REPUBLIC OF THE PHILIPPINES

MINDANAO STATE UNIVERSITY

GENERAL SANTOS CITY

SCHOOL OF GRADUATE STUDIES

READING 200

A Position Paper:

READING AS A DEVELOPMENTAL PROCESS

JESSA D. PALLADO
Student

NORMAN RALP ISLA

Professor

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READING AS A DEVELOPMENTAL PROCESS

We live in a world of language. It is almost impossible to imagine the

realm of the living without the use of language. By and through it, man can
conceptualize everything around him and understand the basic concept of
matter from which his comprehension of existence permeates.

Therefore, language, in its purest sense, play an important role in

man’s quest for discernment. Further, we can learn a language by reading.
It is essential in anyone’s life. Fundamentally, I definitely agree in reading
as a developmental process. It greatly affects someone in learning.

While some experts assert that reading should be a cognitive process

and neuro-physiological process, I disagree with their notion. Arbitrarily,
this has elicited a variety of notion in the field of linguistics and psychology,
each with validated studies and explanation proving respective judgment
about the matter.

Reading is a process wherein it includes interpreting symbols to

extract meaning from a written text. Chomsky (1965) said that the possible
forms of natural language are very restricted - its acquisition and function
are biologically determined.

I believe in reading as a developmental process. With this, here are

my arguments. First, Fries (1963) stated that when someone has learned to
read, printed symbols become a very powerful tool for learning, even more
so than oral language. Second, there is a relationship between reading and
listening as Challs (1983) concluded. Lastly, Challs (1983) emphasized that
a person may function at differing levels at any one time.

Based on my experience as a grade two teacher for two years, reading

is a developmental process. I agree with Fries (1963) that there are three
stages of reading namely: transfer stage, the productive stage, and the vivid
imaginative realization of vicarious experience (VIRVE).

During my first year in teaching grade two pupils, it is difficult to

teach reading especially when it is blended learning. It was pandemic at
that time. They had online classes and home-based activities. I find it hard
to monitor the progress of the kids. Hence, through the help of the parents,
it went well for some pupils. On the other hand, some learners were not
able to grasp well the written text. It turned out that they are still in the
transfer stage. Fries (1963) implied that we should not view teaching
beginning reading as imparting new knowledge. But it is learning a set of
visual symbols he has already learned.

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 This tells us that learners have their own pace regardless of age. It
tells us that we should not stick to the status quo. Rather, we should be
equipped with knowledge that may help improve the reading of the
children. Despite the difficulty that I’ve been facing as an elementary
teacher, this helps me in many forms.

In grade two, reading plays a crucial role in the developmental

process, serving as a foundational skill that significantly contributes to
various aspects of a child's growth. First, reading aids in language
development by exposing children to a wide range of vocabulary, sentence
structures, and linguistic nuances. This exposure enhances their ability to
express themselves effectively. Next, as children learn to read, they engage
in cognitive processes such as decoding, comprehension, and analysis.
These mental exercises promote the development of critical thinking skills.
Then, reading is a fundamental skill that lays the groundwork for
success in other academic subjects. Proficiency in reading is often
correlated with overall academic achievement. Another, reading fictional
stories and imaginative texts encourages children to use their creativity and
visualization skills. It fosters a love for storytelling and sparks the
imagination.

Furthermore, reading comprehension involves understanding

characters, their emotions, and social situations within a narrative. This can
contribute to the development of empathy and better interpersonal skills.
Also, it allows children to explore information independently. As they
become more adept at reading, they can access a variety of materials to
satisfy their curiosity and pursue personal interests.

Moreover, it introduces children to different cultures, traditions, and

perspectives. Exposure to diverse literature promotes an understanding and
appreciation of the world's diversity. Then, as children successfully navigate
the challenges of reading, it boosts their confidence. The ability to read
independently empowers them in various aspects of their academic and
personal life.

In addition, reading aloud and discussing stories with peers and

teachers enhances verbal communication skills. This interaction helps
children articulate their thoughts and ideas more effectively.

Lastly, reading in grade two lays the foundation for more advanced
literacy skills in subsequent grades. It sets the stage for comprehension,
critical analysis, and interpretation of complex texts as pupils progress
through their academic journey.

Thus, reading in grade two is not just a skill acquisition; it is a

multifaceted developmental process that contributes to language, cognitive,

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social, and emotional growth. The positive experiences with reading at this
stage set the stage for a lifelong love of learning and exploration.

NEGATIONS

I did not subscribe to the two traditions, “Reading as a Cognitive

Process” and “Reading as a Neuro-Physiological Process,” because I believe
that learning is not about a certain stage or how the mind works. I realize
that it is ever-changing process and not just how the brain is processing. It
will just make it more complicated.

In Piaget’s constructivism theory, I don’t agree with his idea that

learners actively construct knowledge through interaction with their
environment. Rather, it starts with the mind of the learner. After that, it will
connect to his/her schemata to form a hypothesis to infer certain situations.
I believe that children best learn when they have enough knowledge to
develop.

Cognitive processes involve mental activities related to acquiring,

processing, storing, and using information, and reading engages these
processes at various levels. Reading begins with decoding, where
individuals translate written symbols (letters and words) into meaningful
sounds and words. This process requires cognitive skills related to pattern
recognition, memory, and linguistic processing.

Understanding the meaning of written text is a complex cognitive

task. It involves making sense of individual words, sentences, and

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paragraphs, while also connecting ideas and concepts. Comprehension
relies on memory, reasoning, and inference skills.

Reading requires the use of working memory to temporarily hold and

process information. Readers need to remember the beginning of a
sentence while reaching its end, and connect information across paragraphs
or pages, demonstrating the cognitive load involved in reading.

Engaging with written material encourages critical thinking. Readers

analyze, evaluate, and synthesize information, developing cognitive skills
such as logical reasoning, problem-solving, and the ability to form
judgments based on evidence.

Imagining scenes, characters, and scenarios described in a text is a

cognitive process known as visualization. Readers create mental images
based on the author's descriptions, demonstrating the brain's ability to
generate mental representations.

Reading requires sustained attention and concentration. Maintaining

focus on a text, especially for extended periods, involves cognitive control
and executive functions that manage attentional resources.

Reading involves the recognition and understanding of language

structures. Cognitive processes related to language, such as syntax,
semantics, and grammar, come into play when deciphering the meaning of
written words and sentences.

Effective readers engage in metacognitive processes, monitoring and

regulating their understanding of the text. This metacognition involves
awareness of one's own cognitive processes and the ability to adapt
strategies for better comprehension.

Successful reading relies on the retrieval of previously acquired

knowledge from memory. Readers draw on their background knowledge to
make connections, infer meanings, and enhance comprehension.

Higher-order cognitive functions, often referred to as executive

functions, play a role in reading. These include planning, organizing
information, and integrating various cognitive processes to achieve a goal,
such as understanding the content of a text.

Whereas neuro-physiological reading methods could fall short in

capturing the complicated cognitive and environmental components of
reading comprehension is a downside. Although these techniques shed light
on the brain activity that occurs when reading, they might not take
individual characteristics, cultural background, or past knowledge into
consideration, which might also have an impact on the reading process.

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 In addition, broader psychological elements that are vital to
comprehending and interpreting literature may be missed by neuro-
physiological methods, which frequently concentrate on the tiny neural
systems. However, deciphering brain data can be difficult and necessitate
knowledge of both reading psychology and neuroscience. Furthermore, the
results may not always directly relate to treatments or practices in
education.

Another, controlled laboratory environments are often used in

neurophysiological studies of reading, which may not accurately capture the
fluid and natural aspects of reading experiences in the real world. The
results might not be as applicable to typical reading situations given the
artificial conditions. Further obstacles to conducting extensive research in
this field can come from ethical considerations, such as the use of invasive
procedures or exposure to potentially harmful stimuli.
In summary, reading is a multifaceted developmental process that
engages a variety of functions, from basic decoding skills to complex
comprehension, critical thinking, and metacognition. It is an integral part of
cognitive development, involving numerous interconnected processes that
contribute to overall mental growth and intellectual abilities.

REFERENCES

Fries, C. (1963). Three Stages of Reading

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Status Report on .Speech Research, No.. 27, July- September
1971.[Link]