Meaning of Reading

"Reading" is the process of looking at a series of written symbols and

getting meaning from them. When we read, we use our eyes to receive
written symbols (letters, punctuation marks and spaces) and we use our
brain to convert them into words, sentences and paragraphs that
communicate something to us.

Reading can be silent (in our head) or aloud (so that other people can
hear).

Reading is a receptive skill - through it we receive information. But the

complex process of reading also requires the skill of speaking, so that we
can pronounce the words that we read. In this sense, reading is also a
productive skill in that we are both receiving information and transmitting
it (even if only to ourselves).

Reading is the third of the four language skills, which are:

1. Listening
2. Speaking
3. Reading
4. Writing
In our own language, reading is usually the third language skill that we
learn.

Do we need to read in order to speak English? The short answer is no.

Some native speakers cannot read or write but they speak English
fluently. On the other hand, reading is something that you can do on your
own and that greatly broadens your vocabulary, thus helping you in
speaking (and in listening and writing). Reading is therefore a highly
valuable skill and activity, and it is recommended that English learners try
to read as much as possible in English.

Reading is an essential part of literacy, yet from a historical perspective

literacy is about having the ability to both read and write.
And, since the 1990s some organizations have defined literacy in a wide
variety of ways that may go beyond the traditional ability to read and write.
The following are some examples:

 "the ability to read and write ... in all media (print or electronic),
including digital literacy"[
 "the ability to ... understand ... using printed and written materials
associated with varying contexts"
 "the ability to read, write, speak and listen"
 "having the skills to be able to read, write and speak to understand and
create meaning"
 "the ability to ... communicate using visual, audible, and digital
materials"
 "the ability to use printed and written information to function in society,
to achieve one's goals, and to develop one's knowledge and
potential".[27] It includes three types of adult literacy: prose (e.g., a
newspaper article), documents (e.g., a bus schedule), and quantitative
literacy (e.g., using arithmetic operations in a product advertisement).
In the academic field, some view literacy in a more philosophical manner
and propose the concept of "multiliteracies". For example, they say, "this
huge shift from traditional print-based literacy to 21st century
multiliteracies reflects the impact of communication technologies and
multimedia on the evolving nature of texts, as well as the skills and
dispositions associated with the consumption, production, evaluation, and
distribution of those texts (Borsheim, Meritt, & Reed, 2008, p.
87)".[30][31] According to cognitive neuroscientist Mark Seidenberg these
"multiple literacies" have allowed educators to change the topic from
reading and writing to "Literacy". He goes on to say that some educators,
when faced with criticisms of how reading is taught, "didn't alter their
practices, they changed the subject".
Also, some organizations might include numeracy skills and technology
skills separately but alongside of literacy skills.
In addition, since the 1940s the term literacy is often used to mean having
knowledge or skill in a particular field (e.g., computer literacy, ecological
literacy, health literacy, media literacy, quantitative literacy
[29] [34][35][36][37]
(numeracy) and visual literacy).
Writing systems
In order to understand a text, it is usually necessary to understand the
spoken language associated with that text. In this way, writing systems
are distinguished from many other symbolic communication
systems.[38] Once established, writing systems on the whole change more
slowly than their spoken counterparts, and often preserve features and
expressions which are no longer current in the spoken language. The
great benefit of writing systems is their ability to maintain a persistent
record of information expressed in a language, which can be retrieved
independently of the initial act of formulation.[38]
Cognitive benefits[edit]

Senior reading a newspaper in Nepal

Reading for pleasure has been linked to increased cognitive progress in
vocabulary and mathematics during adolescence. [39][40] Sustained high
volume lifetime reading has been associated with high levels of academic
attainment.[41]
Research suggests that reading can improve stress
management, memory, focus, writing skills, and imagination.[44]
[42] [42] [43] [43]

The cognitive benefits of reading continue into mid-life and the senior
years.[45][46][47]
Research suggests that reading books and writing are among the brain-
stimulating activities that can slow down cognitive decline in seniors.[4

Meaning of Reading

: an instance of reflecting
especially : the return of light or sound waves from a surface

: the production of an image by or as if by a mirror

a
: the action of bending or folding back
b
: a reflected part : FOLD

: something produced by reflecting: such as

a
: an image given back by a reflecting surface
b
: an effect produced by an influence
the high crime rate is a reflection of our violent society

: an often obscure or indirect criticism : REPROACH

a reflection on his character
 : a thought, idea, or opinion formed or a remark made as a result of
meditation

: consideration of some subject matter, idea, or purpose

obsolete : turning back : RETURN

a
: a transformation of a figure in which each point is replaced by a point
symmetric with respect to a line or plane
b
: a transformation that involves reflection in more than one axis of a
rectangular coordinate system

Meaning of text
A text is a passage of words that conveys a set of meanings to the person who is
reading it. It’s a body of written work, in various forms and structures, that can be
words, phrases and sentences that piece together a passage of written work.

To put it as simply as possible, it is a group of words. But it can come in many

different forms.

A text can be written materials, such as books, magazines, newspapers, or online

content. But it can also be other things, those that we may not associate with
standard text. Text could be movies, scripts, paintings, songs, political cartoons,
advertisements and maps. If we can look at something with words and sentences,
explore it, find layers of meaning in it, and draw information and conclusions from it,
you’re looking at a text.

Examples of a text
As noted above, a text can take many forms and it can be seen within different types
of work.

These are just some of the examples of types of different texts:

 Books

 Scripts

 Magazines
 Newspapers

 Instruction manuals

 Cartoons with speech, and comics

 Notes and references

Texts can be small or large, short or long, or contain winding novels. Passages of
text can be seen above and also found in various places. For example:

 The safety information in an airplane

 Ingredients on the back of a food product

 Contents of a letter or email

 A text message from a friend

 The contents of a shopping list

Reflecting journals
Reflective journals are personal records of students’ learning experiences. Students
typically are asked by their instructors to record learning-related incidents,
sometimes during the learning process but more often just after they occur. Entries
in journals and learning logs can be prompted by questions about course content,
assignments, exams, students’ own ideas or students’ thought processes about what
happened in a particular class period. Journals and learning logs are then submitted
to the instructor for feedback. Both paper-based and online journals or logs can be
turned in before or after each class period or at any other designated time.

A student’s writing style for journals and logs can be informal and sometimes
inappropriate. However, to help students learn more about a particular subject or
content, you can require students to write more formal entries using correct
terminology, facts, and connections to course content. Consider providing guidelines
and/or rules to help students write meaningful and authentic journals or logs.

Journals have long been used in exploratory writing activities but also can benefit the
student beyond learning how to write. As with any instructional or learning activity,
selecting to use reflective journals or learning logs as part of a course should fit your
teaching style and also connect with the course learning goals and objectives (Bean,
1996). Because it takes time for students to write in their reflective journals or
learning logs, so too, it will take time for you to read and respond.

Journals have long been used in exploratory writing activities but also can
benefit the student beyond learning how to write.
The literature is not consistent in defining the differences between reflective journals
and learning logs. One may be considered less personal than the other; one might
incorporate more instructor prompts and questions while the other might be more
student-driven. “Journals often focus subjectively on personal experiences,
reactions, and reflections while learning logs are more documentary records of
students’ work process (what they are doing), their accomplishments, ideas, or
questions” (Equipped for the Future, 2004). However, there is evidence that the art
of reflection can help boost students’ critical thinking skills, encourage students to
think about their own thinking (meta-cognition), and help students prepare for
assignments and examinations (Homik, M. & Melis, E., 2007; Johnson, S., n.d.;
RMIT, 2006).

…reflection can help boost students’ critical thinking skills, encourage

students to think about their own thinking (meta-cognition), and help students
prepare for assignments and examinations…
Types of Reflections
Journals and learning logs can be used to reflect on a range of issues and situations
from numerous viewpoints and perspectives (RMIT, 2006). RMIT (2006) lists six
types of reflections. The following descriptions depict a reflection on university
student groups and drinking. Possible student comments are in italics.

OBSERVATIONS
At this stage a student would write about what they actually saw or their viewpoint on
a particular event. For example, At the pre-game parties outside the stadium I saw
student groups guzzling buckets of beer.

QUESTIONS
Upon reflection, the student could ask the question, Why do the all of the student
groups drink together at football games but don’t seem to get along when they don’t
drink?

SPECULATIONS
After thinking about the situation, the student could reflect, Maybe it’s possible that
that student groups drink because it’s easier to socialize that way. Or, maybe they
think that they have to drink because everyone else does!

SELF-AWARENESS
At this point a student may place himself or herself in the situation by considering the
ramifications. I really don’t think I need to drink to be able to socialize with my friends
and think we would get into trouble if we decided to drink as much as the groups do.

INTEGRATION OF THEORY AND IDEAS

By reflecting on theories or ideas about cultural norms the student has connected the
experience with what he or she has learned. The student might write, Social norm
theory explains that particular group members think other group members drink more
than their group does.
CRITIQUE
This is where the student may self-reflect on or “critique” the situation by writing, I
can now reflect on my own drinking experiences to see if I really drink because my
friends do.

Critical Analysis of a Text book

Human Development Survey

A collaboration between NCAER and the Univeristy of Maryland, the
Indian Human Development Survey (IHDS) was designed to complement
existing Indian surveys by bringing together a wide range of indicators in
a single survey. Unlike single-topic surveys, the IHDS collects data on
different dimensions of human development like education, caste, gender
relations and infrastructure. This breadth permits analyses of associations
across a range of social and economic conditions. For example, studying
indicators for children (e.g., learning, immunizations) requires joint
consideration of the roles of poverty, family structure, gender relations,
community context, and the availability of facilities.

The first round (IHDS-1) of the survey was completed in 2004-5 covering
41,554 urban and rural households in all states and union territories of
India (except Andaman/Nicobar and Lakshadweep). The data are publicly
available through ICPSR and are currently being used by about 7,000
users worldwide. During 2011-12, the second round (IHDS-II) re-
interviewed the same households, creating one of the largest panel
surveys in the world and providing a direct measure of India’s economic
progress over seven years. The NCAER is currently collating the data
from IHDS-II and the data are expected to be made public in early-2015.

The India Human Development Survey (IHDS) is a nationally

representative multi-topic panel survey of households conducted in 1503
villages and 971 urban neighborhoods across India. In IHDS-I (ICPSR
22626), two one-hour interviews in each household covered topics
concerning health, education, employment, economic status, marriage,
fertility, gender relations, and social capital. Children aged 8-11 completed
short reading, writing, and arithmetic tests. IHDS-II (ICPSR 36151) data
are mostly re-interviews of households interviewed for IHDS-I.
The IHDS is a collaborative research program between researchers from
the National Council of Applied Economic Research, New Delhi and the
University of Maryland. The goal of IHDS is to document changes in the
daily lives of Indian households in an era of rapid transformation.
Additional information about the IHDS project is available on the India
Human Development Survey Web site.