Reading Process

Reading can be defined as the meaningful interpretation of written/printed (graphic) representations of verbal language and concepts. Two major components of reading are word recognition and comprehension.

Word recognition involves decoding or the conversion of letters (graphemes) into corresponding sounds (phonemes). Phonemes in combinations are processed into words that are read-by-sight without hesitation. Weak phonological skills are generally seen as an etiological factor in poor reading.

Comprehension involves the understanding of the meaning of words (vocabulary) alone and in association with other words. The vocabulary and the form of written text vary as to its purpose, such as in storytelling (narrative), textbook writing (expository), and manual or report writing (technical). Each form requires somewhat different comprehension and interpretative skills. Skills learned within one form (e.g., narrative), may not transfer to another form (e.g., text book) without specific instruction and experience.

Literacy, in its narrowest meaning, involves reading, writing, and spelling. The synonyms to literacy, however, address much broader concepts such as informed, scholarly, erudite, and able. Today, the word is used to identify vastly different abilities such as computer literacy and cultural literacy. Literacy in the literal sense is challenged by such questions as: “Can a person with blindness be literate?” “Can a poor-reader be a literate person?” The answer to both is “Yes” but calls for a further question, “Under what conditions does it occur and how can schools produce literacy in all its students?”

This module is designed to identify and examine some of the issues and strategies in developing reading skills in high school students who have special needs and are at high risk for school failure.