This study isanchored on the following theories: L.MRosenblatt (1978), Reader’s Response Theory states that individuals makeconnection to their reading by keying into the association of feelings,attitudes, and ideas providing their deepest interaction between the reader andthe text. It was also emphasized that today, adolescents search for betterreading materials that will suit their reading interest.
They search forliterature which is closely related to their attitudes, and can cultivate theirideas. Also, they prefer reading materials that will merely describe them.However, making connections to the reading materials that they are reading isquite hard for them. As a result, they are having a hard time in choosing whatreading materials to read. Gray’s(1939) Developmental Theory of Reading on the other hand, identifies thefactors affecting the reading interest of students. This Theory includes (1)readiness (2) learning to read (3) rapid progress in fundamental attitudes,habits and skills (4) extension of the experiences and increase inefficiency (5) refinement of attitudeshabits and skills.
In Gray’s Developmental theory of reading students mustundergo in the following stages. Students in the lower year levels must be onthe first two stages because they are still novice in the world of reading;while in higher year levels, students must be on the third and fourth stagessince they already have mature mind setting compared to the lower years. Accordingto Tarrayo (2012) there are types of Reading (A) READING ACCORDING TO PURPOSE (1.
)Skimming also called rapid-surveyreading. (2.) Scanningalso called search reading. (3.)Intensive/Functional Reading- also called word-for-word type of reading. (4.) Light-type ofreading. Reading for leisure and you love what you read.
(5.) Literature Reading (6.) Requires serious reading and proper notetaking. Uses the method of reading called SQ3R (Survey, Question, Reading, Recall, Review). (B.
) ACCORDING TO READING PERFORMANCE / RATEOF UNDERSTANDING (1.) Speed Reading (2.)Subvocalized Reading (3.) Proofreading(4.
) SPE (Structure Proposition Evaluation (5.) MI (Multiple Intelligences) (C.) ACCORDING TO READING-INSTRUCTIONPROGRAM (1.) Read aloud- Manyteachers use this in instruction. (2.) Shared reading- Both theteacher and student take turns in reading portions of the text.
(3.) Guidedreading- Reader is left alone to do silent reading. (4.
) Fluency reading- Mainobjective: To gain mastery of the pronunciation,phrasing, pausing, intonation, or stress of the text. Text is read severaltimes. (5.
) Independent reading- One chooses the material s/he wants to read.(6.) Developmental reading- Aims to refine one’s reading comprehension skillsby letting reader experience different reading stages. (7.) Selective orkey-word reading- Characterized by skimming and scanning. (8) Remedial Reading-If students have a difficulty in vocabulary knowledge, reading comprehensionabilities, and reading attitudes, he must submit himself to a reading programthat helps him to develop his reading skills.
(9) Strategic Reading- Regardedby some as the latest type of reading