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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$et
.tate /niver!it #
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2# Reading i! viewed a! a reading
for meaning, a comprehen!ion
proce!!ed i! !tre!!ed#
-ile! int+ (1*2), however, ill$!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
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25 Books (Published)
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$ali+ation
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The proce!! in the %eginning
!tage i! vi!$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 #
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25 Books (Published)
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 !$%ordinate
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idea!#7# Third level 4$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
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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!#
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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 $%li!hing C5#,
:=C#
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have certain !hortcoming!" 1# The
mea!$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%$lar development
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reAteaching K.topperK ord!
ha%it!#
Teacher! can remove voca%$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$gh
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intrig$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*)
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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!,
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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#
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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$an, C# =em .ingh, R# (12)#
New English Arts and Skills:
Second Year. =ational
Book!tore, :nc#
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a$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
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$niver!al lang$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#,#
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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
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!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!!#
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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).
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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