also be related to emotional factors. Reading
difficulties are often related to intelligence and intellectual factors. Language factors also
affect reading ability.
At the end of this module, you are expected to;
1. Examine the various factors affecting reading

2. Assess own reading performance
3.
NEUROLOGICAL AND COGNITIVE FACTORS
Student's reading problems may be related to the student's internal neurological

and cognitive factors. Every teacher has experience with a student who has learning
difficulties despite a strong family, supportive school environment, high level of
intelligence and many economic benefits.
For more than 100 years, medical researchers have sought to identify
neurological factors in the brain associated with reading problems. As early as 1896, Dr.
WP Morgan described a medical condition called "blind words." The ophthalmologist
Hinshelwood (1917) reported the case of a normal adolescent who could not learn to
read. Other medical researchers have reported similar cases of students having great
difficulty learning to read (Critchley, 1970; Orton, 1937). But more recently, researchers
have used new technologies to test the brain while an individual reads. With the help of
functional magnetic resonance imaging (fMRI), brain studies have obtained clues about
the role of neurological factors associated with reading problems in humans. Brain
research provides strong evidence for differences in brain function between normal and
poor readers.
The term dyslexia is sometimes used to describe individuals with severe reading
disabilities, individuals who acquire reading abilities with extreme difficulty. Genetic
differences in the brain make learning to read a struggle for children with dyslexia.
Luckily, much of our brain development occurs after we are born, when we interact with
our environment. This means that teaching techniques can actually retrain the brain,
especially when the instruction happens early (Shaywitz et al., 2008).
When we consider neurological or cognitive factors, we take into account the
way in which an individual’s brain operates during the process of learning to read. The
term cognitive processing refers to the mental activities that an individual uses in
learning, such as visual processing, auditory processing, memory abilities, or language
related abilities. Cognitive processing deficits can interfere with the way that students
understand information presented to them. For some students with a reading disability,
cognitive processing deficits can play a major role.
Before you proceed, make an outline highlighting some key points from the
above information.
My Outline
ENVIRONMENTAL FACTORS
https://projectkings.com.ng/2022/07/01/what-are-the-factors-associated-with-reading-
disabilities/
Environmental factors are associated with reading disability. Students live and
grow in several different environments, and each environment has a strong influence on
student desires and abilities to learn. Environments include the student’s home
environment, school environment, social environment, and cultural environment. Each
of these environments can affect a student’s reading.
The Home Environment

The home is the child’s first environment. The child’s home environment can be
the foundation for tremendous cognitive growth and development. The child’s
experiences that occur during the critical first 5 or 6 years of life have powerful
influences on a child’s development.
At home, parents can provide both emotional well-being and mental stimulation.
For example, the early development of self-esteem in children relies on the support and
encouragement of parents. A study comparing good and weak readers shows that
successful students are more likely to adjust to a home environment. Parents can also
motivate their children to enjoy reading. Parents who read take their children to libraries
and buy books as gifts to teach them the importance of reading. When children observe
a father who is a father, the parents establish a role model for literacy. Also, the role of
parents after a child enters school remains important.
Adolescents who have difficulty learning to read need family relationships. Parents
can alleviate some of the psychological and emotional effects of poor reading by doing
what they do at home. Parents can give you love, acceptance, and other opportunities
for success. When children live in difficult conditions, health and emotional problems are
compounded. Poorer mothers are less likely than richer mothers to seek antenatal care.
Parental alcohol dependence can affect a child in two ways: a child may be born with
fetal alcohol syndrome, and parents may not have enough energy to raise a child.
Hungry or homeless children have little energy to pay attention to school.

Overworked and less educated parents may lack the time and skills to improve their
literacy skills by sharing books, doing homework, and communicating with teachers.
Some families can overcome problems and create a warm and welcoming place to
support their education. But sadly, children born into poor or unstable families run the
risk of failing in education. Therefore, many family and household environmental factors
combine to increase the risk of reading problems.
The School Environment
Students spend their waking hours in school, so experiences and relationships

in the school environment can have a negative impact on their lives. For vulnerable
readers, school experiences are often heartbreaking. Sometimes, a good, stable family
may not be able to prepare a child for school conditions. Even in affluent
neighborhoods, teachers are seeing changes in the home environment, such as family
breakup. Fewer problems multiply school problems. As family instability increases,
teachers of all schools are pointing to vulnerable children (Lerner & Johns, 2012).
Some school practices can cause child reading problems. In some cases, for
example, teachers may give up trying to teach the child to read altogether and instead
read everything to the child. These children are expected to do nothing while sitting
quietly. In these cases, the school system helps little for a child with severe reading
problems. In the school system, students with reading problems do not read as well as
students who read well. Unskilled readers spend less than average time reading in
school. Bad readers read only one-third of the average student in school. Students who
already have reading problems may not practice enough to improve their reading skills.
The Social Environment
Successful relationships with friends give students the opportunity to gain much
satisfaction and confidence. Many students with learning difficulties also face social
difficulties. These students have difficulty making friends, communicating with others,
and not understanding the complexities of social situations. There is evidence that
public popularity contributes to school failure. Bad lessons are often rejected or ignored
by classmates and are reluctant to address extraordinary activities.
As children grow, they learn social skills in a calm and informal way. Through
the experience of many opportunities, they learn to treat people appropriately - what
they say, how they behave and what they give and take in social positions. However,
students with reading and social difficulties are not sensitive to social nuances and do
not know how others interpret their behavior. Unlike ordinary top achievers, non-
achieving students increase their popularity. They are unable to identify their financial
shortcomings and present problems to their peers in a social environment. Frequently,
students with reading and social problems are unable to adapt to another person's
perspective. They are less likely to have a successful social connection with their peers
because they fail to consider other people's needs.
The Cultural Environment
The number of students in different schools from different cultural and linguistic
groups is increasing rapidly. Many students come from homes where languages other
than English are spoken. These students are English language learners (ELLs). They
do not have the ability to understand and use the spoken language. The biggest
challenge for a school is to provide the best education for students from all cultures,
regardless of geography, socio-economic status or language. Cultural differences,
especially those attributed to a culture of poverty, can cause a lot of doubt and crisis to
dominate them.
Of course, this general application does not apply to all low-income students.
Many poor families are satisfied with their education, maintain the value of their
schooling and encourage them to learn. The ability to move from poverty to economic
security is an important promise of democracy.
EMOTIONAL FACTORS
Readers who fail often face emotional issues that make reading difficult,
especially if they have a long history of failure. Emotional problems intensify as young
people enter puberty after elementary school. It is difficult to determine if the reading
problem is the result of an underlying emotional disorder or if the reading disorder is an
emotional problem. In many cases, a constructive approach is to help students achieve
success in reading, which is a form of therapy. A therapeutic approach to teaching
reading builds self-confidence, increases self-esteem and engages students' interest.
However, students with severe mood disorders may need psychotherapy or counseling.
Students react differently to reading problems. While some failed readers appear
to have insufficient evidence of emotional response, many exhibit varying emotional
responses.
Before you proceed, complete the activity below. The sentence completion activity is a
series of beginning sentence fragments that a student completes.
Sentence Completion Activity
1. I like ___________________________________________________________________.
2. Eating __________________________________________________________________.
3. I am happiest when _______________________________________________________.
4. School is ________________________________________________________________.
5. My greatest fear is ________________________________________________________.
6. I wish I could_____________________________________________________________.
7. There are times __________________________________________________________.
8. Sometimes I wish _________________________________________________________.
9. I want to ________________________________________________________________.
10. One thing that bothers me is ________________________________________________.
11. I feel sorry for people who __________________________________________________.
12. My mother ______________________________________________________________.
13. My father ________________________________________________________________.
14. My mind is _______________________________________________________________.
15. I try to__ ________________________________________________________________.
LANGUAGE FACTORS
Language is considered one of the greatest achievements of man, more

important than any physical device invented in the last 10,000 years. Language allows
people to talk about the occult, remember the past, and express their hopes for the
future. Through the communication process, a person sends a message. The other
person receives the message. Students' ability to express and receive ideas through
oral language forms the basis of reading. Therefore, it is not surprising that reading is
an integral part of the linguistic system of literate society. Some students who have
trouble reading have language problems. Reading is a part of the language system.
Main language problems can affect reading skills. There are two types of language
problems: language problems and language disorders.
Speech Problems
Children have three types of speech problems: speech problems (improper

sound reproduction), voice impairment (inadequate trauma or stability), and anxiety
(breathing or rhythm problems). While speech problems are more common in low-grade
readers, they are not difficult to read. However, students who have speech problems
should be referred to a speech therapist for further diagnosis and treatment, if
necessary. If you notice a speech problem, you should check the severity of your
hearing, as sometimes the speech problem is related to a hearing defect. Students with
speech problems may feel embarrassed when asked to read orally, so they should
avoid oral reading.
Language Disorders
Speech impairment means the slow or atypical development of academic and

communicative oral language. A child's speech is delayed, he is slow in speaking, word
formation, and may have difficulty learning to form sentences. Speech delays are often
due to reading difficulties. If the reading teacher suspects a primary speech impediment,
speech therapists may provide additional diagnosis and treatment.
PHYSICAL FACTORS
This section describes a variety of physical factors that affect reading problems.
Hearing Impairment
Mild or temporary hearing loss can also seriously affect reading skills. Therefore,
students should be tested for hearing intensity or hearing ability. Listening intensity is
different from the ability to work with or distinguish between words. There are many
causes of hearing loss: childhood diseases such as scarlet fever, meningitis, mumps, or
measles; Frequent exposure to environmental conditions such as loud noises.
Congenital diseases such as deformities or damage to hearing aids Temporary or
temporary conditions due to allergies, colds or ear wax; Intrauterine maternal infections,
including rubella; Middle ear infections or problems.
Visual Impairment
The ability to see clearly is essential to the reading process. However, the
relationship between reading and sight is complex. A certain visual impairment can
prevent one person from reading, but another person with a similar problem can read
effectively. Students with reading difficulties should be screened for possible vision
problems. A proper visual exam should at least test proximity, foresight, and binocular
vision.
SYNTHESIS
There are many factors associated with pressure disorders. Experts now
recognize that students' reading problems may be related to intrinsic neurological and
cognitive factors. Neurological and cognitive factors of students influence reading
success. Considerations include differentiated education, working memory, and
education in cognitive strategies.
Environmental factors include home, school, cultural and social environment.

The home is the first environment for a child to receive an integrated education in the
early years. The school environment is another important learning system that is often a
challenge for students with learning difficulties. Students with learning disabilities are
disturbed by their social environment. The cultural environment is another system that
influences attitudes and interests in reading. Methods of assessing the ecosystem
include many observational systems.
Emotional issues can affect reading. Poor readers who present emotional
distress include emotional blocks, hostility, aggression, learned helplessness, low self-
esteem, depression and anxiety. Emotional elements can be informally assessed using
the activity of concluding sentences. Intelligence is the ability to learn. The current
theory of intelligence divides intelligence into several components. The intelligence test
measures academic ability. Although much of what is called intelligence is inherited, a
child's intelligence is greatly affected by environmental conditions. In general, a child's
experience and environment, including education, can make a huge difference.
Physical factors are associated with learning disabilities. Impaired

understanding of language learning and reading, including hearing loss, moderate or
temporary hearing loss. Earl diameters are used to check for hearing loss. Visual
impairment is related to reading ability. Visual disturbances include myopia, hyperopia,
rape, poor binocular vision and perhaps color sensitivity. Teachers can check for vision
loss. Other health factors, such as general health and nutrition or nervous conditions,
are associated with learning disabilities. Boys have more difficulty reading than girls.
However, research shows that reading can be difficult but unrecognizable for many
girls.
My Notes
Test Yourself!
Categorization: Read and categorize whether each statement belongs to these
factors: Environmental, Emotional, Language, or Physical. Write the category in the
blank provided.
_________1. Dyslexia is used to describe individuals with severe reading disabilities,

individuals who acquire reading abilities with extreme difficulty.
_________2. The ability to see clearly is essential to the reading process.
_________3. Impaired understanding of language learning and reading, including
hearing loss, moderate or temporary hearing loss.
_________4. Mild or temporary hearing loss can also seriously affect reading skills.
_________5. Voice impairment (inadequate trauma or stability)
_________6. Speech impairment means the slow or atypical development of academic
and communicative oral language
_________7. Students with severe mood disorders may need psychotherapy or
counseling
_________8. Successful relationships with friends give students the opportunity to
gain much satisfaction and confidence.
_________9. Many students come from homes where languages other than English are
spoken.
_________10. Hungry or homeless children have little energy to pay attention to school.
_________11. When children live in difficult conditions, health and emotional problems
are compounded.
_________12. The child’s home environment can be the foundation for tremendous
cognitive growth and development.
_________13. Parents who read take their children to libraries and buy books as gifts to
teach them the importance of reading.
_________14. Congenital diseases such as deformities or damage to hearing aids.
_________15. Brain research provides strong evidence for differences in brain function
between normal and poor readers.
LESSON 3: DEVELOPMENTAL READING STAGES
To understand the reading process, it is important to get used to studying the

developmental stages of reading. In this section, we will explore the available studies
and begin to investigate these stages of development.
1. examine the stages in reading

2. evaluate key characteristics of these stages.
READING STAGES
Harvard professor Jeanne Chall is known for his work on the developmental stages
of reading. She was one of the first researchers to describe reading as a developmental
process. His book, Learning to Read: The Great Debate, published in 1967,
summarizes his findings on the controversy (which continues to this day) between
advocates of phonetics and advocates of the semantic-based reading approach. I am.
Ball's study shows that learning the alphabet's codes (also known as phonological
recognition, word analysis, decoding, and connections between sounds and symbols) is
important to begin learning to read, but less I conclude that it is not important. Another
important factor is learning the language, good teaching materials, and a reasonable
level of difficulty.
Chall also examined the effects of poverty on learning to read and the interpersonal
nature of learning to read. In 1983, he developed the "first stage theory" of reading
development. It is important to note that reading is a process that makes you more
capable and effective as a reader. Their steps outlined what students usually had to do
before moving on to the next stage. Recent research has changed these stages,
especially the initial stage. However, the challenge is still to understand how to read and
how to read to learn. The grades assigned to the levels belong to specific learners.
Before you proceed, answer the activity below. The ladder represents the stages
of Reading Development. Place each stage in the ladder with a description.
Chall’s Stages of Reading Development

Chall’s Stages of Reading Development, first published in 1983, outlines the
typical child’s reading development process, covering stages 0-5:
Stage 0: Pre-Reading
Stage 0, also known as loud reading or "pseudo-reading", affects children from 6

months to 6 years. At this stage, children often “tend to read” which means they can
identify the pages and stories they read on the first page and therefore point them out
and show an understanding of the content. Children at this stage acquire mastery
through parent, guardian, teacher or other private adult and interactive and
conversational reading.
Stage 1: Initial Reading and Decoding
Stage 1 usually includes six- and seven-year-olds or first and second grade
beginners. During this phase, children develop the skills necessary to define the
relationship between written and spoken words. At this stage, children learn phonics
and speak the words regularly to read simple texts. This is usually done by direct
instruction. At the end of this phase, children can usually read 600 different words.
According to Chall (1983), in the first stage, children focus on the environment
rather than the message. In other words, Stage 1 readers use the features below the
text (such as phonetic rules) to decode the text instead of the context.
Stage 2: Confirmation and Fluency
In stage 2, children are typically 7 to 8 years old and can read simple and familiar
texts using basic decoding, visual vocabulary, and quotation marks. Children can
develop and acquire new reading skills by giving advanced reading instructions and
listening to high-level readers.
Stage 3: Reading for Learning the New
Stage 3, which is made up of Phase A and Phase B, describe children ages 9-

13. Phase A includes intermediate children in grades 4-6 and Phase B includes middle
school/high school children in grades 7-9. In this stage, children read in order to gain
ideas and knowledge, and to experience new feelings and attitudes as a result of what
they read. Children in Phase A are typically still more efficient at learning through
listening comprehension over reading comprehension, but by Phase B are equally
proficient in both.
At the third level, readers are still limited in their knowledge, ideas and
experiences, so the learning process continues when the lesson is clear, limited in
technical complexity and expresses ideas from the same point of view. At this early
stage of knowledge accumulation, precise concepts and word meanings become
important as readers learn to integrate meaning into their limited knowledge.
Stage 4: Multiple Viewpoints
Stage 4 includes young people aged 15-17 who demonstrate reading skills in a
variety of subjects with different perspectives. The main characteristic of reading in step
4 is that it is multiple perspectives. For example, unlike the American elementary school
history textbook that reads level 3, the high school textbook needs to be viewed from a
different perspective. The increasing weight and length of secondary texts compared to
lower-level textbooks is due to the depth of treatment and the variety of perspectives.
Level 4 reading may include the ability to process layers of facts and concepts that are
mostly contained in the pre-receiver. However, these other perspectives can be
obtained because the required knowledge has already been acquired. Without the basic
information you learned in step 3, it can be difficult to read the content from multiple
perspectives.
Stage 5: Construction and Reconstruction
Stage 5, includes adults, age 18 and up, who read for their own purpose, gain
knowledge and integrate new knowledge with prior experiences. They can read quickly
and efficiently.
When Stage 5 is reached, one has learned to read certain books and articles
in the degree of detail and completeness that one needs for one’s purpose, starting
at the end, the middle, or the beginning. A reader at Stage 5 knows what not to read,
as well as what to read. To reach this stage is to be able to use selectively the
printed material in those areas of knowledge central to one’s concern. Whether all
people can reach Stage 5 reading, even at the end of four years of college, is open
to study.
SYNTHESIS
Early childhood education theorist Jeanne Chall lays out her stages of reading
development.
The pre-reading phase involves longer periods and probably involves larger
changes than any other phase (Bisex, 1980). From birth to the beginning of formal
formal education, children living in a literary culture accumulate knowledge about letters,
words, and books with an alphabet writing system. Children develop their control over
various aspects of language - syntax and words. And they gain some understanding of
the nature of words: they have some sound in their end or beginning (rhyme and
connection), that they can be divided into parts, and parts to form the right words into
one.
Once the student successfully passes Stage 0 and exits the phonetic reading
questionnaire and becomes more familiar with the relationship between letters and
sound, the student moves on to the coded reading stage and stage 1 reading. Goes
Period, the reader relies primarily on text to focus on visual information. The child
begins to print and the words sound. Readers who are easily recognized at Stage 0 can
now speak in Stage 1. Step 1 Readers try to break the impression code. They think that
the combination of letter and letter represents sounds. They also recognize heads and
head sounds. It is very important for this child to be decoded. At this stage of
development, the most important approach to teaching is more appropriate. At this
stage, the dervish aspects of teacher-led modeling and decoding are crucial. This is not
the best way to learn to read the whole language.
As a child progresses through Stage 1, he will gain spelling information about

these words. They recognize word styles and reach the level of automation of word
recognition. This new feature will make your readers more fluent. In challenges, this
stage is often referred to as "over." In other words, students need the opportunity to
improve their reading skills in a comfortable and comfortable reading situation.
Recreational reading that encourages safe reading. Carver refers to this airstrike
reading area. The purpose of this step is not to use reading to gain new information or
to learn, but to control your reading and do the reading when you become a reader in
step 3 to gain knowledge. The tool can be used normally. Again, the emphasis shifts to
a more comprehensive language style. Students should have the opportunity to read
many familiar texts. The more practice and immersion you have, the more likely you are
to master printing, which requires the more complex nature of learning.
Stage 3 is also characterized by the increasing importance of word meanings,

prior knowledge, and strategic knowledge. To obtain new information, the student must
contribute their knowledge and experiences prior to reading. At this point, reading is
mostly about facts and the reader usually understands from a singular point of view.
During this stage, the reading is both descending and ascending. Students need direct
instruction, not necessarily in the decoding aspect, but also in verifying comprehension,
as well as activism and selection strategies. Many teachers mistakenly assume that
only the student has learned to read narrative text, this ability turns into successful text
or explanatory text and reading to learn.
Successful readers of Stage 3 develop the ability to analyze what they read and
respond critically to the different perspectives they encounter. If students are successful
with such critical understanding, then they have moved from 3rd to 4th level. Fourth-
level readers can handle the facts and concepts level and add and remove previously
learned projects. It generally has many perspectives and concepts, as students now
interact with more complex texts.
Level 5 readers know what not to read and what not to read. In step 5, the
reader gains the ability to construct the highest level of summaries and common sense
and to create his own "truth" from the "truth" of others. The more the student delves into
his field, the more the reader acquires theoretical knowledge. With such knowledge in a
particular subject area, the reader may be further criticized. They now have the
opportunity to take the work of others seriously and create an informed position on the
issue.
Test Yourself!
MATCHING TYPE: Match the information in Column A with the description in

column B.
COLUMN A COLUMN B
_____1. Reading for Learning the New A. Stage 0

_____2. Grades 1-2, Ages 6-7 B. Stage 1
_____3. High School, Ages 14—18 C. Stage 2
_____4. Pre-reading D. Stage 3
_____5. Knows what not to read, as well as what to read E. Stage 4
_____6. New knowledge, information, thoughts and F. Stage 5
experiences
_____7. Gain some insights into the nature of words: that
some sound the same at their ends or beginnings
_____8. Grades 2-3, Ages 7-8
_____9. “guessing and memory game,” or as “grunting and
groaning,” “mumbling and bumbling,”
_____10. Read for their own purpose, gain knowledge and
integrate new knowledge with prior experiences
_____11. Can read simple and familiar texts using basic
decoding, visual vocabulary, and quotation marks
_____12. Reading is mostly about facts and the reader usually
understands from a singular point of view
_____13. "pseudo-reading"
_____14. Confirmation, Fluency
_____15. Construction and Reconstruction
My Notes
References and Further Readings
Developmental reading 1 Aida S. Villanueva, Rogelio L. Delos Santos. Author: Villanueva, Aida S.
Publisher: Quezon City Lorimar Publishing, Inc.
Developmental reading 1 / Alejandro S. Bernardo. By: Bernardo, Alejandro S . Contributor(s): . Publisher:

Manila : Rex Book Store, c2009.
Developmental Stages of Reading - fl-pda.org. https://fl-

pda.org/independent/courses/elementary/LAandR/section1/1a.htm.
Factors Affecting Reading Power by Juan Pabebe on Prezi. https://prezi.com/zl7r7iqzp9de/factors-affecting-

reading-power/.
What are some factors affecting reading? | eNotes. https://www.enotes.com/homework-help/what-some-

factors-affecting-reading-390931.
https://www.thoughtco.com/developmental-reading-teaching-reading-skills-3110827
MODULE 2: THEORIES AND MODELS OF READING

1 The Traditional View/Bottom-Up Model 1 hour
2 The Cognitive View/Top-down Model 1 hour
3 The Metacognitive View/Interactive Model 1 hour
LESSON 1: THE TRADITIONAL VIEW/BOTTOM-UP MODEL
Reading is a powerful skill that you must learn to be good at in life and succeed in
college. Reading well takes practice, practice and more practice. This requires active
and passive reading.
1. utilize in reading prior knowledge of words

2. analyze written text
3. apply the model
THE TRADITIONAL VIEW
As a multithreaded principle which focuses on the printed form of text, in

the traditional view of reading, novice readers acquire a set of hierarchically ordered
sub-skills that sequentially build toward comprehension ability.
According to Dole et al. (1991)
• Readers are passive recipients of information in the text.

• Meaning resides in the text and the reader has to reproduce meaning.
According to Nunan (1991)
• Reading in this view is basically a matter of decoding a series of written symbols into
their aural equivalents in the quest for making sense of the text.
• He referred to this process as the 'bottom-up' view of reading.
BOTTOM-UP MODEL
Bottom-up reading model, also known as part-to-whole model, considers the importance
of the written or printed text as it brings about reading.
According to McCarthy (1999)
He called this processing view "out-in" and referred to the idea that the meaning
was on the printed page and was interpreted and absorbed by the reader.
Features of Bottom-Up Model

1. Identify letter features
2. Link these features to recognize letters
3. Combine letter to recognize spelling patterns
4. Link spelling patterns to recognize words
5. Then proceed to sentence, paragraph, and text- level processing
The views of the following researchers about the bottom-up reading helps in
understanding it better.
Leonard Bloomfield
 The first task of reading is learning the code or the alphabetical principle.
 The meaning of the text is expected to come naturally as the code is broken
based on the reader’s prior knowledge of words
Emerald Dechant
 Bottom-up models operate on the principle that the written text is hierarchically
organized.
 That the reader first process smallest linguistic unit, gradually compiling the
smaller units to decipher and comprehend the higher units.
Charles Fries
 The reader must learn to transfer from the auditory signs for language signals to
a set of visual signs for the same signals.
 The reader must automatically respond to the visual patterns.
 Learning to read means developing considerable range of habitual responses to
a specific set of patterns of graphic shapes
Philip B. Gough
 Reading is strictly a serial process
 Lexical, syntactic and semantic rules are applied to the phonemic output which
itself has been decoded from print.
Before you proceed, answer the activity that follows. Read and rewrite the correct text
below .
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg.The phaonmneal
pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't
mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and
lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit
a porbelm.
Write the text below

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What does the photo tell you?
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SYNTHESIS
The bottom-up reading model emphasizes the entire processing of the indirect part
of the text. Emphasizes written or printed text. This shows that reading is influenced by
a process that is meaningful (ie, driven by the text) and develops to some extent.
Bottom-up processing gets the student away from their prior knowledge and into
the realm of external stimuli. The seemingly arbitrary scribbles on the page are key
here. The reader decodes each new word and searches their mental lexicon for the
meaning, piecing the meanings together sequentially to understand the words,
sentences, paragraphs and, ultimately, the text.
Test Yourself!
CONTEXT CLUES: Context clues are hints in the writing that help you figure out what
a word means. The word you are defining may be in bold, underlined or both.
1. No matter where you go, the Internet is following you. Almost every portable device is
being made with an Internet connection. Most new TVs and many other appliances
come with Internet connections as well. The Internet is truly ubiquitous.
a. it is fuzzy and will bite you c. it costs too much money
b. it is everywhere d. it causes rashes
2. Some people are always bashing the president just like others bashed the one
before him. Wouldn't you think that everyone could find something to praise him for,
at least once in a while?
a. hitting hard with a heavy tool c. going to too many expensive parties
b. speaking or writing harshly about d. voting for a different candidate
3. Wherever he goes, the esteemed Dr. Sanchez is applauded for his life saving
research.
a. held over boiling water c. unable to chew gum
b. very old d. greatly admired
4. Most of America's Founding Fathers did not believe in women's suffrage. Only men
could vote in the United states until 1920.
a. something that causes physical pain c. skirts that did not cover ankles
b. an early flag d. the right to vote
5. Fortunately, the explosion diverted the asteroid from a course that would have sent it
hurdling into our planet.
a. change the direction of c. jump into a dry river
b. look for really high waves d. look through a telescope
6. Your cousin claimed to be late because the doors of his house were frozen shut.
Even though I have my doubts, his explanation is plausible.
a. you must always believe it c. it's hard to understand because it makes no sense
b. you should never believe it d. it's believable enough to possibly be true
7. If you don't curtail your spending, you'll be broke in no time at all!

a. reduce c. behind
b. follow d. buy
8. No word must ever leak out about this military action! It has to be a clandestine
operation in order to succeed.
a. family c. dangerous
b. useful d. secret
9. In the early 1600s, a dangerous trip across the Atlantic Ocean was a daunting idea.
The Europeans, who would someday be known as the Pilgrims, must have been a very
determined and brave group of settlers.
a. tickle c. lose or misplace

b. amuse d. frighten or intimidate
10. The original Pilgrims called themselves the “Saints” and referred to others who
joined with them for the voyage as the “Strangers.”
a. one of a kind c. humorous
b. first d. musical
LESSON 2: THE COGNITIVE VIEW/TOP-DOWN MODEL
Also known as Top - down model, according to Nunan (1991) and Dubin and Bycina
(1991), the psycholinguistic model of reading and the top-down model are in exact
concordance. This is direct opposition to the 'bottom-up' model.
1. enhance knowledge on top-down model

2. obtain different views on top reading model
3. apply the model and determine its effectiveness
THE COGNITIVE VIEW

Goodman (1967; cited in Paran, 1996)
 Presented reading as a psycholinguistic guessing game, a process in which

readers sample the text, make hypotheses, confirm or reject them, make new
hypotheses, and so forth.
 The reader rather than the text is at the heart of the reading process.
The Schema Theory of reading also fits within the cognitively based view of reading.
Rumelhart (1977)
 Described schemata as"building blocks of cognition" which are used in the

process of interpreting sensory data, in retrieving information from memory, in
organising goals and subgoals, in allocating resources, and in guiding the flow of
the processing system.
 Stated that if our schemata are incomplete and do not provide an understanding
of the incoming data from the text we will have problems processing and
understanding the text
Features of Top-down Approach
1. Readers can comprehend a selection even though they do not recognize each word.
2. Readers should use meaning and grammatical cues to identify unrecognized words.
3. Reading for meaning is the primary objective of reading, rather than mastery of
letters, letters/sound relationships and words.
The views of the following researchers about the top-down reading approach helps in
Frank Smith
 Reading is not decoding written language to spoken language
 Reading does not involve the processing of each letter and each word.
 Reading is a matter of bringing meaning to print
Kenneth S. Goodman
 The goal of reading is constructing meaning in response to text . It requires

interactive use of graphophonic, syntactic, and semantic cues to construct
meaning.
 It is one which uses print as input and has meaning as output. But the reader
provides input too, and the reader, interacting with text, is selective in using just
as little of the cues from text as necessary to construct meaning.
Before you proceed, answer the activity that follows. Expand the idea by adding
branches to the main concept.
Mind Map
Technology
SYNTHESIS
Top-down Approach uses the meaning given by the reader to the text. It allows the
reader to decode a text, helps recognize unfamiliar words through the u emphasizes the
reading for meaning, engages the readers in meaning activities.
It considers reading sentences, paragraphs, and whole texts as the core of

instruction and identifies the amount and kind of information derived from readings.
Test Yourself!
Say Something: Share what you know about the images below.
A.
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_________________________________________________________________________________
_________________________________________________________________________________
_____
B.
____________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____
LESSON 3: THE METACOGNITIVE VIEW/INTERACTIVE MODEL
Metacognition refers to the knowledge and control we have over our own knowledge.
When it comes to reading, it's common to talk about meta-cognitive awareness (which
we know) and meta-cognitive regulation or control (knowing when, where and how to
use the strategy, i.e what we can do).
1. evaluate the interactive reading model,

2. advance student’s motivation,
3. integrate analysis of the language in reading
THE METACOGNITIVE VIEW

At the general level, metacognition involves overcoming awareness and planning,
monitoring, repair, review, summary, and evaluation.
According to Block (1992)

 The readers attempt to form a summary of what was read.
Klein et al. (1991)

 Metacognition involves thinking about what one is doing while reading.
 Stated that strategic readers attempt to identify the purpose of the reading before
reading and the form or type of the text before reading.
 Thinking about the general character and features of the form or type of the text.
For instance, they try to locate a topic sentence and follow supporting details
toward a conclusion
 Projecting the author's purpose for writing the text (while reading it),
 Choosing, scanning, or reading in detail
 Making continuous predictions about what will occur next, based on information
obtained earlier, prior knowledge, and conclusions obtained within the previous
stages.
Interactive model emphasizes the role of prior knowledge or pre-existing knowledge in

providing the reader with non-visual or implicit information in the text.
Features of Interactive Model
1. Approaches see the advent of the incorporation of bottom-up and top-down

approaches to reading.
2. Both modes of information processing, top-down and bottom-up alike, are seen as
strategies that are flexibly used in the accomplishment of the reading tasks
3. Interactive approach relies on both the graphic and contextual information
The views of the following researchers about the Interactive reading model help in
Emerald Dechant
 The interactive model suggests that the reader constructs meaning by the
selective use of information from all sources of meaning without adherence to
any set order.
 The reader simultaneously uses all levels of processing even though one source
of meaning can be primary at a given time.
Kenneth Goodman
 An interactive model is one which uses print as input and has meaning as an
output.
 The reader provides input too, and the reader interacting with the text, is
selective in using just as little of the cues from text as necessary to construct
meaning.
David E. Rumelhart
 Reading is at once a perceptual and a cognitive process.
 It is a process which bridges and blurs these two traditional distinctions.
 A skilled reader must be able to make use of sensory, syntactic, semantic, and
pragmatic information to accomplish the task.
SYNTHESIS
Interactive reading model attempts to combine the two models, the top-down and
the bottom-top. It selects the strong points of both models and integrates them in
learning to read.
It is constructed by various sources like graphemes, phonemic, morphemic,

syntax and semantics and is understood both perceptual and cognitive process.
It attempts to take into account the strong points of the bottom-up and top-down
models, and tries to avoid the criticisms levelled against each, making it one of the most
promising approaches to the theory of reading today.

Test Yourself!
Directions: Read the following items carefully. Choose the letter that corresponds to
the best answer.
1. What reading model recognizes unfamiliar words through the use of meaning
and grammatical cues ?
a. top-down c. part to whole
b. bottom-up d. interactive
2. In the process of reading , various sources of information may interact in many
complex ways this model is called?
3. Which of the following is not an element of literature
a. tone c. character
b. mode d. conflict
4. The analysis of code helps in getting easily the meaning of the text, according to
a. Leonard Bloomfield c. Charles fries
b. Emerald Dechant d. Philip Gough
5. What model conceptualize reading as both perceptual and cognitive
process?
6 . To integrate two models in learning to read is ____.

a. top-down c. audio
b. bottom –up d. interactive
7. Which one considers the whole text as core of instruction?
a. top-down c. audio
b. bottom –up d. interactive
8. Who says, that reading is constructed from various sources
a. Emerald Dechant c. T. McCormick
b. Kenneth Goodman d. Philip Gough
9. Which one narrates an adventure of supernatural beings?
a. interactive c. top-down
b. literature d. bottom-up
10. Reading develops habitual response to a specific patterns, suggest

ability to learn to read , according to;
a. Leonard Bloomfield c. Charles fries
b. Emerald Dechant d. Philip Gough
MODULE 3: THE READING PROCESS

1 Reading Process 1.5 hour
2 Reading Comprehension 1.5 hour
LESSON 1: READING PROCESS
Reading is a complex interaction between the text, the reader and the purposes for
reading, which are shaped by the reader’s prior knowledge and experiences, the
reader’s knowledge about reading and writing language and the reader’s language
community which is culturally and socially situated.
1. examine the stages of reading process

2. explore strategies to use in reading texts
The Reading Process

Reading process involves constructing meaning from written texts. It is as complex skill
requiring critical and creative thinking processes to pull together a number of
interrelated sources of information.
Stages of the Reading Process
Stage 1: Pre-reading
Students prepare themselves to read. They may:
 decide or be told why they're going to read a piece of text

 use their background knowledge to make predictions of what the text is going to
be about
 use a concept map called a KWL chart where they put down what they know (K),
what they want to know (W), and after they have read what they learned (L) from
their reading
Pre-Reading Strategies Include:
 Activating Background Knowledge
 Setting purposes for reading
 Making predictions and previewing a book
 Going on a Picture Walk
 Making a KWL map
 Questioning and making predictions about a story
Stage 2: Reading: Responding and Exploring

Students get down to the actual reading.
 Students respond to what they read through reading logs, journals, or grand
conversations
 Deals with what a student has learned after reading a book
 Involve reading logs where the student writes about what they read and connects
it to real life or through discussions that can be either whole group or small group
 The text can be delivered to students in a variety of ways
 Students can engage in individual reading, or they can be read aloud to
 Teachers may use big books or print projected somewhere in order to do a group
reading session
 This is where students explore their new information.
 They may re-read part or all of the text.
 They may read more texts to expand their knowledge of the new subject.
 Students may learn new vocabulary words that they came up against in the text.
 Exploration is a very broad stage that can take many paths.
Reading Strategies Include:

 Making connections
 Predicting
 Developing language skills
 Synthesizing
Stage 3: Post – Reading: Applying

Students take the new knowledge they have learned and do more with it
 Often they will have projects that measure how much they have learned.
 They may read books related to the original text or participate
Reading Strategies Include:

 Story retelling all or part of a story
 Discussing favorite parts or elements of a story
 Answering questions
 Comparing to another book
 Writing new ending
 Drawing a picture about the story
 Playing a game related to the story
 Creating a radio play or other kind of performance
Examine the image below. Then, ask at least three(3) questions.
1.
Reading is a powerful skill that you must learn how to do well so that you can be
successful not only in college but also in life. Reading well requires practice, practice,
and more practice. It also requires active reading versus passive reading.
Active Reading
Active reading means that you are utilizing reading strategies to help you remember,
understand, apply, analyze, and evaluate what you are reading so that you can create
(generate or produce) on a higher order of thinking. In other words, you are not just
reading to be able to pass a test or complete an assignment; you are reading to be able
to take the information you are learning and improve your life and the lives of others and
to discover more about yourself and the world.
Passive Reading
Passive reading, on the other hand, involves reading the material and hoping that some
of it sticks in your memory banks long enough to pass a quiz or exam. Never mind the
fact that you are also listening to loud music blaring from your headphones or actually
watching the cussing and fighting taking place on a reality TV show instead of reading.
You are so focused on getting your degree that you could not care less about learning
for the sake of learning.
SYNTHESIS
The pre-reading stage is where the teacher activates background knowledge,

sets purposes, introduces key vocabulary terms, and previews the text with the
students. This involves the teacher giving students information about the books they will
be reading (if its a historical book give background about what will be happening in the
book, why that is happening, and how it came to be), informing them of the purpose for
reading (personal interest-lit circles and expectations of teacher-basal/lit focus units),
the first look at the book (cover, any illustrations, chapter titles, etc.)
The second stage, reading, is where the students begin reading the material
through any type of reading (buddy, shared, guided, etc.). It includes reading
strategies/skills, the examination of illustrations, reading from beginning to end, and
note taking. It is also the stage where the students respond to what they read through
reading logs, journals, or grand conversations. This stage is an exploring stage where
the students go back and reread certain things in the text, learn more vocabulary,
participate in mini-lessons, examine the author's craft (style of writing), or identify
memorable quotes/passages.
The applying stage is where the students create projects, read similar or related
material, evaluate their experiences while reading, or use information learned in
thematic units. • This is where the students participate in after reading activities that
demonstrate comprehension of the text, reflections over their understandings, and the
value taken from the reading of the text. These activities might include essays, reader's
theatre, PowerPoint presentations, or open-mind portraits.
Reading is a powerful skill that you must learn how to do well so that you can be
successful not only in college but also in life. Reading well requires practice, practice,
and more practice. It also requires active reading versus passive reading.
Test Yourself!
Directions: Read the following passage carefully. Choose the letter that corresponds to
the best answer.
Passage 1 - Opera
Opera refers to a dramatic art form, originating in Europe, in which the emotional
content is conveyed to the audience as much through music, both vocal and
instrumental, as it is through the lyrics. By contrast, in musical theater an actor's
dramatic performance is primary, and the music plays a lesser role. The drama in opera
is presented using the primary elements of theater such as scenery, costumes, and
acting. However, the words of the opera, or libretto, are sung rather than spoken. The
singers are accompanied by a musical ensemble ranging from a small instrumental
ensemble to a full symphonic orchestra.
1. It is pointed out in the reading that opera ----.

a. has developed under the influence of musical theater
b. is a drama sung with the accompaniment of an orchestra
c. is not a high-budget production
d. is often performed in Europe
2. We can understand from the reading that ----.

a. people are captivated more by opera than musical theater
b. drama in opera is more important than the music
c. orchestras in operas can vary considerably in size
d. musical theater relies above all on music
3. It is stated in the reading that ----.

a. acting and costumes are secondary to music in musical theater
b. music in musical theater is not as important as it is in opera
c. an opera requires a huge orchestra as well as a large choir
d. opera doesn't have any properties in common with musical theater
Passage 2 - Dolphins
Dolphins are regarded as the friendliest creatures in the sea and stories of them helping
drowning sailors have been common since Roman times. The more we learn about
dolphins, the more we realize that their society is more complex than people previously
imagined. They look after other dolphins when they are ill, care for pregnant mothers
and protect the weakest in the community, as we do. Some scientists have suggested
that dolphins have a language but it is much more probable that they communicate with
each other without needing words. Could any of these mammals be more intelligent
than man? Certainly the most common argument in favor of man's superiority over them
that we can kill them more easily than they can kill us is the least satisfactory. On the
contrary, the more we discover about these remarkable creatures, the less we appear
superior when we destroy them.
4. It is clear from the passage that dolphins ----.

a. don't want to be with us as much as we want to be with them
b. are the most powerful creatures that live in the oceans
c. are proven to be less intelligent than once thought
d. have a reputation for being friendly to humans
5. The fact that the writer of the passage thinks that we can kill dolphins more easily
than they can kill us ---.
a. proves that dolphins are not the most intelligent species at sea
b. shows that dolphins have a very sophisticated form of communication
c. does not mean that we are superior to them
d. proves that Dolphins have linguistic skills far beyond what we previously thought
6. One can infer from the reading that ----.

a. it is not usual for dolphins to communicate with each other
b. dolphins have skills that no other living creatures have such as the ability to think
c. are proven to be less intelligent than once thought
d. dolphins are quite abundant in some areas of the world
LESSON 2: READING COMPREHENSION
The ultimate goal of reading is to understand or make sense of what you are reading.
Experienced readers appreciate this and do not understand the required reading
comprehension skills. The process of understanding is both interactive and strategic.
The reader should not over-analyze the text, but analyze it, assimilate it, and make it
unique.
1. Identify and evaluate the basic skills for reading comprehension

2. Examine the levels of reading comprehension.
Reading Comprehension
Reading comprehension is the ability to process a text, understand its meaning,

and relate it to what the reader already knows. The basic skills required for effective
reading comprehension are:
 ability to understand the meaning of words

 ability to understand the meaning of a word from the context of the conversation,
 organization of the passage
 ability to follow its precedents and references
 ability to draw conclusions, the basic idea of a passage
 ability to answer questions in a quote
 ability to identify literary tools or suggestions used in a quote
 understand its tone, contextual mood (agent) , Objects, temporal and local
reference points, incidental and intentional information), etc.
 ability to determine the author's intent, purpose, and point of view and to draw
conclusions about the author
Levels of Reading Comprehension

When readers read or view a text they can understand it on different levels. Deep
comprehension occurs when all levels have been considered.
1. Literal Comprehension: What it says

What the author is saying in the form of
 recognizing and recalling facts

 identifying the main idea, supporting details
 Categorizing, outlining, summarizing
Questions to ask while reading
 What words state the main idea of the text?

 How does the author summarize what she/he is saying?
 What happened first, second, last?
 How are these things alike? How are they different?
 What things belongs together?
2. Inferential Comprehension: How it says it

The reader must read between the lines and make inferences about things not
directly stated. It involves:
 interpreting figurative language,

 drawing conclusions
 predicting outcomes
 determining the mood
 judging the author’s point of view

 What does the author value?
 What is the theme?
 What effect does this character/ event have on the story/text?
 How do you think it will end?
3. Critical Comprehension: What it means?

Reacting emotionally and intellectually with material
 Why the author says what he or she says

 Requires reader to use external criteria from his/her own experience to evaluate
the quality, values of the writing, the author’s reasoning, simplifications, and
generalizations

 Could this possibly happen?
 Is this argument logical?
 What alternatives are there?
 Is this a fact or an opinion? Why?
 Do you agree or disagree with the author
 What is the best solution for a problem?
SYNTHESIS
When readers read or view a text they can understand it on different levels. Deep
comprehension occurs when all levels have been considered.
Literal comprehension occurs at the surface level when a reader/viewer acknowledges

what they can see and hear. The details are stated and clear for anyone to identify.
Literal comprehension is often referred to as ‘on the page’ or ‘right there’
comprehension. This is the simplest form of comprehension.
Inferential comprehension requires the reader/viewer to draw on their prior knowledge

of a topic and identify relevant text clues (words, images, sounds) to make an inference.
Inferential comprehension is often referred to as ‘between the lines’ or ‘think and search’
comprehension. This level of comprehension requires more skill but can be achieved by
young children (van den Brock, Kindeou, Kremer, Lynch, Butler, White and Pugzles
Lorch, 2005).
Evaluative or critical comprehension requires the reader to move beyond the text to
consider what they think and believe in relation to the message in the text. It is at this
point that readers/viewers are required to justify their opinions, argue for a particular
viewpoint, critically analyse the content and determine the position of the author.
Evaluative comprehension is often referred to as ‘beyond the text’ and includes ‘big
picture’ comprehension. Often there is no right or wrong answer but rather justification
for thinking in a particular way.
Test Yourself!
LAYING THE GROUND WORK FOR COLLEGE SUCCESS
Are you familiar with the modern version of the parable of the two college students who built
their homes upon completely different foundations? One student built her house on strong
rocks that were able to withstand the storms of college life, such as reading a 50-page
chapter in a history course or writing a 10-page paper for a psychology course. She was
able to stand firm because she began the assignments immediately upon receiving them,
worked on them a little bit each day, and utilized the tutoring center as needed. However,
the other student built his house upon sand. Unfortunately, when a major storm came, also
known as the midterm, his house collapsed because he had decided to use his financial aid
money to buy new athletic shoes instead of the textbook. He had to rebuild from the ground
up, so to speak, which in this case meant retaking the course the next semester. What are
you building your academic foundation on? Are you building it upon a strong academic
foundation that involves attending class regularly, studying, and taking advantage of
campus resources, or are you building it upon a weak academic foundation based upon a
come-to-class-when-I-can attitude, cramming for exams, and offering excuses? In order to
be successful in college, you must make certain that you are building upon a strong
Do the following:
Go back and thoroughly read “Laying the Ground Work for College Success.” As you
read it, annotate as directed below.
1. Underline ten(10) words that you don’t understand.

2. Define the ten underlined words based on the context (how they are used in this
passage) using an online or actual dictionary. Write the definitions above where the
words appear.
3. Highlight the main idea and the three supporting ideas.
4. Put circles around key words and phrases that develop the supporting ideas in each
of the body paragraphs.
5. Put question marks around areas you do not understand.
6. Briefly summarize what each of the paragraphs is about by writing notes in the
margin. (These do not have to be in complete sentences.)
7. Make connections with the reading and jot those down, as well. What are your
thoughts about the three suggestions regarding building upon a strong foundation? Do
you follow them?
MODULE 4: APPLIED READING SKILLS

1 Academic Reading 1hour
2 Reading Strategies 1hour
3. Vocabulary-Building 1hour
LESSON 1: ACADEMIC READING
As a college student, you will eventually choose a major or focus of study. In your first
year or so, though, you’ll probably have to complete “core” or required classes in
different subjects. These different academic disciplines can vary greatly in terms of the
materials that students are assigned to read.
By the end of this section, you will be able to:
 Identify common types of reading tasks assigned in a college class
 Describe the purpose and instructor expectations of academic reading
 Identify effective reading strategies for academic texts: previewing, reading,
summarizing, reviewing
 Explore strategies for approaching specialized texts, such as math, and
specialized platforms, such as online text
Types of College Reading Materials
Articles
Instructors may also assign academic articles or news articles. Academic articles are
written by people who specialize in a particular field or subject, while news articles
may be from recent newspapers and magazines. For example, in a science class, you
may be asked to read an academic article on the benefits of rainforest preservation,
whereas in a government class, you may be asked to read an article summarizing a
recent presidential debate. Instructors may have you read the articles online or they
may distribute copies in class or electronically.
Literature and Nonfiction Books
Instructors use literature and nonfiction books in their classes to teach students about
different genres, events, time periods, and perspectives. For example, a history
instructor might ask you to read the diary of a girl who lived during the Great Depression
so you can learn what life was like back then. In an English class, your instructor might
assign a series of short stories written during the 1960s by different American authors,
so you can compare styles and thematic concerns.
Purpose of Academic Reading
Casual reading across genres, from books and magazines to newspapers and blogs, is
something students should be encouraged to do in their free time because it can be
both educational and fun. In college, however, instructors generally expect students to
read resources that have particular value in the context of a course. Why is academic
reading beneficial?
 Information comes from reputable sources: Web sites and blogs can be a
source of insight and information, but not all are useful as academic resources.
They may be written by people or companies whose main purpose is to share an
opinion or sell you something. Academic sources such as textbooks and scholarly
journal articles, on the other hand, are usually written by experts in the field and
have to pass stringent peer review requirements in order to get published.
 Learn how to form arguments: In most college classes except for creating
writing, when instructors ask you to write a paper, they expect it to be
argumentative in style. This means that the goal of the paper is to research a topic
and develop an argument about it using evidence and facts to support your
position. Since many college reading assignments (especially journal articles) are
written in a similar style, you’ll gain experience studying their strategies and
learning to emulate them.
 Exposure to different viewpoints: One purpose of assigned academic readings

is to give students exposure to different viewpoints and ideas. For example, in an
ethics class, you might be asked to read a series of articles written by medical
professionals and religious leaders who are pro-life or pro-choice and consider the
validity of their arguments. Such experience can help you wrestle with ideas and
beliefs in new ways and develop a better understanding of how others’ views differ
from your own.
Reading Strategies for Academic Texts
Recall from the Active Learning section that effective reading requires more
engagement than just reading the words on the page. In order to learn and retain what
you read, it’s a good idea to do things like circling key words, writing notes, and
reflecting. Actively reading academic texts can be challenging for students who are
used to reading for entertainment alone, but practicing the following steps will get you
up to speed:
 Preview: You can gain insight from an academic text before you even begin the
reading assignment. For example, if you are assigned a nonfiction book, read the
title, the back of the book, and table of contents. Scanning this information can
give you an initial idea of what you’ll be reading and some useful context for
thinking about it. You can also start to make connections between the new reading
and knowledge you already have, which is another strategy for retaining
information.
 Read: While you read an academic text, you should have a pen or pencil in hand.
Circle or highlight key concepts. Write questions or comments in the margins or in
a notebook. This will help you remember what you are reading and also build a
personal connection with the subject matter.
 Summarize: After you an read academic text, it’s worth taking the time to write a
short summary—even if your instructor doesn’t require it. The exercise of jotting
down a few sentences or a short paragraph capturing the main ideas of the
reading is enormously beneficial: it not only helps you understand and absorb
what you read but gives you ready study and review materials for exams and
other writing assignments.
 Review: It always helps to revisit what you’ve read for a quick refresher. It may
not be practical to thoroughly reread assignments from start to finish, but before
class discussions or tests, it’s a good idea to skim through them to identify the
main points, reread any notes at the ends of chapters, and review any summaries
you’ve written.
The following video covers additional active reading strategies readers can use before,
during, and after the reading process.
https://youtu.be/faZF9x4A2Vs
Reading Strategies for Specialized Texts and Online Resources
In college it’s not uncommon to experience frustration with reading assignments from
time to time. Because you’re doing more reading on your own outside the classroom,
and with less frequent contact with instructors than you had in high school, it’s possible
you’ll encounter readings that contain unfamiliar vocabulary or don’t readily make
sense. Different disciplines and subjects have different writing conventions and styles,
and it can take some practice to get to know them. For example, scientific articles
follow a very particular format and typically contain the following sections: an abstract,
introduction, methods, results, and discussions. If you are used to reading literary
works, such as graphic novels or poetry, it can be disorienting to encounter these new
forms of writing.
Below are some strategies for making different kinds of texts more approachable.
Get to Know the Conventions
Academic texts, like scientific studies and journal articles, may have sections that
are new to you. If you’re not sure what an “abstract” is, research it online or ask your
instructor. Understanding the meaning and purpose of such conventions is not only
helpful for reading comprehension but for writing, too.
Look up and Keep Track of Unfamiliar Terms and Phrases
Have a good college dictionary such as Merriam-Webster handy (or find it online) when
you read complex academic texts, so you can look up the meaning of unfamiliar words
and terms. Many textbooks also contain glossaries or “key terms” sections at the ends
of chapters or the end of the book. If you can’t find the words you’re looking for in a
standard dictionary, you may need one specially written for a particular discipline. For
example, a medical dictionary would be a good resource for a course in anatomy and
physiology.
If you circle or underline terms and phrases that appear repeatedly, you’ll have a visual
reminder to review and learn them. Repetition helps to lock in these new words and
their meaning get them into long-term memory, so the more you review them the more
you’ll understand and feel comfortable using them.
Look for Main Ideas and Themes
As a college student, you are not expected to understand every single word or idea
presented in a reading, especially if you haven’t discussed it in class yet. However, you
will get more out of discussions and feel more confident about asking questions if you
can identify the main idea or thesis in a reading. The thesis statement can often (but not
always) be found in the introductory paragraph, and it may be introduced with a phrase
like “In this essay I argue that . . .” Getting a handle on the overall reason an author
wrote something (“to prove X” or “to explore Y,” for instance) gives you a framework for
understanding more of the details. It’s also useful to keep track of any themes you
notice in the writing. A theme may be a recurring idea, word, or image that strikes you
as interesting or important: “This story is about men working in a gloomy factory, but the
author keeps mentioning birds and bats and windows. Why is that??”
Get the Most of Online Reading
Reading online texts presents unique challenges for some students. For one thing, you
can’t readily circle or underline key terms or passages on the screen with a pencil. For
another, there can be many tempting distractions—just a quick visit to amazon.com or
Facebook.
While there’s no substitute for old-fashioned self-discipline, you can take advantage of
the following tips to make online reading more efficient and effective:
 Where possible, download the reading as a PDF, Word document, etc., so you
can read it offline.
 Get one of the apps that allow you to disable your social media sites for specified
periods of time.
 Adjust your screen to avoid glare and eye strain, and change the text font to be
less distracting (for those essays written in Comic Sans).
 Install an annotation tool in your Web browser so you can highlight and make
notes on online text. One to try is hypothes.is. A low-tech option is to have a
notebook handy to write in as you read.
Look for Reputable Online Sources
Professors tend to assign reading from reputable print and online sources, so you can
feel comfortable referencing such sources in class and for writing assignments. If you
are looking for online sources independently, however, devote some time and energy to
critically evaluating the quality of the source before spending time reading any
resources you find there. Find out what you can about the author (if one is listed), the
Web site, and any affiliated sponsors it may have. Check that the information is current
and accurate against similar information on other pages. Depending on what you are
researching, sites that end in “.edu” (indicating an “education” site such as a college,
university, or other academic institution) tend to be more reliable than “.com” sites.
Pay Attention to Visual Information
Images in textbooks or journals usually contain valuable information to help you more
deeply grasp a topic. Graphs and charts, for instance, help show the relationship
between different kinds of information or data—how a population changes over time,
how a virus spreads through a population, etc.
Data-rich graphics can take longer to “read” than the text around them because they
present a lot of information in a condensed form. Give yourself plenty of time to study
these items, as they often provide new and lasting insights that are easy to recall later
(like in the middle of an exam on that topic!)
MY COLLECTION
Collect (3) of the following reading materials.
a. Magazine sections
b. Newspaper sections
c. Blog articles
d. Poem
Do the annotation by highlighting key words or phrase/s or part of text that you don’t understand or
you want to emphasize. Give meaning or explanation of those highlighted texts. Annotation must be
written in the text itself.
LESSON 2: READING STRATEGIES
There are a variety of strategies used to teach reading. Strategies are key to help
with reading compression. They vary according to the challenges like new concepts,
unfamiliar vocabulary, long and complex sentences, etc. Trying to deal with all of these
challenges at the same time may be unrealistic. Then again strategies should fit to the
ability, aptitude and age level of the learner. Some of the strategies teachers use are:
reading aloud, group work, and more reading exercises.
By the end of this section, you will be able to:
 Identify common types of strategies for reading tasks
 Identify vocabulary-building techniques to strengthen your reading comprehension
Types of Reading Strategies

Activating prior knowledge
Activating prior knowledge is something that we do naturally as adult readers, as mature

readers. We always relate what we're reading to something we know. As a matter of
fact when we read we really have to think about those connections. Sometimes
students don’t access their background knowledge because they never think that it's
important or if they don’t have the background knowledge the teacher doesn’t have an
opportunity to really build that background knowledge" (Clewell, 2012).
Activating Prior Knowledge is important in students understanding, because it allows

them and helps make connections to the new information. By using what students
already know, it helps the teacher assist students with the learning process because it
give him/her an idea of what students know and what they still need to learn. It is simply
to use background knowledge to make understanding of what the text mean.
Predicting
Good readers make predictions as they read, to help them deepen their thinking and
better comprehend what they read. Predicting is when readers use text clues and their
own personal experiences, to anticipate what is going to happen next in the story.
This strategy focuses on the text at hand, constantly thinking ahead and also refining,
revising, and verifying his or her predictions. In other words, it is important that students
understand that as they read, their predictions may change. Students should also verify
their predictions by determining if their prediction came true or not. If their prediction did
not come true, or they don't think it will come true, then they may want to modify or
change their prediction.
Visualizing
Visualizing refers to our ability to create pictures in our heads based on text we read or
words we hear. It is one of many skills that makes reading comprehension possible.
Visualizing strengthens reading comprehension skills as students gain a more thorough
understanding of the text they are reading by consciously using the words to create
mental images. As students gain more deliberate practice with this skill, the act of
visualizing text becomes automatic. Students who visualize as they read not only have
a richer reading experience but can recall what they have read for longer periods of
time.
Visualizing text as it is being read or heard also creates personal links between the
readers/listeners and text. Readers who can imagine the characters they read about, for
instance, may become more involved with what they are reading. This makes for a more
meaningful reading experience and promotes continued reading.
Questioning
Questioning is when readers ask questions about a piece of text and author's meaning
in order to find and gather information, clarify, and build comprehension. Through the
strategy of questions, students will be able to drastically increase their comprehension.
By answering and asking questions, students are engaging in their learning and
interacting with the text. Students should learn to ask questions before, during, and after
reading to help build comprehension.
This strategy is beneficial in increasing students participation in class. When teaching a

whole group lesson, the questioning strategy could be a very useful tool to get all
students involved. Questioning does not just occur when reading. The strategy can also
be used to build deeper knowledge of lessons taught or discussions.
Making Inferences
Making inferences is a comprehension strategy used by proficient readers to “read

between the lines,” make connections, and draw conclusions about the text’s meaning
and purpose.
Making an inference involves using what you know to make a guess about what you
don't know or reading between the lines. Readers who make inferences use the clues in
the text along with their own experiences to help them figure out what is not directly
said, making the text personal and memorable. Helping students make texts memorable
will help them gain more personal pleasure from reading, read the text more critically,
and remember and apply what they have read.
Finding the Main Idea
Finding the main idea in a text is critical for comprehension because the important ideas
are the purpose of the text. It’s what the writer is trying to tell readers.
Whether we are talking about the main idea of a paragraph, a poem, a chapter, or a
longer text, finding the main idea requires the reader to identify the topic of a piece of
writing and then uncover what the writer wants us to know about that topic.
Summarizing
Summarizing teaches students how to take a large selection of text and reduce it to the
main points for more concise understanding. Upon reading a passage, summarizing
helps students learn to determine essential ideas and consolidate important details that
support them. It is a technique that enables students to focus on key words and phrases
of an assigned text that are worth noting and remembering.
Summarizing builds comprehension by helping to reduce confusion. Teachers train

students to process the information they read with the goal of breaking down content
into succinct pieces. This strategy can be used with the whole class, small groups, or as
an individual assignment. Summarizing text by using writing activities builds on prior
knowledge, helps improve writing, and strengthens vocabulary skills.
Synthesizing
Synthesizing is one of the most challenging reading strategies for students to

master, simply because it requires students to use multiple skills and strategies
together. In fact, the prefix “syn” means together. Synthesizing a text is the process
of pulling together background knowledge, newly learned ideas, connections,
inferences and summaries into a complete and original understanding of the text.
When students synthesize, they are made aware of how their thinking changes and
evolves as they read a text.
Monitoring Comprehension
Students who are good at monitoring their comprehension know when they understand
what they read and when they do not. They have strategies to "fix" problems in their
understanding as the problems arise. Research shows that instruction, even in the early
grades, can help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches students to:

 Be aware of what they do understand
 Identify what they do not understand
 Use appropriate strategies to resolve problems in comprehension
Evaluating
Evaluating is a reading strategy that is conducted during and after reading. This
involves encouraging the reader to form opinions, make judgments, and develop ideas
from reading. Teachers can create evaluative questions that will lead the student to
make generalizations about and critically evaluate a text.
LESSON 3: VOCABULARY BUILDING
As a college student, you will eventually choose a major or focus of study. In your first
year or so, though, you’ll probably have to complete “core” or required classes in
different subjects. These different academic disciplines can vary greatly in terms of the
materials that students are assigned to read.
 Explore strategies for building vocabulary

 Identify vocabulary-building techniques to strengthen your reading comprehension
VOCABULARY- BUILDING TECHNIQUES
Gaining confidence with unique terminology used in different disciplines can help you be
more successful in your courses and in college generally. In addition to the
suggestions described earlier, such as looking up unfamiliar words in dictionaries, the
following are additional vocabulary-building techniques for you to try:
Read Everything and Read Often
Reading frequently both in and out of the classroom will help strengthen your
vocabulary. Whenever you read a book, magazine, newspaper, blog, or any other
resource, keep a running list of words you don’t know. Look up the words as you
encounter them and try to incorporate them into your own speaking and writing.
Make Connections to Words You Already Know
You may be familiar with the “looks like . . . sounds like” saying that applies to words.
It means that you can sometimes look at a new word and guess the definition based on
similar words whose meaning you know. For example, if you are reading a biology book
on the human body and come across the word malignant, you might guess that this
word means something negative or broken if you already know the
word malfunction, which share the “mal-” prefix.
Make Index Cards
If you are studying certain words for a test, or you know that certain phrases will be
used frequently in a course or field, try making flashcards for review. For each key term,
write the word on one side of an index card and the definition on the other. Drill yourself,
and then ask your friends to help quiz you.
Developing a strong vocabulary is similar to most hobbies and activities. Even experts
in a field continue to encounter and adopt new words. The following video discusses
more strategies for improving vocabulary.
NOTE-TAKING METHODS FOR COLLEGE STUDENTS
Note-taking is one of the most important activities for students. There are a variety
of reasons for it but we only want to highlight the most important one here: Taking notes
will help you recall information that would otherwise be lost. And we all know how crucial
that can be when we’re preparing for an exam. What’s the essence of this figure again?
Note-taking to the rescue. But taking notes the right way isn’t as easy as it sounds. It
isn’t simply about jotting down everything that you hear. Taking notes is about
summarizing core concepts as precisely as possible in your own words.
Note-taking method #1: The Outline method
The Outlining note taking method uses headings and bullet points to organize
topics. This method is most useful when learning about topics that include a lot of detail.
When should you use this note-taking method?
This method can be used in a variety of situations but works best if the lecture or class
follows a relatively clear structure.
Pros
 Highlights the key points of the lecture in a logical way
 Ease of use allows the students to focus
 Reduces the reviewing and editing time
 Gives a proper and clean structure to your notes
Cons
 Not suitable for subjects like chemistry and math that comprise of formulas and
charts
 Doesn’t work well if the attended lecture doesn’t follow a certain structure
How do you use it?

1. During a lesson, begin your notes with a single bullet point and write the main
topic.
2. Place the first subtopic below and indented slightly to the right.
3. List any details below your heading and slightly to the right.
Note-taking method #2: The Cornell Method

It is a unique note-taking method that finds its application in a variety of situations.
What differentiates it from other methods is the page layout. The page is divided into
three or four sections starting from one row at the top for title and date (optional) and one
at the bottom along with two columns in the center. 30% of width should be kept in the
left column while the remaining 70% for the right column.
The Cornell method is ideal for all types of lectures or even meetings. The Cornell note
taking method helps organize class notes into easily digestible summaries. This method
is effective because the main points, details, study cues, and summary are all written in
one place.
Pros
 A quicker way to take, review, and organize your notes
 Summarizes all the information in a systematic manner
 Helps in effective learning as it enables to absorb information in a shorter time
 Helps you to extract main ideas
 Cuts down time for reviewing
Cons
 Pages need to be prepared before a lecture
 Requires some time for reviewing and summarizing the key concepts
How do you use it?

1. Use the main notes section to take notes during class.
4. Use the cues section to review your notes. After class, write down things you’ll
need to remember and a prompt for each. You can also use this section for
vocabulary words and study questions.
5. In the summary segment at the bottom, write a summary of your notes. This is
where you will highlight the main points.
Note-taking method #3: The Charting Method
Charting note taking method uses columns to organize information. This method is
useful for lessons that cover a lot of facts or relationships between topics. It is an ideal
method for notes that involve a lot of information in the form of facts and statistics, that
need to be learned by heart. The information will be organized in several columns,
similar to a table or spreadsheet. Each column represents a unique category which
makes the rows easily comparable.

This is also one of the most-effective note-taking methods for college students
when it comes to jotting down heavy content which includes stats and other information.
It also works great when you want to cut down on the amount of time you spend on
editing and reviewing during test time.
Creating charts with the charting methods takes time. It makes sense to use this
method when summarizing whole lectures as a preparation for exams or during intensive
study sessions.
Pros
 information is clearly structured
 fantastic for reviewing
 notes are easily comparable
 a lot of information can be memorized rather quickly
Cons
 Very time-consuming method
 Barely makes sense to apply this method in a lecture/class where the content
isn’t clear beforehand
 doesn’t work for information that can’t easily be categorized
How do you use it?
1. When information about a category is mentioned, jot it down underneath the

proper column.
When the next topic begins move down one row and begin again.
Note-taking method #4: The Mapping Method

All notes that are related to each other are grouped together in a box. A dedicated box is
assigned for each section of notes which cuts down the time needed for reading and
reviewing.

This method works best if you have a class/session that is split into different
sections that are still related in a sense.
Pros
 Segregates and organizes your notes in the form of boxes
 Let’s you focus on one box at a time while reading

 Help you memorize the relation between notes in a visual way
 Perfect for people that take notes on an iPad
Cons
 Not suitable for every lecture type
 not suitable to be used during lectures as it requires more time to organize
 Doesn’t work well if no overall topics can be assigned to a group of notes
 Requires additional time to group the notes in the end or during the lecture
How do you use it?
1. Each page of your notes is filled with several boxes.
2. Inside the boxes are all interrelated content.
3. Divide the boxes by topics or subtopics as you choose.
Note-taking method #5: The Mapping Method
When the lecture content is intense, the mapping method works best. It helps organize
your notes by dividing them into branches, enabling you to establish relationships
between the topics.
This technique works best when the lecture content is heavy and you need to
organize it in a structured and easy form. It can also be used when you have no idea
about the content of the lecture to be presented.
There is no fixed way of mapping; you can start the placement of your main topic
at the top of the page, the side or the center. However, the idea is to branch out from
there with subtopics and branch out even further with more supporting details. Hence,
your map may end up looking like a bar chart or a tree. A key advantage is you
can draw out interesting connections between your points.
Pros
 Visually appealing
 Can be used for noting down detailed information but in a concise form
 Allows easy editing of the notes
Cons
 While mapping your notes, you might run out of space on a single page
 Can be confusing if the information is wrongly placed while taking notes
How do you use it?

1. While in class, begin the map with the main topic.
2. Branching off the main topic, write a heading for each of the subtopics.
3. Write any important notes underneath each subtopic.
4. Continue the pattern.
Test Yourself!
Note-taking: Using the Cornell Method, watch and listen to a video and take down
notes. Use the given template below. Here’s your link https://youtu.be/MY5SatbZMAo
RUBRIC for Reflective Writing
RUBRIC for Research Assignment

Developmental Reading Module

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MODULE 1: PREVIEW ON READING

Lesson Title Time Duration

1. Examine the difference between reading and developmental reading

As reading is one of the most important language skill in terms of academic

To develop a deeper understanding about reading, here are some of the

2. Reading is an interactive process in which the reader's prior knowledge of

5. Reading is the construction of meaning from a printed or written message. It

6. Reading is decoding and understanding written texts. Decoding requires

WHY IS READING IMPORTANT?

As we read, we discover new things and develop a positive self-image.

1. Reading Improves vocabulary

Improve your vocabulary by constantly showing new words, learning their

2. Reading develops better comprehension

Comprehension or understanding derives meaning from the text. Comprehension

3. Reading develops critical thinking

4. Reading improves memory

5. Reading improves analytical skills

6. Reading helps you socialize

In a world where there is competition in every aspect of life, we need to develop

Reading exposes us to different styles, sounds, forms, and genres of writing.

8. Reading improves imagination

10 Reasons Why I Read

WHAT IS DEVELOPMENTAL READING?

Developmental Reading, a branch of reading instruction, is designed to support

GOALS OF DEVELOPMENTAL READING

Some students specialize in elementary reading. These students may be so eager

1.2 REFLECTIVE EXERCISE

Write a short reflection on the importance of reading. You may begin by

Reading is defined by various experts devoted to studying many aspects of

Communication through reading is an important dissemination tool. When you

Understanding what we are studying is the key to many possibilities.

Developmental Reading refers to a comprehensive reading program which

1. Discuss the difference between reading and developmental reading.

2. As a student, why do you think reading is important?

3. Look for a quotation about reading, share, and explain.

Reading problems can be related to neurological and cognitive factors.

1. Examine the various factors affecting reading

NEUROLOGICAL AND COGNITIVE FACTORS

Student's reading problems may be related to the student's internal neurological

2.1 SELF-ASSESSMENT EXERCISE

The Home Environment

Hungry or homeless children have little energy to pay attention to school.

The School Environment

Students spend their waking hours in school, so experiences and relationships

The Cultural Environment

2.2 SELF-ASSESSMENT EXERCISE

Sentence Completion Activity

Language is considered one of the greatest achievements of man, more

Children have three types of speech problems: speech problems (improper

Speech impairment means the slow or atypical development of academic and

Environmental factors include home, school, cultural and social environment.

Physical factors are associated with learning disabilities. Impaired

_________1. Dyslexia is used to describe individuals with severe reading disabilities,

To understand the reading process, it is important to get used to studying the

1. examine the stages in reading

3.1 SELF-ASSESSMENT EXERCISE

Chall’s Stages of Reading Development

Stage 0, also known as loud reading or "pseudo-reading", affects children from 6