Publications
ESSENTIAL PART OF READING
by:
Angielyn M. Ventura
Teacher I, [Link] Elementary School
Reading is the most crucial study skill there is. It is one of the most important skills
anyone can develop. It is challenging to read. It cannot be taught in a vacuum as a result.
In addition, reading is more than just being able to identify written or printed words; it
also involves giving what they read meaning and creating a coherent thought from what
they have read.
Reading is also a means of communicating, picking up new words, and
exchanging information and ideas. Like other linguistic interactions, it involves a
complex process between the text and the reader. It is affected by the reader's prior
knowledge, experiences, attitude, and linguistic group as it relates to a particular culture
and society. Reading requires constant repetition, growth, and progress. Understanding
reading requires interaction between the reader and the text. The text contains letters,
words, sentences, and paragraphs that encode meaning. Understanding what we read,
where words have meaning and context, is reading comprehension. The reader
determines that meaning by using information, abilities, and methodologies. People
adept at reading comprehension can learn quickly, solve difficulties, plan, comprehend,
and succeed. The ability to comprehend what they are reading is needed to catch up with
many students. Reading comprehension is the central and aim since all reading seeks to
extract meaning from the written word. If a student cites words from a passage without
knowing what they mean, one might be hesitant to describe the activity as reading. If not
the most critical subject ever, teaching reading is one of the most important tasks
(Hernandez, 2021).
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Publications
The macro talent of reading is essential to everyone's development. Understanding
is only possible through active mental processes. The following must also be in good
functioning order: the memory to remember the grammar, the background knowledge to
apply to meaning-making, self-readiness, self-confidence, and courage. Each person also
needs to use strategies for swiftly recognizing symbols, comprehending their significance,
and comprehending the message of texts (Richard & Schmidt, 2002). Tompkins (2008)
claims that pragmatics, phonology, semantics, and syntax make up the foundation of a
cutting-edge comprehension course. Raising student success will improve their reading
comprehension. Because it will increase pupils' reading comprehension, everyone has to
feel good about themselves. In a study published in 2014, Piran found that students' self-
concept and self-esteem substantially impacted their reading comprehension test results.
Klingner et al. (2012) claim that reading is the process of creating meaning by giving clear
instructions while considering the prior reader's comprehension or knowledge, the text's
data, and the reading scenario's situational context.
References:
Hernandez, C. M. (2021). Reading Comprehension Level and Vocabulary
Skills of Grade II Pupils and their Academic Performance in English of St. Paul
University Philippines. SPUP Graduate School Research Journal. Retrieved on August
16, 2023, from [Link]
Klingner, J. K., Vaughn, S., Boardman, A., & Swanson, E. (2012). Now we get it!
Boosting
comprehension with Collaborative Strategic Reading. San Francisco, CA: Jossey Bass
Richard, J. C. & Schmidt, R. 2002. Longman Dictionary of Language Teaching and
Applied
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Publications
Linguistics (3rdEd.). England: Pearson Education Limited
Tompkins, G. & Blanchfield, C. (2008). Teaching vocabulary: 50 creative strategies,
grades 6-
12. Upper Saddle River, NJ: Merrill, Prentice Hall
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