Levels of Reading Comprehension

the ability to identify and decode individual words in a text; considered as the building blocks of reading

the ability to understand and make sense of the information presented in a text

the ability to read a text smoothly, accurately, and with appropriate speed

• Gough and Tunmer (1986) • Decoding is the ability to translate text into oral language; then the reader uses their knowledge of the language to make sense of the decoded message.

• Dr. Hollis Scarborough (2001)
• The different elements of Language comprehension and word recognition must be interconnected to achieve skilled.

Five Essential Components of Reading:
the ability to recognizeand manipulate individual phonemes, which arethesmallest units of sound in a language

Five Essential Components of Reading:
understanding the relationship between phonemes (sounds) and graphemes (letters and letter combinations)

Five Essential Components of Reading:
spoken and written words a reader recognizes and comprehends

Five Essential Components of Reading:
the ability to understand and make meaning from the text

Five Essential Components of Reading:
the ability to read a text smoothly, accurately, and with appropriate speed; readingwith expression and without hesitation

It refers to the process through which individuals acquire and enhancetheskills and knowledge necessary for reading, writing, and effectively engaging with written language

Five Stages of Literacy Development:
• pretends to read, and gradually develops the skills to retell stories when looking at pages of books previously read
• able to name letters of the alphabet, write own name, and play with books, pencils, and paper
• can understand thousands of words but can read few (if any) by 6 years old

• learns the relation between letters and sounds and between print and spoken words
• able to read simple texts containing high-frequency words and phonically regular words, and uses skills and insight to “sound out” new words
• In relation to writing, the child is moving from scribbling to controlled scribbling to non-phonetic letter strings.

• can read simple, familiar stories and selections with increasing fluency
• This is done by consolidating the basic decoding elements, sight vocabulary, and meaning context in the reading of common topics.

• Reading is used to learn new ideas, gain new knowledge, experience new feelings, to learn new attitudes, generally from one or two points of view.
• There is time spent balancing the consolidating of constrained skills (spelling, grammar, fluency) whilst providing ample opportunities to explore topics through reading, writing, speaking, listening, and viewing

• reading widely from a broad range of complex materials, both expository and narrative, and are asked to apply a variety of viewpoints
• required to access, retain, critique, and apply knowledge and concepts

• Reading is used for one’s own needs and purposes (professional and personal).
• Reading serves to integrate one’s knowledgewiththat of others to synthesize information and tocreate new knowledge.
• Literacy stratifies greatly in adulthood since reading and writing habits are shaped by educational, cultural, and employment factors that become increasingly diverse in the post-school landscape.

THE ROLE OF PHONOLOGICALAWARENESS:
refers to the conscious awareness that language is composed of sounds and the ability of students to detect sounds inspeech to learn sound-letter relations

THE ROLE OF PHONOLOGICAL AWARENESS:
It is a linguistic and poetic device in the English language where two or more words or syllables have similar sounds at the end of their respective words.
is commonly usedinpoetry, song lyrics, and even in everyday languageto create patterns, emphasize words, and enhancethe overall auditory appeal of the text.

THE ROLE OF PHONOLOGICAL AWARENESS:
It is a literary device in the English language where a series of words in a sentence or phrase begin with the same consonant sound. It is used for stylistic and rhythmic purposes in writing and speech.

THE ROLE OF PHONOLOGICAL AWARENESS:
It is a phonological awareness skill that involves recognizing and breaking down spoken language into its constituent sentences.

THE ROLE OF PHONOLOGICAL AWARENESS:
are the individual units of sound within a word.

THE ROLE OF PHONOLOGICAL AWARENESS:
refers to the initial consonant or consonant cluster that occurs at the beginning of a syllable or a word.

THE ROLE OF PHONOLOGICAL AWARENESS:
refers to the part of a word that includes the vowel sound and any consonant sounds that come after it within a syllable. Rimes are also known as "word families" or "phonograms."

• The term originated from the French word "________" coined in the early 1870s by the French linguist Dufriche Desgenettes.
• It is the smallest unit of speech distinguishing one word (word element) from another

Kinds of Phonemes:
/b/, /d/, /f/, /g/, /h/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/

/a/, /e/, /i/, /o/, /u/:/ā/, /ē/, /ī/, /ō/, /ū/

/sh/, /ng/, (voiced), /th/ (unvoiced), /zh/
(a combination of two consonants that represent one sound

/ai/, /ay/, /ee/, /ea/, /oa/, /oe/

• /a(r)/, /ā(r)/, /i(r)/, /i(r)/, /u(r)/

It is the branch of phonetics concerned with describing the speech sounds of the world's languages in terms of their articulations, that is, the movements. Sounds that make our vocal cords vibrate when they are produced.

• Sounds that are produced fromair passingthrough the mouth at different points.
• Voiceless consonants: /ch/, /f/, /k/

involves a complete closure of the articulators, preventing the escape of the air. /p/, /t/, /k/, /b/

are produced by bringing both lips together. /p/, /b/, /m/

are sounds that are produced

with a close approximation between the

articulators, which allows the air to escape

with some friction.

• /f/, /v,/ /θ/ (voiceless th), /ð/ (voiced th), /s/,

/z/, /ʃ/ (sh), /ʒ/ (zh), /h/

sounds are

produced by touching the

bottom lip to the upper teeth.

• /f/, /v/

are the sequence of stop plus

fricative. The articulators get together and

then the release stage is done progressively

producing friction.

• /ʧ/ (ch), /ʤ/ (j)

sounds happen when there is a velic

opening and there is a complete obstruction at

some point in the mouth so that airflow

escapes only through the nose.

• /m/, /n/, /ŋ/ (ng)

sounds are produced with little

obstruction of the airstream. These are also

known as semivowels.

• /y/, /w/, /j/

sounds are produced in the oral

cavity with some obstruction of air stream in

the mouth, but there is no friction in the

production of these sounds.

• /l/, /r/

sounds are

produced by putting the tip

of the tongue between the

teeth.

• /θ/, /ð/

sounds are

produced by raising the

tongue to the alveolar ridge

in some way.

• /t/, /d/, /n/, /s/, /z/, /l, /r/

sounds are

produced by raising the

front part of the tongue to

the palate.

• /ʃ/, /ʒ/, /ʧ/, /ʤ/, /ʝ/

sounds are

produced by raising the back

of the tongue to the uvula.

• /ʀ/, /q/, /ɢ/

sounds are produced by restricting the

airflow through the open glottis or by stopping the

air completely at the glottis.

Components of Phonemic Awareness:
identifying words that rhyme or producing

words that rhyme

Components of Phonemic Awareness:
identifying a specific sound in a word

pulling apart the sounds in a word in

order

taking a sound off of a spoken word

changing a sound in a word to another

sound

putting together sounds to make a word

The use of the code (sound-symbol

relationships) to recognize words.

Reading as a cognitive process involves the process of:

• It is a biological process that begins when

individuals use their senses (sensory information).

• It allows for the perceived stimuli to be converted

into important information to be stored in the brain.

• It refers to the ability of an individual to accurately

and swiftly identify and comprehend written words in

a text based on their visual and phonological

properties.

• Without word recognition, every word would have to

be decoded through phonics every time it was read.

Components of Word Recognition:
the sound

representation of words

Components of Word Recognition:
the visual

representation of words

Components of Word Recognition:
the meaning of

words

Significance of Word Recognition
Which of them is NOT:

is the foundation on which all other reading

instruction – fluency, vocabulary, comprehension, etc. –

are built. It is essential for students learning to read

since memorizing letter patterns and their sounds

allows students to eventually focus on higher-level

literacy skills, like comprehension and writing.

• The process that allows us to create new words with

grammatical resources already available within a

language.

• This must obey the rules of the language, i.e., its

grammar.

Word Formation Processes (The Building Blocks):
a morpheme, or a word, to which other

morphemes can attach.

In this word formation process, an affix is attached to a

stem.

There are different types of affix,

According to meaning, affixes can be of two types

Word Formation Processes:
It involves attaching a stem to

another stem.

Word Formation Processes:
It involves removing from a word

a part of it that is perceived as an affix.

Word Formation Processes:
Words are used in shortened form by

subtracting one or more syllables from a word.

Word Formation Processes:
It takes segments from words and joins

them together in a new word that retains meaning

characteristics from the original words.

It entails the capacity to grasp the content of a written

work, analyze its information, and accurately interpret

the author's intended message (Grabe and Stoller,

2002).

Reading Comprehension Strategies:

• It is the process by which all important bits of

information are placed in the long-term memory

systems.

• Once the information has been encoded and stored,

it must be retrieved in order to be used.

• It is also referred to as the “working memory” and

occurs in the prefrontal cortex.

• It refers to a cognitive system that temporarily holds

and manipulates information necessary for various

mental tasks, such as problem-solving, reasoning,

learning, and comprehension.

• It stores information within milliseconds and its

capacity is limited to seven items only.

• It occurs in the hippocampus of the temporal lobe.

• Bits of information that are stored here can be

retrieved.

• It has unlimited content and storage capacity.

• It is processed in the cerebellum which transmits

information to the basal ganglia.

• It stores automatic learned memories such as tying a

shoelace, riding a bicycle, using a computer, and so

on.

• It is defined as “the process of obtaining or extracting

information or material” (Oxford Dictionary, 2019).

• Retrieval of information may only be possible if it is in

the long-term memory. The needed information

should be made mappable in order to be retrieved.

4 Ways to Retrieve Information:
means the retrieval of information without

being cued.

4 Ways to Retrieve Information:
involves reconstruction or logical

structures of information down from the memory

lane.

4 Ways to Retrieve Information:
makes the information mappable after it

is experienced again.

4 Ways to Retrieve Information:
makes the information easy to retrieve if it

is learned again.

Young children must develop early

literacy skills in order to be successful

with formal reading and writing in

school.

• It refers to how children at a young age interact with

books and other printed texts even though they could

not actually read and write in the conventional sense.

• The period of emergent literacy starts at birth and

continues through the preschool years (Learning

about Literacy, 2009).

Critical Skills for Reading Readiness:
the understanding that the

print on a page represents words that have meaning

and are related to spoken language

Critical Skills for Reading Readiness:
enables a child to recognize

the letters of the alphabet and to know the names

and sounds of each

Critical Skills for Reading Readiness:
the ability to hear

and identify the various sounds in spoken words

Critical Skills for Reading Readiness:
the ability to

understand the meaning of words heard and to relate

to them in some way

Critical Skills for Reading Readiness:
the child’s eagerness and

willingness to read