The Reading Act (Roe Chapter 1)

1. The Reading Act(Roe Chapter 1) Dr. Melissa Comer and Dr. Kristen Pennycuff Trent

2. Key Vocabulary Affective 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

3. 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.

4. Definition of Reading Decoding + Comprehension READING

5. Teachers Need to Help Students • See the importance of acquiring reading ability and • Value reading for information, enjoyment, and recreation

6. 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

7. Reading Process + Reading Product Reading Act

8. The Reading Product:Communication • By the writer to the reader • Communication results from the reader’s construction of meaning • Dependent on comprehension

9. Reading Process Sensory Perceptual Sequential Experiential Thinking Learning Association Affective Constructive

10. Sensory Aspects of Reading • Reading begins with a sensory impression: auditory, visual or tactile • visual acuity – sharpness of vision • auditory acuity – discriminate among sounds

11. 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

12. 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

13. 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

14. 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!

15. 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

16. Affective Aspects • Three 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

17. Constructive Aspects • Meaning 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

18. Theories of Reading Processes • Subskill Theory • Interactive Theory • Top-down processing • Bottom-up processing • Transactive Theory • Balanced Approach

19. 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

20. 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

21. 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

22. 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.

23. Your Turn • Tell your neighbor which theory you subscribe to and why.

24. Strands of Language Arts • Speaking • Listening • Reading • Writing • Thinking

25. Principles of Teaching Reading • Reading is a complex act with many factors that must be considered. • Reading involves the construction of the meaning represented by the printed symbols. • There is no one correct way to teach reading. • Learning to read is a continuing process. • Students should be taught word recognition strategies that will allow them to unlock the pronunciations and meanings of unfamiliar words independently.

26. Principles of Teaching Reading • The teacher should assess each student’s reading ability and use the assessment as a basis for planning instruction. • Reading and the other language arts are closely interrelated. (reading, writing, speaking, listening) • Using complete literature selections in the reading program is important. • Reading is an integral part of all content area instruction within the educational program. • The student needs to see that reading can be an enjoyable pursuit.

27. Principles of Teaching Reading • Sound teaching of all reading skills and strategies is important for all students. • Reading should be taught in a way that allows each student to experience success. • Encouraging self direction and self-monitoring of reading is important. • A supportive classroom organization can facilitate the teaching of reading. • Teachers must helps students develop facility in using technology to enhance their learning.

28. 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