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7/21/2019 Books Published Final

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25 Books (Published)

Title of the Book Content Reference

Developmental Reading (Lacamento,

2001)

Reading and child development are

related in two wa!"

1# The developmental trait! and

need! of children help

determine what and how the

!ho$ld %e ta$ght2# Reading activitie! ma infl$ence

children&! growth % developing

new a%ilitie! and intere!t! and

% changing attit$de! and

val$e! related per!onalit

pattern!#

The fir!t relation!hip !$gge!t! that

teacher! !ho$ld !t$d their p$pil!

a! per!on!#

The !econd relation!hip involve!

the teaching literat$re#

Lapp and 'lood (1*) categori+ed

reading into"

1# Reading i! viewed primaril a! a

decoding proce!!, a %reaking of

vi!$al code#

Lacamento, # -# (2001)#

Developmental Reading. La

Trinidad Beng$et " Beng$et

.tate /niver!it #




2# Reading i! viewed a! a reading

for meaning, a comprehen!ion

proce!!ed i! !tre!!ed#

-ile! int+ (1*2), however, ill$!trate!

reading proce!! a! follow!

1# .tep 1" ord erception 3

involve! !en!ation# The ee!

!ee the printed !m%ol! with the

aid of light ra! that !trike the

retina#

2# .tep 2" Comprehen!ion 3re4$ire! f$!ion of meaning! of

!eparate word! into a chain of

related idea!# 5n the literal

level, one read! to $nder!tand

the pa!!age 3 it! main tho$ght,

!pecific detail!, !e4$ence, and

direction! to %e followed# The

implied level involve! making

inference!, !en!ing

relation!hip!, drawing

concl$!ion!, and recogni+ing

the a$thor&! p$rpo!e, tone and




progre!! in reading !kill!

development, while ne$rological

di!f$nction make it impo!!i%le

for children to learn and oftenca$!e inten!e fr$!tration with

pa!!ivit and aggre!!ion

(.trang et# al, 1>)2# :ntelligence

There i! a correlation %etween

intelligence and reading

achievement#

7# ?i!$al and <$ditor fficienc?i!$al and a$ditor ac$it are

%a!ic to !$cce!! in reading,

e!peciall in the %eginning

!tage#9# Lang$age roficienc

5ne who i! proficient in the

lang$age of the material to %e

read i! more likel to learn and

progre!! m$ch fa!ter than one

who ha! no competence in the

!ame lang$age#@# erception and

Concept$ali+ation




The proce!! in the %eginning

!tage i! vi!$al impre!!ion! and

perception pl$! a$ditor

a!!ociation!A pron$nciationArecognition of meaning 3

concept$ali+ation#># Li!tening Comprehen!ion

.t$die! !how that the relation

%etween li!tening and reading

achievement i! clo!e eno$gh to

warrant attention (.trang et# al)

# er!onalit and motional

'actor! < !t$d (olme!) fo$nd that

there !eemed to %e a grad$al

!hift in the relation!hip %etween

per!onalit factor! and reading

performance a! children

advanced thro$gh the grade!#

Developing Critical Reading (!pino,

1**)

-an reading e6pert! have cond$cted

re!earche! and have come to a

concl$!ion that reading

comprehen!ion ha! different

!pino, D# =# (1**)# Developing

Critical Reading. -anila" R

Book!tore #




dimen!ion!E ore level!# Fnowing and

$ltimatel appling thi! dimen!ional or

m$ltilevel approach in ever

cla!!room, the teacher will find in it aneffective aid in teaching learning

proce!!#

Genckin!on (1>" 97A) recogni+ed

five tpe! of 4$e!tion! which are

e!!ential in developing a critical

attit$de toward what i! read# The!e

tpe! of 4$e!tion! are a! follow!"

1# 'ir!t level 4$e!tion! are

de!igned to check literal

comprehen!ion# .kill! incl$ded

are recall or recognition of

detail, !e4$ence of the event! ,

$nder!tanding of the

appropriate meaning of the

word#2# .econd level 4$e!tion! are

meant to develop $nder!tanding

of the a$thor&! main idea! and

the relevance of !$%ordinate




idea!#7# Third level 4$e!tion! are made

to check if the child can give a

8$dgment a%o$t the tr$th or

rea!ona%lene!! of what he ha!

read in the light of hi! own

e6perience#9# 'o$rth level 4$e!tion! aim to

check if o$ng children can

reali+e the a$thor&! tone and

mood, and the tpe of lang$age

he $!e!#@# 'ifth level 4$e!tion! are

de!igned to check the !t$dent&!

intelligent comment! a%o$t their

reading thro$gh 4$e!tion!

which elicit compari!on with

their own e6perience, or the

a$thor&! p$rpo!e!, or reacting to

the a$thor&! !tle#

=ila B# .mith (.mith, 1>" 2@@A*)

identified fo$r categorie! of reading

comprehen!ion# er categorie! do




not !o m$ch differ with tho!e tpe!

recogni+ed % Genckin!on, a%ove#

The following are .mith&!

cla!!ification!"1# Literal Comprehen!ion# .he

admit! that thi! i! not a thinking

!kill# :t involve! the !kill of

getting the primar, direct literal

meaning of a word, idea, or

!entence in conte6t#

2# :nterpretation (or inference)pro%e! greater depth than literal

comprehen!ion# :t i! concerned

with !$ppling meaning! not

directl !tated in the te6t# Thi!

involve! !$ch thinking !kill! a!

(1) !$ppling additional

information % reading %etween

the line!,E (2) making

generali+ation!,E (7) making

compari!on, (9) !en!ing

motive!, and (@) di!covering

relation!hip!#




7# Critical Reading incl$de! literal

comprehen!ion, interpretation,

%$t it goe! f$rther than either of

the!e in that the reader (1)eval$ate!, and (2) pa!!e!

per!onal 8$dgment on the

4$alit, val$e, acc$rac, and

tr$thf$lne!! of what i! read#9# Creative reading grow! o$t of

the literal comprehen!ion,

interpretation, and criticalreading, %$t it differ! from

anone of the!e#

Creative reading !tart! with a

4$e!tion! or an in4$ir which ari!e! in

mind of the reader, per!onall, and i!

$!$all carried forward with high

motivation, often a !en!e of $rgenc#Developing ?oca%$lar .trength! and

eakne!!e! (Dia+, 1*)

ow can o$ find o$t the !tat$! and

need! of o$r voca%$larH Io$r !chool

ma have a !tandardi+ed voca%$lar

te!t# owever, it wa! %een noted that

mo!t !tandardi+ed voca%$lar te!t!

Dia+, L# Talen!, B# .anto!, =# ?illamin,

<# (1*)# Developmental

Reading. Fatha $%li!hing C5#,

:=C#




have certain !hortcoming!" 1# The

mea!$re !t$dentJ! ma!ter of word! in

term! of !ingle meaning, and 2# The

te!t the word power in an artificial!it$ation !ince the word! are o$t of

conte6t# :f a !tandardi+ed te!t i! not

availa%le, a 4$ick teacherAmade te!t

on the partic$lar word! which concern

o$ at the moment can %e $tili+ed#

<nother mean! of diagno!ing

voca%$lar !trength and weakne!!e!

i! % mean! of .t$dent .elfA<pprai!al#

/!ing %rief 4$e!tion!, o$ can learn in

8$!t min$te! !omething a%o$t o$r

voca%$lar development# 'or in!tance,

a!king o$r!elf !$ch 4$e!tion! like

Khat do o$ do when o$Jre !t$ding

an a!!ignment and meet an important

new technical termHK or Kave o$

ever con!cio$!l done anthing to

%$ild o$r voca%$larH :f !o, what

method! have o$ $!edK will reveal

m$ch of oneJ! voca%$lar development




reAteaching K.topperK ord!

ha%it!#

Teacher! can remove voca%$lar

diffic$ltie! %efore !t$dent! read the

a!!ignment % preAteaching !elected

word!# < mathematic! teacher for

in!tance, can remove the o%!tacle of

coefficient %efore hi! cla!! take! $p

!implifing alge%raic e4$ation!# <

home economic! teacher can take $p

the word colander 8$!t %efore her cla!!

prepare! !paghetti# <n ngli!h teacher

can %ring the 5d!!e within reach %

preAteaching a%o$t the impert$r%a%le

5d!!e$!, the !tratagem of the

ooden or!e, and the likeAAA at the

!ame time !tim$lating intere!t thro$gh




intrig$ing !natche! of plot!# < !ocial

!t$die! teacher can clarif ind$lgence

%efore !t$dent! read a%o$t the

Reformation#

The -eaning of Reading

Comprehen!ion

<nder!on (1*@)view! comprehen!ion

a! an integrated !kill, Ka proce!! of

con!tr$cting meaning from written

te6t!, a comple6 !kill re4$iring

coordination of interrelated !o$rce! ofinformation#K Comprehen!ion i! Ka

mean! of integrating information#K

hen we read, we form a !tr$ct$re

which incl$de! all the event! or

circ$m!tance! and the concept! that

m$!t %e p$t together to logicall link

the event! to one another# The re!$lt i!

what i! remem%ered and !erve! a! the

%a!i! for recall or retrieval of needed

information (.chank, 1)

<ll reading %egin! with the recognition

(Dia+, L# Talen!, B# .anto!, =# ?illamin,

<#, 1*)




of word!, %$t it !ho$ld not !top there#

The reader m$!t a!!ociate !ome

meaning to word! recogni+ed in the

printed material and determine whatthe writer i! !aing# e m$!t look at

the relation!hip! of word!, writer i!

!aing# e m$!t look at the

relation!hip! of word!, cla$!e!,

!entence!, and paragraph! and derive

from the!e relation!hip! what the

writer mean! % what he i! !aing#

<lmo!t !im$ltaneo$!l, recall previo$!

related knowledge and e6perience!

and come! $p with hi! own

$nder!tanding, in!ight and;or opinion#

Reading comprehen!ion, therefore, i!

the re!$lt of an interaction %etween the

te6t and the reader# :t primaril

depend! on the readerJ! !kill in

recogni+ing printed !m%ol! nd word!,

hi! ma!ter of the lang$age of the te6t

incl$ding a rich f$nd of voca%$larie!,




the depth and %readth of hi! prior

knowledge and e6perience!, and

familiarit with the !$%8ect matter# The

meaning pa!!age# The reader m$!t%ring into the printed page eno$gh

meaning to ena%le him to appro6imate

what the writer i! tring to conve# <t

the !ame time, he m$!t have a

working knowledge of the man

device! writer! $!e to conve their

idea! !$ch a! fig$rative lang$age,

idiomatic e6pre!!ion!, poetic device!,

!tle of pre!entation, and organi+ation,

among other!# :t i! onl when the

reader can integrate all the!e and

%ring hi! prior knowledge and

e6perience to %ear $pon the te6t and

!ee logical relation!hip! of idea! that

comprehen!ion can occ$r, that

meaning can %e Kgra!pedK# :n thi!

!en!e, reading comprehen!ion i! an

interaction %etween the reader and the

te6t#




Chapter 9" ?oca%$lar :ntrod$ction

(.an G$an, 12)

< per!onJ! voca%$lar i! the !$m total

of word! he know! and can $!e

correctl and readil if not

a$tomaticall# < per!on ha! threevoca%$larie!" 1# hi! !peaking

voca%$larie! 2# hi! reading voca%$lar

7# hi! writing voca%$lar# :f he i!

alread good in ngli!h, hi! li!tening

voca%$lar ma %e a! good a! hi!

reading voca%$lar# -an per!on!

have a ver wide and rich reading

voca%$lar %eca$!e the are diligent

and wide reader!# ide reader!

$!$all have wide writing voca%$larie!#

< !peaking voca%$lar varie! greatl

from per!on and from one occa!ion to

another#

Talkative and friendl per!on! $!e

word! ea!il# The comm$nicate

witho$t effort# e !a that the are

ver intelligent# owever, thi! i! not

alwa! !o# er!on! who go!!ip

e6change t!i!mi! nat$rall, ea!il,

.an G$an, C# =em .ingh, R# (12)#

New English Arts and Skills:

Second Year. =ational

Book!tore, :nc#




a$tomaticall# The are not reall

intelligent like wi!e people who !peak

!en!e and give opinion! and other

remark! ea!il $nder!tood#The a%ilit to write, !peak, and read in

a lang$age !peciall ngli!h, which i!

not o$r native lang$age, greatl

depend! $pon !erio$! !t$d and

contin$o$! practice#

<! we alwa! remind !t$dent!, Khat

o$ want to do, learn how and do it#K

There i! no other wa# Bright,

dedicated, !erio$! !t$dent! can

$!$all teach them!elve! % !t$ding

te6t%ook! and li!tening to good

model!# B$t mo!t need patient, diligent

teacher!# .o make the mo!t of o$r

ngli!h le!!on!# Develop and enrich

o$r voca%$lar % keeping a

?oca%$lar =ote%ook and add word!

to o$r li!t a! needed and cro!!ing o$t

tho!e alread ma!tered#

<lwa! remem%er that ngli!h i! a




$niver!al lang$age of government,

%$!ine!!, ed$cation and commerce#

Reading" Level! of Comprehen!ion

(-endin$eto, 1>)

Comprehen!ion of an reading

material involve! not onl idea! directl

!tated %$t al!o the inference! made on

!tated fact!# /nder!tanding ma %e

categori+ed a! literal;fact$al or

interpretative;eval$ative#

The literal;fact$al level of

comprehen!ion i! knowing and

identifing fact! clearl !tated in thete6t# The!e fact! an!wer the 4$e!tion!

often identified a! the KwhJ!K" what,

who, where, how#

The interpretative;eval$ative level of

comprehen!ion, on the other hand, i!

$nder!tanding idea! taken from implicit

information in the te6t# Thi! i!

inferential# Io$ are to read K%etween

the lineK to gra!p the idea!# Thi! level

an!wer! 4$e!tion! introd$ced % KwhK

KwhatK KhowK#

-endin$eto, C# Cr$+, # (1>)#

English for secondary schools:

irst Year. '=B D/C<T:5=<L,:=C#,#




Title Content Reference

The meaning of <cademic .t$d Reading i! thinking# The !$%8ect i! the

n$m%er one tool of college !t$dent! in

performing an academic !t$d that

re4$ire! a lot of thinking# :t i! a !kill

!$%8ect that the cannot ma!ter %

mere % ac4$iring knowledge or

principle! $nderling reading# Rather,

to home there reading !kill! nece!!ar

for their academic !t$die! or for their

ea! collection or inve!tigation of idea!

pertinent to the o%8ect of their in4$ir or

re!earcher work, the m$!t keep on

reading and reading# Being a !kill

!$%8ect, reading %ecome! !o !mooth

and ea! to !t$dent!, onl if it happen!

fre4$entl or reg$larl in the learner!&

life#

Baracero!, # (200*)# ngli!h 2"

Reading and thinking !kill! for

academic !t$d# M$e+on Cit" R

%ook !tore, :=C#

ow to $!e to C@ voca%$lar %$ilder 'ive !imple !tep! are involved".tep oneAConcept$ali+ing.tart with a notion, a vag$e de!ire, a

capricio$! whim or a form$lation of

Ca%ahat, D# (17)# 'o !t$dent! of

engli!h a! a !econd lang$age C@

voca%$lar %$ilder# M$e+on Cit" =ew




!omething !eem!, $nimagined or

known#.tep twoACl$!teringDrawing from o$r !tock of knowledge

ill nat$rall come $p#.tep threeAConte6t$ali+ing <nal+ing f$rther the cl$!tering

e4$ivalenc it co$ld %e readil noted

that the meaning it conve! i!

applica%le to all cl$!tered !nonm!#.tep fo$rAContra!ting:t make! %oth gro$p of word cl$!ter!

per!i!t! vividl in the mind, th$!,

affording o$ not onl a deeper mental

a!!ociation with the !nonm! and

antonm! %$t al!o do$%le! o$r

voca%$lar witho$t e6tra effort,.tep fiveA converting'or a f$nctional change, convert o$r

newl learned word!, for !afekeeping

and !harp recall#

Nala6ie lithographic art! and printing

pre!!#

The nat$re of the learning proce!! Learning !it$ation! var in the amo$nt

of gravit in the amo$nt and 4$alit of

the mean! and re!pon!e! nece!!ar

for the learner and al!o in the diffic$lt

with which the appropriate re!pon!e!

Fap$ran, R# (19)# d$cational

p!cholog# M$e+on Cit" R printing

pre!!#




thinking" (1) literal, (2) inferential, (7)

critical, and (9) creative# owever, it i!

at the creative level of comprehen!ion

that reading, in it! f$lle!t !en!e, i! !aidto tr$l occ$r#

Reading# M$e+on Cit" Fatha

$%li!hing co#, :=C#

Developing Comprehension in Young

Readers: Lesson Plans from RAP

Conventions (volume 1)

Reading instruction has two aims

!he "rst is to develop the students

who can read#children who have

learned to construct and create

meaning form the printed word !he

second is to develop students who

will read#children who thin$ reading

is a fun and who activel% engage in

the act of reading (&ermosa' *

+campo' 1,,-) .oth aims are

achieved when a reader "nds

meaning and pleasure in reading

materials through their reading

comprehension a/ilities

Recogni0ing that reading

comprehension is one of the most

crucial s$ills in the earl% literar%

curriculum' reading teachers aim tonurture in %oung readers a genuine

love for reading and /oo$s so that

the% will alwa%s /e motivated to pic$

up /oo$ and read it 2uall%' the

dail% lessons in reading and language

must ensure that the children3s

desire to read is supported /% their

+campo' D (-) Developing

Comprehension in Young Readers:

Lesson Plans from RAP Conventions

(volume 1).




commensurate a/ilit% to read

!hrough well#structured dail% lesson'

/eginning reading teachers ful"ll

these aims for their pupils !eachers

can do this /% considering how

comprehension happens in %oung

readers (Pado' 1,,)

Comprehension ta$es place when

there are commonalities /etween

reading material and the reader

(Dur$in' 4) Children should /e

a/le to connect ideas in the te5t with

those that the% alread% $now

!he $e% for the /eginning reading

teacher is in recogni0ing the mostimportant areas that should have

commonalities 6t is fundamental for

pupils to understand the function of

/oo$s and reading Children must

possess some concept of printed

material as a source of information

Children who have had limited

e5periences with printed materials

especiall% need to /e induced into

the world of print /oo$s

books published final

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