Basic Literacy—Reading: A Handout

Teaching Literacy in the Elementary Grades through Children’s Literature

What is Basic Literacy?

Basic literacy refers to the skills considered as very essential for an

individual to possess. These skills are spearheaded by the three most
important skills: reading, writing, and arithmetic or popularly known as the
“3R’s”. The first “R” stands for the first letter “R” in “reading”. The second
“R” stands for the beginning /r/ sound of the word “writing”. The third “R”
stands for the first letter of the word omitting the letter “a” in “ ‘rithmetic”.
These skills together with other skills are considered basic because these are
the principal need of human being to develop in them. Primarily, an individual
needs to know how to read (with comprehension, of course), know how to
write, and know the application of the basic fundamental operations:
addition, subtraction, multiplication, and division.

Why is Basic Literacy necessary?

Human beings have the ability to explore and study the things
surrounding them. For them to be able to discover something new, they
need basic skills. This is why basic literacy is important. The basic literacy
skills assist humans in their quest for discovery. Another reason is for
communication purposes. With the help of basic literacy skills, one can easily
communicate and understand other people. People can easily be directed
and guided to whatever they would like explore on with the help of basic
literacy skills.

What is Reading?

Traditional definitions of reading state that learning to read means

learning to pronounce words and to recognize words and deduce their
meaning. However, as time goes on, many propose more appropriate
definitions of reading since a good number still adhere to the old notion that
reading is just a very simple process.

The following presents what renowned figures have to say about the
complexity of the reading process.

1. “Reading maketh a full man, conference a ready man, and writing an

exact man.”
- Francis Bacon

Basic Literacy—Reading : A Handout P a g e 1 | 13

Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 2. “Reading, after a certain age, diverts the mind too much from its
creative pursuits. Any man who reads too much and uses his own brain
too little falls into lazy habits of thinking.”
- Albert Einstein

3. “What do we read? The message is not something given in advance—

or given at all—but something created by interaction between writers
and readers as participants in a particular communicative situation.”
- Roy Harris in Rethinking Writing (2000)

4. “Reading is asking questions of printed text. And reading with

comprehension becomes a matter of getting your questions
answered.”
- Frank Smith in Reading Without Nonsense (1997)

5. “Reading is a psycholinguistic guessing game. Involves an interaction

between thought and language. Efficient reading does not result from
precise perception and identification of all elements, but from skill in
selecting the fewest, most productive cues necessary to produce
guesses which are right the first time. The ability to anticipate that
which has not been seen, of course, is vital in reading, just as the
ability to anticipate what has not yet been heard is vital in listening.”
- Kenneth Goodman in Journal of the Reading Specialist (1967)

6. “The greatest gift is the passion for reading. It is cheap, it consoles, it

distracts, it excites, it gives you knowledge of the world and experience
of a wide kind. It is a moral illumination.”
- Elizabeth Hardwick

7. “Reading is a dynamic process in which the reader interacts with the

text to construct meaning. Inherent in constructing meaning is the
reader’s ability to activate prior knowledge, use reading strategies and
adapt to the reading situation.”
- Ma. Cecilia Crudo (2005)

8. “Reading is an interaction between the reader and the written

language, through which the reader attempts to reconstruct message
from the writer. Reading is also sampling, selecting, predicting,
comparing and confirming activity in which the reader selects a sample
of useful cues based on what he sees and what he expects to see.”
- W. S. Gray

9. “Reading is a main key to the world of wonder and meaning. It is an

invaluable tool in acquiring knowledge by gathering and deciphering
information, in discovering and gaining insights as well as enjoying and

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Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 appreciating the world within oneself and the world around us. Reading
is about yesterday, today, and tomorrow.”
- Perla Rizalina Maturan-Tayko and Perla Sunga Intia (2010)

10. Reading is done to extend one’s knowledge, to enrich one’s

experiences, to develop permanent interest in reading, to develop
desirable attitudes, habits, and skills. Reading is valuable to everyone’s
life because: (a) it serves as a means by which one learns many
subjects and many areas of interest; (b) it develops one’s mental
ability; (c) it promotes social and vocational efficiency; (d) it aids in the
development of attitudes, ideals, appreciations that are outcomes of
critical thinking; and (e) it guides and directs new courses of action.”
- Cruz, et al. (1976)

11. “Reading is a process in which information from the text and the
knowledge possessed by the reader get together to produce meaning.”
- Anderson, et al. (1985)

12. “Reading is a combination of being able to recognize or analyze

words almost instantly and to understand what the words mean when
they are strung together in a sentence, a paragraph, or a longer
passage.”
- Ulit, et al. (1995)

13. “Reading can be one of man’s deepest pleasures. It extends his

experiences, giving him a glimpse of the world’s excitement, pleasure,
and wisdom.”
- Virgil Howes

14. “Reading enables man to ponder the mysteries of the world,

explore accumulated knowledge and contemplate the unknown.”
- Villamin and Villamin (1990)

15. “Reading is asking questions of printed text and reading with

comprehension becomes a matter of getting his questions answered.”
- Huffman (1998)

16. “Reading is a basic life skill. It is a cornerstone for a child’s

success in school and throughout his life. Without the ability to read
well, opportunities for personal fulfilment and eventually the assurance
of job success will inevitably be lost. Reading is a means of language
acquisition, of communication, and of sharing information and ideas.”
- Buendicho (2010)

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Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 17. “Reading is clearly a process and is only completed when
comprehension is attained. The critical element if that the reader
reconstruct the message encoded in the written language. Full
comprehension occurs when the reconstruction agrees with the
writer’s intended message. That comprehension depends as much or
even more on the information stored in the reader’s brain than on the
information stored in the text.”
- Buendicho (2010)

More Views on Reading (Bernardo, 2013)

Previous researches have shown that reading is more than recognizing

printed letters or words and that it is also a very complex process that
requires careful attention. Through the years, more relevant views on
reading emerge giving us a better picture of what it really is and how it
happens. The following condenses the views forwarded by experts
recognized for their effort of unlocking the mysteries behind the reading
process. These will guide you through as you further hone your ability to
read and to fully understand the reading process.

1. Reading is a complex system of deriving meaning from print that

requires all of the following:
a. the skills and knowledge to understand how phonemes, or
speech sounds, are connected to print;
b. the ability to decode unfamiliar words;
c. the ability to read fluently;
d. sufficient background information or schema and vocabulary to
foster reading comprehension;
e. the development of appropriate active strategies to derive
meaning from print; and
f. the development and maintenance of a motivation to read.
Source: National Reading Panel (2002)

2. Reading is…
a. going beyond merely decoding the symbols on the page,
b. thought of as making meaning,
c. an understanding of what the writer is saying,
d. an interaction between the reader and the writer in a specific
context,
e. involved with predicting and verifying predictions,
f. influenced by one’s purpose for reading,
g. influenced by other factors that involve knowledge, distractions, and
what one does when he/she is reading,

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Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 h. indicative that the amount of information that is known about
something one is reading prior to reading is directly proportionate
to how easy or hard it is to read.
Source: Ruddell, R., Ruddell, M.R, and Singer, H. (1994)

3. Good readers…
a. are active readers,
b. have clear goals in mind for their reading,
c. constantly evaluate whether the text, and their reading of it, is
meeting their goals,
d. preview a text,
e. make predictions,
f. construct, revise, and question the meanings they make as they
read,
g. determine the meaning of unfamiliar words and concepts in the
text, and they deal with inconsistencies or gaps as needed,
h. capitalize and fuse their prior knowledge with material in the text,
i. think about the authors of the text, their style, beliefs, and
intentions, historical milieu,
j. monitor their understanding of the text, making adjustments in their
reading as necessary,
k. evaluate the text’s quality and value, and react to the text in a range
of ways, both intellectually and emotionally,
l. read different kinds of text differently,
m. when reading narrative, attend closely to the setting and characters,
n. when reading expository text, they frequently construct and revise
summaries of what they have read,
o. recognize that text processing occurs not only during “reading” but
also during short breaks taken during reading, even after “reading”
itself has ceased,
p. look at comprehension as a consuming, continuous, and complex
activity, but one that is both satisfying and productive.
Source: Duke and Pearson (2002)

4. Reading is…
a. not merely a basic skill,
b. a very complex process
c. a problem solving and sense making,
d. is not the same as decoding, and
e. situationally bounded.
They also believe that proficient readers share some key
characteristics. They are…
a. mentally engaged,
b. driven to read and learn,
c. socially active around reading tasks and

Basic Literacy—Reading : A Handout P a g e 5 | 13

Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 d. strategic in monitoring the interactive processes that assist
comprehension.
Source: Cziko, Greenleaf, Hurwitz, and Schoenbach (2000)

Five Generalizations on Reading (Anderson, et al., 1985)

1. Reading is a constructive process.

The written material is interpreted differently by different readers

according to the store of knowledge (schema) that each reader brings
to the reading of the text.

2. Reading must be fluent.

To be a skilled reader, a person must be able to identify and

pronounce the words (decode) quickly and accurately.

3. Reading must be strategic.

A skilled reader reads for different purposes and alters or

manipulates his reading-thinking skills according to the purpose of the
material being read. He can also take corrective action when reading
comprehension does not occur.

4. Reading requires motivation.

The teacher provides a proper setting and effective instruction

to motivate pupils to read. These involves management skills, high
expectations, appropriate grouping, quality direct instruction and a
warm, nonthreatening classroom environment.

5. Reading is a continuous development of skills.

Reading is a skill that continues to improve through practice. The

process begins with a person’s earliest exposure to text and a literate
culture and continues throughout life.

How We Read (Ulit, et al., 1995)

The way we read is often dependent on the kind of reading material

being read and the purpose of reading.

There are different ways of classifying the kind of reading done. One
way is to classify it according to purpose: extensive and intensive.

Basic Literacy—Reading : A Handout P a g e 6 | 13

Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
Extensive Reading

This often refers to reading texts usually for one’s own global pleasure.
Reading pocketbooks, novels, and articles may it be the traditional kind or
electronic, for one’s enjoyment fall under this category. Reading newspapers
and articles in magazines and journals to keep abreast of what is happening
in the world also fall under this category.

Intensive Reading

This refer to careful or in-depth reading usually to extract special

information on particular topics. For intensive reading, the following are
often done:

1. Skimming

This is quickly going over a text to get the gist (e.g., What is
the main idea of the paragraph?)

2. Scanning

This refers to rapid reading of a written text to look for a

particular detail or piece of information. (e.g., Who invented the
telephone?)

3. Study reading

This reading to get maximum understanding of the main idea(s)

in a text and their relationship with details that support the main
idea(s). (e.g., Make a list of five recent events that have greatly
affected the lives of Filipinos in the past three years).

4. Critical reading

This concerns reading to check on the accuracy of ideas

presented, to make judgments, to draw conclusions, or to make
predictions. (e.g., Do you think the decision of Mrs. Cervantes to go to
Singapore to work as a domestic helper was a wise decision? Support
your answer.)

5. Analytical reading

This is reading with a questioning mind, paying attention to words and

their importance to other words. (e.g., Read the mathematical problem
in Chapter II. Find the solution and explain how you got the answer.)

Basic Literacy—Reading : A Handout P a g e 7 | 13

Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 Reading can also be classified according to the manner of reading: oral
or silent.

Oral Reading

In this type of reading, especially when reading to an audience, the

elements of good speech come into play.

Good oral reading habits follow a set of criteria, especially when

reading to an audience:

1. Stand up straight and hold the book or the reading material properly.

2. Pronounce words correctly and clearly.

3. Speak loud enough to be heard.

4. Read in thought units.

5. Read with correct facial expression and voice modulation.

6. Look at the audience once in a while.

Silent Reading

Teachers often caution their pupils by saying “Read with your eyes,
not with your lips.” Again, simple rules in silent reading are followed. These
rules also enhance speed reading.

1. Read in thought units, not word for word. This is achieved if the reader
avoids the following:

a. lip movements

b. nodding while reading

c. finger pointing

d. subvocalization (making sounds in the throat)

2. Choose a comfortable sitting position. This means a relaxed body, not

slouching with humped shoulders.

3. Read in thought units following the left to right eye movements and
making the correct return sweep.
Basic Literacy—Reading : A Handout P a g e 8 | 13
Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 4. Avoid too many regressions by forcing your eyes to move on to the
end of the sentence or paragraph. Often, the meaning of an unfamiliar
word is revealed by context.

Skills Required for Proficient Reading

The National Reading Panel (2002) suggests that the ability to read
requires proficiency in a number of language domains. These language
domains include:

1. Phonemic Awareness

The ability to distinguish and manipulate the individual sounds of

language. This pertains to the knowledge and manipulation of sounds
in spoken words. Phonemic awareness is the ability to hear, identify,
and manipulate individual sounds, known as phonemes, in spoken
words.

2. Phonics

The understanding of how letters are linked to sounds

(phonemes), patterns of letter-sound correspondences and spelling in
English, and how to apply this knowledge when readers read. This is
the relationship between written and spoken letters and sounds.
Phonics is the relationship between the spoken and written languages.
It is the ability to hear, identify, and use sounds that make up words.

3. Fluency

The ability to read orally with speed, accuracy, and vocal

expression. Fluency is important because it provides a bridge between
word recognition and comprehension. Fluent readers do not have to
concentrate on decoding so they can focus their efforts on making
meaning of the text. This is the ability to read with accuracy, and with
appropriate rate, expression, and phrasing. Fluency is the ability to
read text quickly and accurately.

4. Vocabulary

The knowledge of words etymology, structure, part of speech,

and what they mean. This is a large category that includes listening
vocabulary, speaking vocabulary, reading vocabulary, and writing
vocabulary. This can be learned indirectly (e.g., through being read to,
through conversations with adults) or directly (e.g., through specific
word instruction or through strategies such as breaking longer words
Basic Literacy—Reading : A Handout P a g e 9 | 13
Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 down into familiar parts). Vocabulary is the knowledge of words, their
definitions, and context. Vocabulary includes knowing the meaning and
pronunciation of words necessary for communication.

5. Reading Comprehension

The complex cognitive process in which a reader intentionally and

interactively engages with the text. This is the process of making sense
of what is being read. This is the understanding of meaning in text.
Comprehension occurs when readers are able to understand,
remember, and communicate with others about what they have read.
Good readers employ many strategies as they comprehend what they
read.

Factors Affecting Reading

Several factors affect the acquisition of reading skills. These include

the following (Ulit, et al., 1995):

1. Physiological

In reading English and the Philippine languages, the eyes move

from the beginning of one line (left) to the end of the line (right), then
make the return sweep. As the eyes move, they note likenesses and
differences in size, shape, and combinations of letter. Likewise, the
reader develops skills in auditory and visual discrimination, eye-hand
coordination, and motor skills to perform all the mechanical skills
associated with reading.

2. Intellectual

The innate capacity to learn, intelligence, and mental maturity

affect reading performance.

3. Psychological

Feelings about self and about others affect reading performance.

Emotional stability leads to better concentration; interesting topics and
an attractive presentational style promotes the desire to read.

4. Linguistic

To read well, the reader must understand sound-symbol

relationships, intonation, stress, rhythm, and pauses. Reading
efficiency is dependent on context meaning, on usage, and on
sentence structure.
Basic Literacy—Reading : A Handout P a g e 10 | 13
Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 5. Sociological

Reading is a social process affected by attitudes, loyalties,

conflicts and prejudices. Reading ability is enhanced by social
acceptance, by self-reliance, and by cooperation in a group.

Snow, Burns, and Griffin (1998) also classified the following factors
that affect reading ability of a person:

1. Physical and Clinical

Indicators:
a. Is the child in good health?
b. Does he/she have a clear vision?
c. Can the child hear sounds clearly?
d. Does he/she suffer from physical discomfort?
e. Does he/she have motor control?
f. Does he/she have speech defects?
g. Is he/she able to attend to a task?
h. Does he/she have neurological disorders?

2. Predictors of School Entry

Indicators:
a. Is the child mature enough to begin formal reading instruction?
b. What does the child feel about self and about others?
c. Is the child interested in studying/reading?
d. Does the child have emotional problems?
e. What is the age of the child?
f. Has the child received preparatory instruction?

3. Acquired Knowledge of Literacy

Indicators:
a. How may the intellectual development of the child be described?
b. Does the child have good language background?
c. What is the IQ level of the child?

4. Family-based Risk Factors

Indicators:
a. What is the general atmosphere at home?
b. Are the child’s parents supportive?
c. Do the family members encourage the child to read?
d. Are there books at home?
Basic Literacy—Reading : A Handout P a g e 11 | 13
Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
 e. What kinds of reading materials are read at home?
f. Does the child belong to a poor or an affluent family?

5. Neighborhood, Community, and School-based Factors

Indicators:
a. Is the school conducive for learning?
b. Are the teachers competent? Do they have emotional maturity? Do
they lack social sense?
c. Does the community show support for literacy?
d. Are there enough reading materials in schools/libraries?
e. Are there clear policies and projects that support developmental
reading programs?

References:

Anderson, R. C. et al. (1985). Becoming a Nation of Readers: The Report of

the Commission on Reading. Washington, D.C. The National Institute
Education.

Bernardo, Alejandro S. (2013). Developmental Reading 1. Manila: Rex Book

Store, Inc.

Buendicho, Flordeliza C. (2010). Developmental Reading 2. Manila: Rex Book

Store, Inc.

Cruz, Pilar Z.; Villamin, Araceli M.; Garcia, Cristina C.; Sevilla, Consuelo G.;
Soriano, Pilar A.; Datoc, Salud; Gonzales, Ofelia F.; Belves, Paz M.
(1976). Teaching the Elementary School Subjects. Manila: Rex Book
Store, Inc.

Cziko, Christine; Greenleaf, Cynthia; Hurwitz, Lori; and Schoenbach, Ruth

(2000). What is reading? An Excerpt from reading for understanding.
The Quarterly, 22(3), 35-49.

Duke, Nell and Pearson, David. (2002). What Research has to Say About
Reading. Effective Practices for Developing Reading Comprehension.
Delaware: International Reading Association.

Huffman, C. (1998). Combine Focus Questions (5 W and 1 H) with K-W-L.

Journal of Adolescent and Adult Literacy, 41(6).

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Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City
National Reading Panel. (2002). Teaching Children to Read. Retrieved
November 22, 2010 from
[Link]

Ruddell, Robert; Ruddell, Matha Rapp; and Singer, Harry. (1994). Theoretical
Models and Processes of Reading. Delaware: International Reading
Association.

Snow, C. E.; Burns, M. S.; and Griffin, P. (Eds.). (1998). Preventing Reading
Difficulties in Young Children. Washington DC: National Academy
Press.

Ulit, Enriquita V.; Salazar, Evelyn S.; Ferrer, Lourdes M.; Cruz, Potenciana
DC.; Espiritu, Clemencia C.; Sanchez, Jose Rizal G.; Garcia, Crispina
C.; Victoria, Renoir C.; Oyco, Virginia D.; Punsalan, Twila G.; Tabbada,
Epifania V.; and Dacamay, Antonio G. (1995). Teaching the Elementary
School Subjects: Content and Strategies in Teaching the Basic
Elementary School Subjects. Manila: Rex Book Store, Inc.

Villamin, Araceli M. and Villamin, Chita R. (1990). Remedial Reading A

Handbook for Teachers and Students. Quezon City: Phoenix Publishing
House, Inc.

Basic Literacy—Reading : A Handout P a g e 13 | 13

Teaching Literacy in the Elementary Grades through Children’s Literature
Prepared by: Maria Teresa L. Delima
Leyte Normal University, Tacloban City