Republic of the PhilippinesCAPIZ STATE UNIVERSITY

College of EducationMain Campus, Roxas City

Tel. No. (036) 6214 578 local 118

Ed. 310 – Developmental reading

Second Semester 2014 -2015

Discussant: Jovic Miguel

Emerson Golipardo

Topic: Reading as Cognitive Process

Content: Two steps involved in cognition , Levels of comprehension , 7 tips on developing comprehension , SQ3R

TWO STEPS INVOLVED IN COGNITION:o The extraneous process creates a stimulus on the visual centers of the

brain. This consists in two essential aspects, namely, word recognition or the written symbols and attentive adjustment by the reader on these symbols.

Fusion/ interpretation/ construction of meaning by the mind out of the stimuli.

These two steps involve other complex processes which include: o Immediate arousal of association in recognition of the written symbols ---

their pronunciation, vocabulary meaning, context, etc. o Other stimuli inclusive of kinesthetic or auditory o These stimuli are distributed to brain centers (instinct, feelings,

imagination, reason, abstract intelligence, will) o Synthesis or the fusion of related inputs from brain centers resulting in

the recognition of the meaning of the printed symbols o

Levels of Comprehensiono EVALUATIVE – judgment on the reading material such as the

information on data, the event, persons involved, etc. o APPLIED - forming opinions and applications o INTERPRETATIVE - what is read combined with one’s subjective ideas o LITERAL - knowing what is read as is (who, what, when, where,) o

Higher comprehension skills are characterized by:o Self-awarenesso Careful reading and greater retentiono Making previous assumptions or hypothesiso The deliberate and combined ability to reflect, question, classify, summarize, and

predict

1980

Capiz State University

o Information reading which gives attention to SQ3R

How can we develop comprehension? o Getting the main idea -The main idea is what the passage is about.

In paragraphs, it is often contained in the first sentence. In longer passages, the main idea may be in the title, chapter headings, proposed solutions to problems or in concluding statements.

o Identifying cause and effect -Cause and effect is about how events relate to one another. Words which indicate this are:

o Identifying fact and opinion - Facts can be verified from other sources. Opinions are personal judgments and are often expressed by comparisons (strongest, best) or adjectives (brilliant, untrustworthy).

o Making inference - Information is not clearly stated but is implied by o Comparing and contrasting - Comparing focuses on similarities:

similarly, likewise, in the same way, both. Contrasting focuses on differences: on the other hand, however, conversely, yet, nevertheless, although.

o Sequencing - To understand and follow a passage well, the reader needs to know the order in which things happened.

o Drawing conclusions - The aim is to consider all that has been said and interpret what it is about. This may include a summary statement at the end or the author's point of view throughout a passage.

What is SQ3R?o SURVEYo QUESTIONINGo READING , REVIEW , RECITE