Introduction: The Significance of Reading in Literacy

Reading and writing are fundamental aspects of literacy, closely intertwined like two sides of the same coin. However, reading plays a more crucial role in literacy development. While one can read without writing, writing is impossible without reading. After drafting a text, one must repeatedly read it to refine and improve its quality. As Venezeky (1990: 9) insightfully points out:

> “Reading is primary to any definition of literacy, and in some cases, others are secondary. Writing, as a means of recording communication, presupposes reading; otherwise, it is mere copying. Similarly, numeracy and document knowledge are supplementary to reading and have no role in the literacy equation without it. A skilled reader, ignorant of numeracy and document formats, can still derive meaning from print. On the other hand, a non-reader, skilled in arithmetic and some document styles, will struggle in a print-based environment.”

Successful readers and writers share four characteristics:

1. They are confident readers and writers, rarely intimidated by reading and writing tasks.
2. They demonstrate high levels of control over the processes that underlie reading and writing.
3. They appreciate the communicative functions of reading and writing while using them to enhance thinking and learning.
4. They continue to engage in and enjoy reading and writing long after formal instruction has ended (Cambourne, 1988).

Successful reading and writing do not occur by chance. They must be desired, pursued, cultivated, and practiced.

 Exploring Reading in Depth

In the following sections, we will focus on reading. We will:

1. Explain the concept of reading in a way that a layperson can understand, based on current research and trends.
2. Define an effective reader and suggest global strategies to empower students to become effective readers.
3. Share strategies that enhance text comprehension before, during, and after reading.
4. Discuss various text types or genres students will encounter in tertiary education.

 What is Reading?

Reading is both a perceptual and cognitive process. The written text consists of organized symbols used to convey information. First, there are the letters of the alphabet that form words, phrases, clauses, and sentences—these are the grammatical elements of the text. Understanding these elements is crucial to comprehending the text. Secondly, graphics, pictures, and drawings may complement or clarify the meaning conveyed by the text.

When the eye encounters a written text, light rays transmit the text’s components to the retina, where images form. This process makes reading a ‘perceptual’ act. When the brain interprets these images and assigns meaning based on prior experience, it becomes a ‘cognitive’ act.

Two critical elements influence reading: the visual element, which is text-bound, and the non-visual element, which includes the reader’s prior experiences, motivation, attitude, and mindset. Unfortunately, there is often an overemphasis on the visual element at the expense of the non-visual element, which is a mistake. As Smith (1997: 9-10) notes:

> “Too much attention to the page in front of you can have the temporary effect of making you functionally blind. The page literally becomes blank.”

Effective reading is not a ‘bottom-up’ process of simply extracting meaning from the text. Instead, it is a ‘top-down’ process where the reader uses prior experiences to impose meaning on the text. Reading is about meaning-making, reconstruction, negotiation, and evaluation. No text’s meaning is sacrosanct; students should feel free to question and challenge the meanings they encounter in a text.

Reading Efficiency

Components of Reading

There are three components of reading:

1. Decoding: Identifying the language and basic information units in the text (words, phrases, clauses, and sentences). The level of decoding depends on the reader’s sophistication and reading level.
2. Speed or Rate of Reading: This refers to how quickly one reads, depending on the purpose.
3. Comprehension: The ability to understand and interpret the text.

Decoding

Decoding involves recognizing the language and structure of the text. A reader’s proficiency in decoding corresponds to their reading level, which can be categorized as:

• Frustration Level: The reader cannot decode most of the text and struggles to comprehend it, even with help.
• Instruction Level: The reader can comprehend the text with some assistance.
• Independent Level: The reader can comprehend the text without assistance—this is the ideal reading level.

Also Read

4 Tyes of Reading speed and how to use them Effectively

Types of Comprehension

A COMPREHENSIVE GUIDE ON THE ENGLISH WORD/VOCABULARY

Effective Listening Skills: Unlocking Better Communication

English Pronunciation Made Easy: A Simple Guide to Sounds and Symbols