GELYN E.

LAGAPA, LPT Page 0

ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 PASSI CITY COLLEGE
City of Passi, Iloilo

SCHOOL OF TEACHER EDUCATION

MODULE 5:

Teaching and Assessing Reading Skills

Module Overview:
This module will guide the students to be equipped with fundamental preparations which
can address the varying their needs. Basic preparations among others include the research-based
learning plan, differentiated learning tasks as well as assessment measurements.

Module Outcomes:
At the end of the module the learner should have:
• discuss the importance of reading;
• identify principles of teaching reading;
• select differentiated learning tasks in teaching reading to suit learners’ gender, needs,
strengths interests, and experiences.

Module Content:
✓ The Value of reading
✓ Onboardig to Reading Instruction

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 The Value of Reading
Expose
Reading being a life skill has been inculcated in the school system from the time the child
enters school. To recapture how this skill is given premium in teaching and learning,
authorities have shared their varied but parallel ideas.

On Reading:
Stanley, (2007). Reading is a process of reconstructing meaning from written text.
It is a complex skill requiring the coordination of interrelated sources of information.

Reading is defined as a cognitive process that involves decoding symbols to arrive

at meaning. (www.teachreading.info2013)

Denchant (1991) as cited by Macceca (2007), reading is a visual process that

begins with one's ability to use one's vision to interpret graphic symbols.

Short, K and Harste, J, 1996 added that it is an active process of constructing

meanings of words. It is likewise a number of interactive processes between the reader
and the text, in which readers use their knowledge to build, create, and construct
meaning. (https://www.tesol.org)

Sheridan, E. (1991). The traditional skills model view of reading is a bottom- up

or data-driven processing model. In this view of reading, letters are perceived in a left to
right sequence until a word is perceived as a whole; meaning is obtained and related to
other words in the sentence, thus activating the dominant schema and its particular
concepts.

Ravinder, S. (2019) expressed then that reading being a process that involves
recognizing words, it leads to the development of comprehension.

On Reading Comprehension:

After being exposed to the ideas of reading from the different authorities,
comprehension, the essence of reading is hereby defined and explained by the other set of
experts:

Snow, C. (2010) expressed that comprehension is the process of simultaneously

constructing and extracting meaning through interaction and engagement with print. The
success of a comprehension event depends on a good match of reader skills, text
difficulty, and task definition. Moreover, comprehension according to the Kto12 Reader
Reading Instructional Resources is an intentional, active, interactive process that occurs
before, during, and after a person reads a particular piece of writing.

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 Denchant (1991) states that reading comprehension refers to understanding what is
read, so readers must be able to cognitively process the words by drawing meaning from
their own experience and knowledge to understand the author's message.

Anderson (1994) expressed that comprehension is activating or constructing a

schema that provides a coherent explanation of objects and events mentioned in the
discourse.

Abao, E. et al. (2009) stated that reading comprehension is an active interchange

of ideas and expression of thought. Being a life skill, reading involves creative and
critical thinking skills of events through which the intended message and values are
brought forth to reality.

Conscious of the ultimate purpose of reading which is comprehension and its

value for successful functioning in our society, Kendou, P (2015), noted that it is very
essential that you will have clearer and richer ideas about this macro skill.

On Purposes of Reading:
These aforementioned ideas of reading lead you to realize its value to any student's
academic undertaking. According to Hammer (2009), reasons for reading include
students' career, language acquisition, students' vocabulary knowledge, modeling English
writing, introducing topics, stimulating discussion.

In addition, Charlton, E. (2019) expressed that reading could help you live longer,
you may absorb more from a physical book; you may develop the skills for the future; it
builds your vocabulary and it wards off brain deterioration.

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 Discussion
Onboarding to Reading Instruction

On Principles of Teaching Reading

Any academic undertaking like reading instruction must be anchored on and

measured against certain principles. The following authorities share their thoughts about
these:

Graves, M, et al.(2007) offers the following instructional principles in teaching reading:

1) building positive attitudes and perspectives;
2) provide a balanced instructional framework; provide consistent instructional
structure and use time effectively;
3) provide text that students can read successfully;
4) provide time for word study;
5) encourage independent reading;
6) coordinate intervention instruction and classroom instruction.

Voinalovych, L. (1999) added the following principles of teaching reading:

1) encourage students to read as often and as much as possible. The more students
read, the better;
2) students need to be engaged with what they are reading;
3) encourage students to respond to the content of a text and explore their feelings
about it, not just concentrate on its construction;
4) prediction is a major factor in reading. When we read texts in our language, we
frequently have a good idea of the content before we actually start reading;
5) match the task to the topic when using intensive reading texts, and good teachers
exploit reading texts to the full.

Putting in your consciousness the essence of these identified principles in teaching

reading, it is likewise important for you to be familiar with the theories of teaching
reading as embedded in the successful instructional delivery.

Shahin, V. (2000) posits that just like teaching methodology, reading theories
(Traditional View, Cognitive View, and the Metacognitive View) have had their shifts
and transitions. Starting from the traditional view which focused on the printed form of a
text and moving to the cognitive view that enhanced the role of background knowledge in
addition to what appeared on the printed page, they ultimately culminated in the
metacognitive view which is now in vogue. It is based on the control and manipulation
that a reader can have on the act of comprehending a text.

Nunan, (2001) said that schema theory is based on the notion the past experiences
lead to the creation of mental frameworks that help us make sense of new experiences. As
noted, in activating and building the schemata the following are emphasized: Pre-Reading

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
(Predicting, Semantic Reconciled Reading); During Reading (Skimming, Scanning,
Note-taking Guess, Analyze Vocabulary) and Post-Reading (Questions, Mind-Mapping
and Summarizing)

Anderson (1994) presents research showing that recall of information in a text is

affected by the reader's schemata and explains that "a reader comprehends a message
when he is able to bring to mind a schema that gives account of the objects and events
described in the message."

On the Teaching of Reading

The following authorities share views and ideas on strategies in the teaching of
reading that ensure that these will help students develop their critical and creative
thinking skills.

According to MacEwan, E (2007) to improve student's reading comprehension,

teachers should introduce the seven cognitive strategies of effective readers like
Activating; Inferring; Monitoring-Clarifying; Questioning; Searching-Selecting and
Summarizing.

Cox, J. (2017) noted that in order for all of the students to be confident readers,
teachers can provide students with a few effective teaching strategies for reading like
utilizing graphic organizers; utilizing technology; activating prior knowledge; using a
word wall, and student choice.

Barber, S. (2016) stated that students need good reading skills not just in English
but in all classes. She shared some ways you can help them develop those skills. These
strategies help ensure that texts appeal to the senses; teachers guide students in setting
reading goals, vary text length; offer opportunities for reading choice then assess content
and skill.

Duke and Pearson (2002) recommend teachers for the ways comprehension is
embedded into daily literacy lessons. In his article, a supportive classroom context to
promote comprehension must be developed. According to him, teachers need to ensure
their students read engaging texts for significant amounts of time; select texts for students
which support authentic learning (i.e. interest-based or topic- based texts); provide a
range of texts (multimodal, print-based, images, animations. graphic representations,
video, audio, diagrams/charts, newspapers/magazines. fiction, non-fiction) for students to
read in various genres (ie. texts on different topics or different text types about the same
topic); identify and discuss vocabulary from rich texts with their students; provide time
for students to talk to each other about the texts they read and have listened to and
provide time for students to write and reflect on their reading.
Based on knowledge and experience of teaching reading, the following
strategies/activities are found effective. Always remember that making students learn and

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
enjoy as they understand and apply the reading skill to real life is an art. Therefore, it
needs to be carefully planned and meaningfully facilitated.

1) Be conscious of the skills to be developed among the students. These are considered
life skills, hence they should be given premium in the teaching- learning engagement.

a. Noting Details. Understanding the details will help you understand the selection
better. (Villamin, et al.) Furthermore, details guide the readers to understand parts
of the whole. Abao(2009)

b. Following Directions. This skill is putting adherence to what is/are set for order
and discipline. There are myriads of situations in life where people can't just do
things on their own, instead, they must follow directions.
Warman, R (1992) said that the motivation of all communication is the giving and
following of instructions/directions.

c. Sequencing Events. It is the arrangement or proper organization of things and

events. If responsibilities are done in proper sequence, things and people become
organized and systematic.

d. Distinguishing Fact from Opinion. A fact is an event/ situation that is proven

and tested based on data while an opinion is a personal belief about a person/event
or a situation that still needs to be proven. This skill guides the reader to ensure
that as ideas are presented either through facts or opinions, he/she can weigh
situations before a decision is arrived at.

e. Determining Cause and Effect Relationship. This denotes that every action
happens based on a cause and the result of the action is the effect. Being so, words
and actions need to be well-thought of to engender peace and prosperity.

f. Predicting Outcomes. It is to foretell what future actions lie ahead based on the
present situation.
This is really given value in reading as one is led to well- thought-of real-life
plans. g. Getting the Main Idea. It is identifying the gist of the thus giving focus to
the essentials. This skill is indeed useful as people give credit to brevity and
conciseness of ideas based on the supporting ideas of the matter.

h. Skimming and Scanning. These skills involve the act of reading that needs to be
done fast to get the intended meaning of the selection within a short period of
time.

Skimming is the act of quick reading from the start of the selection until the end in
order to get its intended meaning. This is actually a skill on getting the main idea,
just simply done fast.

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 Scanning is the act of quick reading which is used to look for specific information
and that the eyes need to move quickly to the page seeking for specific answers.

2) Know your students. Your ample knowledge on the demographic profile of your
students will give you an idea on the kind of reading material to offer based on the set of
competencies, learning activities, and scaffolds (differentiated if possible) and its
attainability within a given time frame.

3) Consider the following major stages as well as sample activities in the teaching
methodology.

3.1. Pre-Reading. This is a lead-in stage that allows the readers to activate their prior
knowledge and create a schema based on the upcoming selection to be taken up. The
following are the sample suggested activities:

3.1.1. Critical Vocabulary. These are the unfamiliar words found in the
selection/reading material. To facilitate understanding of the material, unlock them
operationally using any of the following clues:

• Context Clues. These are cues that help the students understand the
meaning of unfamiliar words.
They come in the form of definition, explanation, synonym, antonyms, and
appositive.

• Picture Clues. Images representing unfamiliar words can be shown to give

an idea of what the word means.

• Configuration Clues. These are figures represented by short and long boxes
that correspond to the size of the letters in the given word.

3.1.2. Directed Reading Activity. It is a comprehension strategy that guides

students in asking questions about a text, making predictions, and then reading to
confirm or refute their predictions.

3.1.3. Anticipation Guide. It is a comprehension strategy that is used to activate

students' prior knowledge and build curiosity about a new topic. Before reading,
students listen to or read several statements about key concepts presented in the
text; they're often structured as a series of statements with which the students can
choose to agree or disagree.

3.2. During Reading. These are the reading strategies and activities during the reading
proper.

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 3.2.1. Page Encounter. After reading each page of the reading material, students in
pairs discuss/share an experience in pairs about the part of the material read, After,
they proceed reading and will do the same.

3.2.2 Reading Interface. This strategy can be done when students read the material
alternately in pairs or two big groups. Oral reading proficiency is given
importance in this activity. In the process, they can take turns in asking questions.

3.2.3. Visualizing Highlights. When the teacher/student reads the selection, the
other students illustrate the important events on paper.

3.3. Post Reading. This stage of reading activity is done after a story/ selection is read.

3.3.1. Dimensional Questions. After reading and discussing the story and the
realization of its competencies, the teacher assesses how much the students have
learned. It follows the following dimensions: literal (recognition of facts);
inferential (reasons why events happen), critical evaluation (justifying opinions
and forming judgment), and integration (infusion of values called for by the story
and its competencies).

3.3.2. Graphic Organizers. These are illustrations that the students can use to
capture their understanding of the story/competencies. Thereafter, they explain the
graphic organizer they have created.

4.) Creative Writing. This activity elicits the students' holistic understanding of the
selection thru their individual creative written activity. This may come in a form of
scripts, short stories, commentaries, and others. Top3 Lesson

Reading Strategies

Here we some Strategies for improving your compression skills:

1. Skimming is used to quickly gather the most important information, or gist. Run your eyes
over the text, noting important information. Use skimming to quickly get up to speed once
business station. It's not essential to understand each word when skimming.

Examples of Skimming
1 The Newspaper (quickly get the general news of the day)

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 2 Magazines (quickly to discover which articles you would like to read in more detail)
3 Business and Travel Brochures (quickly to get informed)

2. Scanning in used to find a particular piece of information. Run your eyes over the text
looking for the specific piece of information you need. Use scanning on schedules, meeting
plans, etc in order to find the specific details you require. If you see words or phrases that
you don't understand, don't worry when scanning.
Examples of Scanning
1 The "What's on TV" section of your newspaper.
2 A train/ airplane schedule
3 A conference guide

3. Extensive reading
Extensive reading is used to obtain goal understanding of a subject and includes reading longer
texts for pleasure, as well as business books. Use extensive reading skills to improve your
general knowledge of business procedures. Do not worry if you understand each word.

Examples of Extensive Reading

1 The latest marketing strategy book
2 A novel you read before going to bed
3 Magazine articles that into you

4. Intensive reading
Extensive reading is used on shorter text in order to extract specific information. It includes very
close accurate reading for detail. Use extensive reading skills to grasp the details of a specific
situation. In this case, it is important that you understand each word, number or fact.

Examples of have Heading:

1 A bookkeeping report
2 An insurance claim
3 A contract

Other strategies:
Skip if you don't understand a word or section, keep reading ahead. Came back the
section or word again and try in figure out the meaning. Use a dictionary if necessary.

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 Look for headings, subtitles and keywords.
Read out loud: children read our loud when they first stat reading. You can too. Get
comfortable hearing your English voice.
Create timeliness or charts: reorganize what you read in a different format/
Rewrite in a different tense.
Rewrite a different format: for example, rewrite an article in letter or list form.
Illustrastrate: if you think you're a visual learner, sketch images or an infographic related
in what you read
Write the questions: as you read, think about which questions you might find on a test or
quiz. Write them down and answer them, or quiz a friend.
Summarize or retell: you can do this by writing a letter to a friend, writing a blog post,
making a web cam video, or just starting a conversation on this topic.
Keep a vocabulary journal.
Use a pen or ruler: some people find it is easier to read with a pacer. A pen, ruler or
fingertip can help you keep your place and prevent your eyes from wandering off. This
may not be suitable if you are reading on a computer or mobile device. Adjust the screen
to a larger size if necessary.

What is your own idea of reading and reading comprehension? (10 points)

How can you be the teacher of reading in the 21st century?

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5
 Rubric for Activity

Category Points
10 8 5 3 0
Information is Information Information is The Information is not
very organized is organized organized but information only disorganized
with well- with well- paragraphs are appears to but inaccurate
constructed constructed not well- disorganized
paragraphs, use of but constructed information is
Organization subheadings, and paragraphs and suspect to
information is and information is being correct
factual and correct information is factual. and factual
constructed factual and
paragraphs and correct.
information is
factual and correct
Information Information Information Information Information has
Quality of clearly relates to clearly relates clearly relates has little to nothing to do with
Information the main topic It to the main to the main do with the the main topic
includes several topic. It topic. No main topic
supporting details provides 1 - 2 details and/or
and/or examples supporting examples or
details and/or given
examples
No grammatical, Almost no A few Many Way too many for a
spelling or grammatical, grammatical, grammatical, college student
Mechanics punctuation errors spelling, or spelling, or spelling, or getting ready to
punctuation punctuation punctuation enter the health
errors errors errors education field

References:
Book
Alda, R., et al (2022). The Teaching and Assessment of the Macro Skills (Regular
ed.). Quezon City: Lorimar Publishing Co.

Online
https://www.studocu.com/ph/document/cebu-normal-university/english-
literature/teaching-and-assestment-of-the-macroskills/22995281

‘In everything, do to others what you would have them do to you’. Matthew 7:12

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ENG 108 – The Teaching and Assessment of the Macroskills Module 5