The Receptive Skill:

Teaching
Reading
Teaching & Assessment
of Macro Skills
Nature and Purpose
of Reading
 NATURE AND
PURPOSES OF READING

reading is a
multifaceted skill that
involves interpreting
symbols to extract
meaning.
NATURE:
1. Cognitive Process: - reading is a cognitive process
where the brain translates written symbols into spoken
language and then into meaning.

2. Interaction with Text: - reading is an active

engagement with text.

3. Developmental Stages: - nature of reading evolves

over time.
PURPOSES:
1. Information Acquisition to gather factual
information or learn new concepts.

2. Education and Learning To gain

knowledge, develop skills, and foster
intellectual growth.

3. Entertainment and Enjoyment: To

experience pleasure, escape reality, or be
entertained.
PURPOSES:
4. Emotional Connection To connect with
characters, stories, or themes on an
emotional level.

5. Social and Cultural Understanding To

understand different cultures, societies,
and
perspectives.
 READING
COMPREHENSION
AND SUB-SKILLS IN
READING
Reading comprehension is the ability to
understand and process text (Oxford
University).
Six Essential Skills for Reading
Comprehension (Lee, n.d.)
Decoding Sentence Construction &
Fluency Cohesion
Vocabulary Reasoning & Background
Knowledge
Working Memory & Attention
1) Decoding
The ability to sound out words, which is foundational
for reading and depends on phonemic awareness.

2) Fluency
Instantly recognizing words, including irregular ones,
which supports smooth reading and comprehension.

3) Vocabulary
A strong vocabulary allows readers to understand most
of the words in a text, crucial for comprehension.
4) Sentence Construction & Cohesion
Understanding sentence structure and how ideas link within and
between sentences aids in extracting meaning

5) Reasoning & Background Knowledge

Connecting new information to what is already known and
interpreting implied meaning is key for deeper understanding.

6) Working Memory & Attention

Maintaining focus and holding onto information while reading
ensures comprehension and the ability to self-monitor and
re-read if needed.
 Reading Subskills
According to Krashen & Terrell (1998), there are
four main sub-skills of reading that complement the
broader strategies of reading.
Reading Subskills
1. Scanning: Searching
for specific information
in a text quickly without
reading the entire
passage..
Reading Subskills
2. Skimming: Glancing
through a text to get the
general idea, without
focusing on detailed
information
Reading Subskills
3. Extensive Reading:
Reading large volumes of
easy, enjoyable material to
improve fluency and reading
speed. It helps increase
automaticity in lower-level
reading processes
Reading Subskills
4. Intensive Reading:
Focusing on detailed
comprehension, analyzing
grammar, vocabulary, and
structure within shorter
texts.
READING
TECHNIQUES A
STRATEGIES
 Reading techniques and
strategies
•The SQ3R reading method is a five-
step active reading technique
designed to improve comprehension
and retention of complex texts.

•The acronym stands for Survey,

Question, Read, Recite, and Review.
 Reading techniques and
strategies
1. Survey: Before reading, quickly
skim the text to get a general
overview.
2. Question: Develop questions
based on the information gathered
during the survey. Convert headings
into questions, or ask general
3 Read: Read the text actively,
questions.
looking for answers to the questions
you created.
 Reading techniques and
strategies
4. Recite: After reading a section,
stop and try to answer the questions
in your own words.
5. Review: Once you’ve finished
reading, review your notes and the
text.
APPROACHES IN
TEACHING
READING
 Approaches in
Teaching Reading

1. Bottom-Up Approach

The bottom-up approach emphasizes that

reading starts from the smallest units
(letters, sounds, phonemes), moving
gradually up to words, then phrases,
sentences, and finally meaning (text level).
Approaches in Teaching
Reading
2. Top-Down Approach

The top-down approach starts with the

whole: meaning, context, the reader’s prior
knowledge and expectations.

3. Interactive Approach
The interactive approach combines
elements of both bottom-up and top-down
approaches.
READING PROGRAM
AND
THE GOOD READER
 Reading Program
and the Good Reader

What is Reading Program?

It is the tools needed to
prepare the child to become
and independent reader
Reading Program
and the Good Reader

Characteristics of Good Readers

(Block and Pressley (2001);
Harvey and Goudvis (2000)
 Reading Program
and the Good Reader
Interact With Text: Refers to the dynamic and engaged
process of reading, understanding, and responding to
written material.

Process Text During and After Reading: Involves

strategies to enhance understanding, retention, and
application of the information.
 Reading Program
and the Good Reader
Have Goals for Reading: Involves setting specific
objectives before you start, which can
significantly enhance focus, comprehension, and
retention.

Evaluate Text for Important Ideas: Is about

actively judging what you read to extract the
most valuable information.
 Reading Program
and the Good Reader
Find Comprehension of Text: Refers to the ability to
understand the meaning conveyed in written material.
It goes beyond simply decoding words

Note Structure of Text Before Productive: Noting the

structure of a text before you start reading is like
getting a blueprint before building. It means taking a
moment to understand how the information is
organized
 Reading Program
and the Good Reader
Create Visual Images Based on Reading Text:
Involves forming mental pictures or
representations of the scenes, characters, an
events described in the text. This process
enhances comprehension, memory, and
engagement with the material.
 Reading Program
and the Good Reader
Make Predictions: Anticipating what will happen next
based on the information presented in the text.

Draw Inferences means "reading between the lines" to

understand what is not explicitly stated in the text. It
involves using clues, background knowledge, and logic
to make educated guesses about the author's intended
meaning.
 Reading Program
and the Good Reader

Construct, Revise, and Question as they Read:

Is all about being an active, engaged reader.
Instead of just passively absorbing words,
you're constantly building, refining, and
challenging your understanding of the text
 Reading Program
and the Good Reader

Repair Understanding: Process of

identifying and resolving comprehension
breakdowns that occur while reading or
listening.

Monitor Their Understanding: Actively

checking in with yourself to make sure
you're comprehending the material.
 Reading Program
and the Good Reader
Synthesize Information: Combining
multiple sources or ideas to create a new,
coherent understanding. It goes beyond
simply summarizing or repeating
information; it requires critical thinking and
integration.
 Reading Program
and the Good Reader
Repair Understanding: Process of identifying and
resolving comprehension breakdowns that occur while
reading or listening.

Monitor Their Understanding: Actively checking in with

yourself to make sure you're comprehending the
material.
 Reading Program
and the Good Reader

Enjoy and Appreciate Literature: means

experiencing pleasure, insight, and value
from reading.

Read Different Kinds of Text Differently:

Adjusting your reading strategies to match
the purpose, structure, and complexity of
each text type.
 Lesson Design
in
Teaching Reading
Teaching & Assessment
of Macro Skills
STEP 1: Identify Your
Lesson Objectives

Set clear goals of what the

students will learn at the end
of the session (i.e. KSA
format). This also gives the
students an overview of what
they are going to learn.
STEP 2: Choose an
Appropriate Reading
Material
Select a text suited to your
learners’:
➢ Reading level
➢ Interests
➢ Lesson goal
➢ Cultural background
STEP 3: Plan the
Lesson Stages
➢ A. Pre-Reading Stage Purpose:
Prepare and motivate students before
reading.

➢ B. While-Reading Stage Purpose:

Guide students’ comprehension as they
read.

➢ C. Post-Reading Stage Purpose:

Deepen understanding and apply what
was learned.
 STEP 4: Prepare Materials
and Resources
This involves planning the appropriate materials
that you will use throughout the session. Base
your materials in the what you did in step 2 (i.e.
identifying reading level, interests, lesson goal
and cultural background).
STEP 5: Plan
Assessment
At the end of the session,
prepare an assessment that
will check your students
overall learning. This is
essential to check for areas
for improvement and monitor
students who needs extra
attention.
STEP 6: Write Your
Lesson Plan Format
This is mixing all the
ingredients. Fuse
everything you have
prepared and polish areas
that you think needs
adjustments.
 GOODELL'S
READING SKILLS
LADDER AND
STAGES OF
READING
1. Basic Sight Words
Basic sight words refer to common
words that are recognized
immediately without the need for
decoding. These words are
fundamental in early reading
development as they form the
foundation for reading fluency and
comprehension.
2. Using Phonetic Analysis
Phonetic analysis involves decoding
words by associating sounds with
letters or letter groups. This skill
helps readers pronounce unfamiliar
words by breaking them down into
phonemes and blending the sounds
together to form the correct
pronunciation.
3. Using Structural Analysis
Phonetic analysis involves decoding
words by associating sounds with
letters or letter groups. This skill
helps readers pronounce unfamiliar
words by breaking them down into
phonemes and blending the sounds
together to form the correct
pronunciation.
4. Using Context Clues
Utilizing contextual clues involves
using the surrounding text to infer the
meaning of unfamiliar words or
phrases. By examining the context in
which a word is used, readers can
make educated guesses about its
definition and deepen their
comprehension.
5. Vocabulary Building
Vocabulary building is the process of
expanding one’s repertoire of words
and their meanings. By learning new
words and their definitions, readers
enhance their language skills,
improve comprehension, and express
ideas more effectively.
6. Finding the Main Idea
Finding the main idea involves
identifying the central theme or
message of a text. This skill requires
readers to extract the most important
information from a passage and
understand the primary focus or
purpose of the content.
7. Finding the Supporting
Details
Finding supporting details entails
locating specific information in a text
that reinforces or explains the main
idea. By identifying supporting
details, readers can deepen their
understanding of the subject matter
and make connections within the text.
8. Inferring Meanings, Drawing
Conclusions
Inferring meanings and drawing
conclusions involve interpreting
implicit information from the text to
understand underlying messages or
themes. Readers use clues within the
text to make educated guesses and
draw insightful conclusions.
9. Classifying and Organizing
Facts
Classifying and organizing facts
involve categorizing information and
arranging it in a logical manner. This
skill helps readers structure their
understanding of the content, identify
relationships between ideas, and
create a coherent framework for
knowledge.
10. Using Parts of the Book
Using parts of the book refers to
navigating and utilizing various
components of a book, such as the
table of contents, index, headings,
and subheadings. By understanding
how to access and utilize these
elements, readers can locate
information efÏciently and navigate
the text effectively.
11. Using the Dictionary
Using the dictionary involves
referencing a dictionary to look up
the meanings, pronunciations, and
spellings of words. By consulting a
dictionary,readers can expand their
vocabulary, clarify word definitions,
and enhance their language skills.
12. Using Encyclopedia and
Other Reference Books
Utilizing encyclopedias and other
reference books involves accessing
specialized sources of information to
deepen understanding on specific
topics. Readers can gather in-depth
knowledge, explore diverse
perspectives, and conduct research
using reliable reference materials.
13. Borrowing Library Books
for Research and Enjoyment
Borrowing library books for research
and enjoyment entails utilizing library
resources to access a wide range of
books for academic purposes or leisure
reading. By borrowing books from
libraries, readers can explore diverse
genres, expand their knowledge, and
engage in lifelong learning.
14. Starting your Private Library
Collection
Starting your private library collection
involves curating a personal selection
of books for individual use and
enjoyment. Building a private library
allows readers to access favorite
titles, revisit cherished stories, and
create a personalized reading space.
15. Exposure to Reading from
Mass Media
Exposure to reading from mass media
involves engaging with written content
presented in newspapers, magazines,
online articles, and other mass
communication channels. Readers gain
exposure to a variety of writing styles,
and perspectives.
16. Reading from Internet
Reading from the Internet involves
accessing and consuming online
content through websites, blogs,
forums, and digital platforms.
Readers navigate the vast expanse of
online information, explore diverse
sources, and adapt to the digital
landscape for reading and research
purposes.
 MATERIALS
AND
RESOURCES IN
TEACHING
READING
Text and Reading
Materials
Texts & Reading
Materials:
• Fiction: Novels, short stories,
and plays expose students to
different plots and characters.
Texts & Reading
Materials:
Non-Fiction: Newspapers,
magazines, and essays help
develop critical thinking and
knowledge of current events
Texts & Reading
Materials:
• Poetry: Encourages
appreciation of language
and figurative speech.
Texts & Reading
Materials:
• Multimedia: Films, TV
programs, and podcasts
support comprehension
through audiovisual
engagement.
Texts & Reading
Materials:
• Authentic Materials:
Real-world texts (blogs,
social media) make reading
relevant and relatable.
Supporting Tools &
Digital Resources
 Supporting Tools &
Digital Resources:

• Visual Aids: Posters,

photos, and videos help
illustrate key concepts
and vocabulary.
 Supporting Tools &
Digital Resources:
• Audio Materials:
Audiobooks and podcasts
improve listening and
reading fluency.
 Supporting Tools &
Digital Resources:
• Digital Tools: Educational
websites and apps offer
interactive ways to
practice reading
 Supporting Tools &
Digital Resources:
• Worksheets & Activities:
Help reinforce vocabulary,
comprehension, and
summarization skills.
 Supporting Tools &
Digital Resources:
• Interactive Tools:
Whiteboards and digital
readers create engaging,
collaborative learning
environments.
Classroom
Essential
 Classroom Essentials:

• Physical Space: A cozy

reading corner with diverse
books can boost
engagement.
 Classroom Essentials:
• Stationery & Supplies:
Pencils, notebooks, and
dictionaries are necessary
for notetaking and
vocabulary building.
 Classroom Essentials:

• Dictionaries:
Essential for looking up
unfamiliar words and
building vocabulary.
 PERFORMANCE AND
OBSERVATION-BASED
ASSESSMENT IN TEACHING
READING
 Key Assessment Areas
1. Letter Knowledge – Identifying letters and
sounds.

2. Phonemic Awareness – Recognizing and

manipulating sounds in words.

3. Decoding – Reading words accurately through

letter-sound correspondence.

4. Fluency – Reading smoothly and quickly.

5. Reading Comprehension – Understanding and

interpreting text.
 Observation-Based
Assessment Tools:
Checklists: Tracks required skills and behaviors.

Running Record: Teacher notes fluency and errors during

reading.

Anecdotal Record: Brief notes on strengths and challenges.

Work Samples: Retelling stories to demonstrate

understanding

Reading Conference: One-on-one discussions about goals

and progress.
 FEEDBACKING IN
ASSESSING READING
READING ASSESSMENT
• are meant to provide feedback on
the skills, processes and knowledge
resources that represent reading
abilities though it is important to
note that different assessment
practices may assume different
theories of reading and reading
development.
Assessment has been categorized in
terms of:

(a) Norm-referenced and Criterion

reference testing;
(b) Formative and Summative
Assessment;
(c) Formal and Informal (or
alternative) assessment; and
(d) Proficiency, Achievement,
Placement, and Diagnostic
Assessment.
Five Basic Assessment Purposes
1. Reading-Proficiency Assessment (Standardized
Testing)
2. Assessment of classroom learning
3. Assessment for learning (supporting student
learning is the purpose)
4. Assessment of curricular effectiveness
5. Assessment for research purposes
 FEEDBACK
• Feedback is an essential element in assuring
our students' growth progress. The fact is the
feedback we give can, in many ways, make or
break the will to develop lifelong learning skills.

Great assessment feedback can push our

students to excel in ways they didn't know they
could.

• Feedback needs to be clear purposeful,

meaningful and compatible with student prior
knowledge.
 Types of Feedbacking in
Assessing Reading

• Corrective Feedback : This type of

feedback is provided to help the
reader identify and correct errors in
their reading.
• Positive Feedback : This type of
feedback is used to reinforce good
reading habits and skills.
 Types of Feedbacking in
Assessing Reading

• Questioning Feedback : This type of

feedback is used to help the readers
develop deeper comprehension of the
text.
• Evaluative Feedback : This type of
feedback is used to assess the overall
effectiveness of the reader's
performance.