the reading act (roe chapter 1) dr. melissa comer and dr. kristen pennycuff trent
TRANSCRIPT
The Reading ActThe Reading Act(Roe Chapter 1)(Roe Chapter 1)
The Reading ActThe Reading Act(Roe Chapter 1)(Roe Chapter 1)
Dr. Melissa Comer andDr. Melissa Comer and
Dr. Kristen Pennycuff TrentDr. Kristen Pennycuff Trent
Key VocabularyAffective
Auditory acuity
Auditory discrimination
Automaticity
Bottom-up models
Grapheme
Interactive theories
Kinesthetic
Metacognitive strategies
Motivation
Perception
Phoneme
Reinforcement
Schemata
Self-concept
Semantic clues
Subskill theories
Syntactic clues
Tactile
Top-down models
Transactive theories
Vicarious experience
Visual acuity
Visual discrimination
Balanced literacy
Definition of Reading• Write your own definition of reading.• With a partner, review your definition
and create one from the two.• With a small group, share your
partner definition and create one partner group definition.
Definition of Reading
Decoding+ Comprehension
READING
Teachers Need to Help Students
• See the importance of acquiring reading ability and
• Value reading for information, enjoyment, and recreation
Teachers Must Know About
• The reading act• Principles of reading instruction• Theories of teaching reading• Need for a comprehensive,
balanced approach to literacy • Approaches and strategies to
meet student needs
Reading Process+ Reading Product Reading Act
The Reading Product:Communication
• By the writer to the reader • Communication results from the
reader’s construction of meaning• Dependent on comprehension
Reading ProcessSensory
Perceptual
Sequential
Experiential
Thinking
Learning
Association
Affective
Constructive
Sensory Aspects of Reading
• Reading begins with a sensory impression: auditory, visual or tactile
• visual acuity – sharpness of vision
• auditory acuity – discriminate among sounds
Perceptual Aspects of Reading
•Perception – interpretation of the sensory impressions that reach the brain using background of experiences by associating words and phrases with their past experiences.
•These clusters of information are called schemata.
•Visual Perception:
Visual discrimination – seeing likenesses and differences in visual forms
Example: big / dig
•Auditory Perception:
Auditory discrimination – detecting likenesses and differences in speech sounds and interpreting
Example big / dig
Sequential Aspects of Reading
English language printed material is read in a left-to-right, top-to-bottom sequence.
Written language, another way to represent speech is also strung together in a sequential pattern.
Difficulty:
Students using another language
Students who have not been exposed to a print-rich environment
Experiential Background and Reading
Meaning derived from reading is based on reader’s experiential background.
Difficulty:
Children without concrete background experiences needed to be successful readers in school
Vicarious experiences – indirect experiences through pictures, stories, reading
Relationships Between Reading: Thinking and
Learning•Reading is a thinking process.
•Recognizing words requires interpretation of graphic symbols.
•Comprehension occurs when a person uses the information to make inferences and reads critically and creatively—
•to understand the figurative language, determine the author’s purpose, evaluate the ideas presented, and apply the ideas to actual situations.
•Reading is a complex act that must be learned and causes further learning to take place– a person learns to read and reads to learn!
Reading as Associational Process
Learning is dependent on several associations:
•Associate objects and ideas with spoken words
•Build up associations between spoken words and written words
Example: Teaching phonics by associating graphic symbols graphemes and sounds phonemes
•How obtained:
•Immediate reinforcement
•Practice
•Meaningfulness to a child
Affective AspectsThree affective aspects:
•Positive Attitudes toward reading causes children to read more
•External Motivation—peer pressure, teacher expectations, or means to meet responsibility
•Internal Motivation and identification—finding escape, aesthetic sense, piquing curiosity, understanding oneself
Constructive AspectsMeaning is not only based on the written words but also the following:
•Information the reader brings to the printed word
•Reader’s feelings about the material
•Purposes for reading
•Context in which the reading takes place
Theories of Reading Processes
• Subskill Theory• Interactive Theory
– Top-down processing– Bottom-up processing
• Transactive Theory• Balanced Approach
Subskill Theory of the Reading Process
• Subskill: Reading is a set of subskills that children master and integrate to develop • automaticity—ability to perform a task with little
attention (accuracy, speed, good expression)
• Comprehension is a constructive process of synthesis and putting word meanings together in special ways, much as individual bricks are combined in the construction of a house.
• The text plays an important role.
• Individuals: Richard Smith, Marilyn Adams, Jay Samuels
Interactive Theory of Reading Process
• Reading as a continuous combination of two types of processing– Top-Down involves the act of reading when
the reader generates predictions about the material using visual cues to test the predictions.
– Bottom-up involves reading that is initiated by examining the printed symbols and requires little input from the reader. The reader brings meaning to the text.
– Individuals: Mary Gove, Robert Ruddell, David Rumelhart
Transactive Theory of Reading Process
• Transactive: Reading is viewed as a transaction where the reader has an important role.
• Meaning occurs during the transaction of reader and text. The reader and the text both play an important role.– Graphophonics: sounds with graphemes– Semantics: meaning – Syntactic: word-order
• Individuals: Ken Goodman, Louise Rosenblatt, Lea McGee
Balanced Approach•Reading instruction is a combination of direct skills instruction and holistic instruction.
•Authentic literacy activities are used in the classroom, but skills are taught directly to help students succeed in the activities.
•Instruction should be balanced between focusing on word recognition and comprehension. Comprehension is the final goal.
Your Turn• Tell your neighbor which theory
you subscribe to and why.
Strands of Language Arts
• Speaking• Listening• Reading• Writing• Thinking
Principles of Teaching Reading
1. Reading is a complex act with many factors that must be considered.
2. Reading involves the construction of the meaning represented by the printed symbols.
3. There is no one correct way to teach reading.4. Learning to read is a continuing process.5. Students should be taught word recognition
strategies that will allow them to unlock the pronunciations and meanings of unfamiliar words independently.
Principles of Teaching Reading
6. The teacher should assess each student’s reading ability and use the assessment as a basis for planning instruction.
7. Reading and the other language arts are closely interrelated. (reading, writing, speaking, listening)
8. Using complete literature selections in the reading program is important.
9. Reading is an integral part of all content area instruction within the educational program.
10. The student needs to see that reading can be an enjoyable pursuit.
Principles of Teaching Reading
11. Sound teaching of all reading skills and strategies is important for all students.
12. Reading should be taught in a way that allows each student to experience success.
13. Encouraging self direction and self-monitoring of reading is important.
14. A supportive classroom organization can facilitate the teaching of reading.
15. Teachers must helps students develop facility in using technology to enhance their learning.
Homework• Download and print Class
Schedule from Wiki• Complete the Knowledge Rating
Chart at http://www.surveymonkey.com/s/KSVTLSP
• Bring #2 Easy Book to class to share
• Post Facebook to Wiki by Friday