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    Definition of Reading: Prepared By: Desiree Joy T. Guevarra Myrene S. Joaquin

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    Charlyn Ganzon
    Reading involves four main processes: word recognition, comprehension, fluency, and motivation. It requires identifying words, constructing meaning, coordinating these skills fluently, and maintaining motivation. To develop these skills, children must learn letter sounds, sight words, build knowledge and vocabulary, and view reading as enjoyable and social. Overall, reading is the motivated and fluent integration of word recognition and comprehension.

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    Definition of Reading: Prepared By: Desiree Joy T. Guevarra Myrene S. Joaquin

    Uploaded by

    Charlyn Ganzon
    28 views21 pages
    Reading involves four main processes: word recognition, comprehension, fluency, and motivation. It requires identifying words, constructing meaning, coordinating these skills fluently, and maintaining motivation. To develop these skills, children must learn letter sounds, sight words, build knowledge and vocabulary, and view reading as enjoyable and social. Overall, reading is the motivated and fluent integration of word recognition and comprehension.

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    This states all the definition of reading.

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    Definition-of-Reading

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    Reading involves four main processes: word recognition, comprehension, fluency, and motivation. It requires identifying words, constructing meaning, coordinating these skills fluently, and maintaining motivation. To develop these skills, children must learn letter sounds, sight words, build knowledge and vocabulary, and view reading as enjoyable and social. Overall, reading is the motivated and fluent integration of word recognition and comprehension.

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    Download as pptx, pdf, or txt
    28 views21 pages

    Definition of Reading: Prepared By: Desiree Joy T. Guevarra Myrene S. Joaquin

    Uploaded by

    Charlyn Ganzon
    Reading involves four main processes: word recognition, comprehension, fluency, and motivation. It requires identifying words, constructing meaning, coordinating these skills fluently, and maintaining motivation. To develop these skills, children must learn letter sounds, sight words, build knowledge and vocabulary, and view reading as enjoyable and social. Overall, reading is the motivated and fluent integration of word recognition and comprehension.

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    Definition of

    Reading
    Prepared By:

    Desiree Joy T. Guevarra


    Myrene S. Joaquin
    What is Reading?
    Reading is a multifaceted process involving
    word recognition, comprehension, fluency,
    and motivation. Learn how readers integrate
    these facets to make meaning from print.
    3

    Reading is  Identify the words in print – a


    making process called word recognition
    meaning
    from print.  Construct an understanding from
    It requires them – a process called
    that we: comprehension
     Coordinate identifying words and
    making meaning so that reading is
    automatic and accurate – an
    achievement called fluency
    “
    It          isn't          as         if          the          words
         are        difficult                   to          identify          or
    understand,                   but          the          spaces
                       make                   you          pause                   between
        words,                    which                   means        your
                       reading                   is                    less                    fluent.
    Reading in its fullest sense involves
    weaving together word recognition
    and comprehension in a fluent
    manner. These three processes are
    complex, and each is important.
     How to break apart and manipulate the
    To develop word sounds in words – this is phonemic
    recognition, awareness
    children need to
    learn: example: feet has three sounds: /f/,
    /e/, and /t/
     Certain letters are used to represent
    certain sounds – this is the alphabetic
    principle
    example: s and h make the /sh/ sound
     How to apply their knowledge of letter-
    To develop word sound relationships to sound out words
    recognition, that are new to them – this is decoding
    children need to
    example: ssssspppoooon – spoon!
    learn:
     How to analyze words and spelling
    patterns in order to become more efficient
    at reading words – this is word study
    example: Bookworm has two words I
    know: book and worm.
    8

    To develop word ○ To expand the number of words


    recognition, they can identify automatically,
    children need to called their sight vocabulary
    learn: example: Oh, I know that word
    – the!
    To develop
    comprehension,
    children need to
    develop:
     Background knowledge about many
    topics
    example: This book is about zoos –
    that's where lots of animals live.
     Extensive oral and print vocabularies
    example: Look at my trucks – I have a
    tractor, and a fire engine, and a
    bulldozer.
     Understandings about how the English
    language works
    example: We say she went home, not
    she goed home.
     Understandings about how print works
    example: reading goes from left to right
    • Knowledge of various kinds of texts
    example: I bet they live happily ever after.
    • Various purposes for reading
    example: I want to know what ladybugs
    eat.
    • Strategies for constructing meaning from text,
    and for problem solving when meaning breaks down
    example: This isn't making sense. Let me go back and
    reread it.
    To develop
    fluency, children
    need to:
    14

     Develop a high level of accuracy in word


    To develop recognition
    fluency, children
    need to:  Maintain a rate of reading brisk enough to
    facilitate comprehension
     Use phrasing and expression so that oral
    reading sounds like speech
     Transform deliberate strategies for word
    recognition and comprehension into automatic
    skills
    But if reading isn't pleasurable or fulfilling,
    children won't choose to read, and they won't get
    the practice they need to become fluent readers.
    Therefore, reading also means developing
    and maintaining the motivation to read.
    Reading is an active process of constructing
    meaning. The key word here is active
    16

    To develop and maintain


    the motivation to read,
    children need to:
    17

    To develop and
    maintain the  Appreciate the pleasures of reading
    motivation to
    read, children  View reading as a social act, to be
    need to: shared with others
     See reading as an opportunity to
    explore their interests
    18

    To develop and  Read widely for a variety


    maintain the of purposes, from enjoyment to
    motivation to
    read, children gathering information
    need to:  Become comfortable with a variety
    of different written forms
    and genres
    19

    So…what is reading?
    Reading
    is the motivated and fluent
    coordination of word recognition and
    comprehension.
    Prepared By:

    Desiree Joy T. Guevarra


    Myrene S. Joaquin

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