What are the similarities and differences in viewing reading as a skill and reading as a process? Discuss.

Viewing reading as a skill versus viewing reading as a process offers distinct perspectives on how individuals approach and understand the act of reading. While there are similarities in both views, there are also notable differences in their implications for teaching and learning.

Reading as a Skill:

Similarities:

1. Focus on Proficiency: Both views acknowledge the importance of developing reading proficiency. Reading as a skill emphasizes the ability to decode text, recognize words, and comprehend written language effectively.

2. Goal-Oriented: Both perspectives recognize that reading skills are developed with the goal of achieving competence and mastery in reading tasks.

Differences:

1. Static vs. Dynamic: Viewing reading as a skill tends to emphasize static abilities or competencies, such as decoding words or understanding syntax. It suggests that reading proficiency can be achieved through mastering discrete skills.

2. Product-Oriented: This view often focuses on the end result of reading—comprehending the text. The emphasis is on the outcomes or products of reading, such as answering questions or summarizing information.

3. Linear Progression: The skill-based view may imply a linear progression of reading development, where learners move from basic to more complex skills in a sequential manner.

Reading as a Process:

Similarities:

1. Acknowledgment of Complexity: Both perspectives recognize that reading is a complex cognitive process that involves multiple components, including decoding, comprehension, inference-making, and engagement with text.

2. Dynamic and Interactive: Viewing reading as a process highlights the dynamic and interactive nature of reading. It emphasizes that readers actively construct meaning through interactions with the text and their prior knowledge.

Differences:

1. Emphasis on Cognitive Processes: Reading as a process focuses on the cognitive processes involved in reading, such as prediction, visualization, and monitoring comprehension. It underscores the active engagement of readers in constructing meaning from text.

2. Reader-Centered: This view places greater emphasis on the reader's role in interpreting and making sense of text, rather than viewing reading as a set of static skills. It recognizes the influence of background knowledge, experiences, and strategies on reading comprehension.

3. Developmental and Recursive: The process-oriented view acknowledges that reading development is developmental and recursive, where readers continuously refine and adapt their reading strategies based on the text and context.

In summary, while both views recognize the importance of reading proficiency, they differ in their underlying assumptions and implications for instruction. Viewing reading as a skill emphasizes static abilities and proficiency in specific tasks, whereas viewing reading as a process highlights the dynamic and interactive nature of reading comprehension, focusing on cognitive processes and the reader's active role in constructing meaning. Effective reading instruction should integrate both perspectives, providing opportunities for students to develop foundational skills while engaging in authentic and meaningful reading experiences that promote deeper comprehension and critical thinking.