Module 7

Teaching of reading
 This module will help you to:

Increase student’s motivation, interest, and

enjoyment in reading by involving them in
interactive activities;

 Discuss current perspective on reading and

draw out implications in teaching beginning
reading;
 This module will help you to:
• Increase student’s motivation, interest, and enjoyment
in reading by involving them in interactive activities;
• Discuss current perspective on reading and draw out
implications in teaching beginning reading;
• strategy instruction before, during, and after reading;
Teach lessons that incorporate principles of effective
comprehension
• strategies to facilitate literacy. Promote teamwork,
create a sense of interdependence and accountability
by using cooperative learning
 Introduction
Making every child a competent reader and a functional
learner is the ultimate goal of teaching children learn to
read. To become a competent reader, one should be
able to construct meaning from print using appropriate
active strategies to relate what he reads with his
background knowledge and experience. Through
continuous practice, fluency and skill are enhanced and
the child’s motivation to read increases. Naturally his
constant engagement with different texts exposes him to
varied learning's and insights which enable him to cope
better with life situations.
 Five Areas of Reading Instruction

1.Phonomic Awareness

This is the ability to notice think about and

work with the individual sounds in spoken
words Before children learn to read print, they
need to become aware of how the sounds in
words work. They must understand that words
are made up of speech sounds or phonemes.
 Six Levels of Phonemic Awareness

• Level 1: Rhymes and alliteration

Children develop “ear” language as they
identify and make oral rhymes.

• Level 2:Parts of a Word

Children listen to sounds within words. They
identify and work with onsets and rhymes in
spoken syllables or one-syllable words.
• Level 3: Sequence of Sounds
Children direct attention to specific positions
of sounds within a work. They identify and work
with syllables in spoken words.
• Level 4: Blending of Sounds
Children at this level have acquired a good
sense of phonemic awareness and are ready to
divide words into separate sounds or phonemes
or blend them to form recognizable sound.
• Level 5:Phoneme Segmentation
Children manipulate sounds within words by
adding, exchanging, deleting, or transporting
phonemes to form new words.
• Level 6: Transition into written language
Children manipulate sounds within words by
matching sounds to letters, syllable splitting,
Phoneme blending, Phoneme substitution,
Phoneme isolation, and Phoneme deletion.
2.Phonics and Decoding

Phonics instructions enables beginning readers to

understand the relationship between letters
(graphemes) of written language and the
sounds(phonemes) of spoken language. It teaches
them to use those relationships to read and write
words. Systematic and explicit phonics instruction is
most effective when it starts in kindergarten or first
grade.
3.Vocabulary Instruction

Vocabulary is the meaning and pronunciation

of words that we use to communicate
effectively. It is simply the number of words
that we understand or can actively use to
listen, speak, read or write.
4.Fluency

This is the ability to read a text accurately,

smoothly, quickly, and with expression. Some
students are able to read orally with
speed ,expression, and smooth decoding but
they do not understand what they read.
 The following Activities cam improve fluency:

• A. Reading with a model reader. The model

reader can be a teacher, another adult, or an
older student.

• B. Choral Reading.
In choral or unison reading students read along
as a group with the teacher(or another fluent
reader).
• C. Tape-assisted Reading
In tape-assisted reading, students read along in
their books as they hear a fluent reader read
the book on an audiotape.

• D. Reader's theater
This is rehearsing and performing before an
audience of a dialogue-rich script derived from
a book.
• E. Partner Reading.
In partner reading, paired students take
turns reading aloud to each
5. Comprehension

Reading demands a two-pronged attack. It

involves cracking the alphabetic code to
determine the words and thinking about those
words to construct meaning.
 Strategies in order to interact with the text and enhanced
meaning:
1.MAKE CONNECTION
A good reader is able to draw from background
knowledge and personal experiences while reading
to help create meaning from the text.

2.ASK QUESTIONS
A good reader asks both literal and inferential
questions before, during, and after reading to
clarify meaning and deepen understanding.
3. VISUALIZE
A good reader is able to create multi-sensor
images in the “mind’s eye” while reading to help
make sense of the text.

4. DETERMINE IMPORTANCE
A good reader is able to sort through information
in the text, select key ideas, and remember them.
5. DRAW INFERENCES
A good reader knows that not all
information is included in a text and is able to
reasonably “fill in”, hypothesize, and predict,
based on the evidence on the text.
6.ANALYZE AND SYNTHESIZE
A good reader is able to break down
information and to draw conclusions based on
both the text and his or her thinking.
7.MONITOR COMPREHENSION
A good reader is able to stop, go back, and
reread in order for understanding to occur.
 THREE STAGES OF TEACHING READING

1. Prereading Strategies
It is the most important phase of a reading
lesson. It is where students are guided to
reflect on what they already know or think
about a topic so that it can help them
understand what they are going to read.
• There are several techniques to activate a
reader’s schema:

1. Preview and Predict

Have student browse through the selection to

get a sense of its format. Point out the
different text areas.
2. Text Previews

A text preview helps students better

comprehend a difficult text. It helps students
understand concepts, vocabulary ,and
structure of the reading selection so that they
can build higher level of understanding.
3.Story Impressions

Is a prereading strategy that introduces

students to the vocabulary they will need to
know for a particular unit of study.
4. Group Predictions

Students in small groups brainstorm ideas that

relate to a topic or theme in a reading
selection prior to the reading.
Developing Concept and Vocabulary
There are practical techniques in vocabulary
development and they are as follows:

1. Through realia or actual objects.

-Introducing a new word, especially to very
young readers, requires a multi-sensory device.
This makes for a rich and more meaningful
experience.
2. Through visuals.
The next best thing to an actual object is a
replica or a likeness of it, Visuals may be in the
form of photographs, sketches, slides,
collages, and other similar illustrations.)
3. Through demonstration or gesture.

This technique is ideal when unlocking the

meaning of a noun or an action word.
4. Through context clues.
The word is used in a sentence that carries
with it a clue that directs the leamer to the
meaning in focus.
5. Seman.tiG-LL2.appiog.
This strategy helps students see the
relationship among words.
•The basic steps are as follows:
a. Select an important word or topic in the
selection.
b. Write the word on the board and encircle it.
Encircling marks the word as the core of the
vocabulary activity
c. Encourage the students to think of as many
words related to the core.
• Developing Motivation and Setting the
Purpose for Reading

Before actual reading, assist students in

analyzing the material. Take "picture walks"
through the book if there are pictures besides
making predictions as to content, story
progression, or conclusion.
• Three factors contribute to motivation:

⚫ Attitude -the force which motivates a person

to continue with a task.
⚫ Interest-the desire to know about or explore a
topic.
⚫ Self-concept- a fair and sincere feedback
enhancing students' positive view of
themselves.
• Two questions are asked to prepare the
students for reading.

⚫ Motivation question-This to activate prior

knowledge related to the selection.
⚫ Motive question-This is to test the
comprehension of the selection
3. During Reading Strategies

Reading of the text, which is the most obvious

aspect of the reading phase, may be taken to
mean that the students read the text silently
in the classroom or at home as part of the
assignment.
• Read-Aloud

Here are some tips for more effective read-aloud:

1. Read at a slower rate than normal conversational
speech in order to be heard in all parts of the
room.
2. Focus on the students from the second to the last
row.
3. Establish eye contact.

4. Make distinctions between characters when you read.

5. Use minimal gestures. Some slow movements of the

hands or body will help emphasize some parts

6. As much as possible, provide your students with a copy

of the text you are reading aloud so that they can
follow your reading silently.
• A strategy that may be used for read-aloud is
partner predictions. This incorporates the use
of predictions and elements of cooperative
learning following these steps:

1. Identify the places in the story for prediction.

2. Read aloud and have students predict.
3. Ask students to share their ideas with their partners

4.Call on some students to share what their partners

think the story will be about. Suggest to students
that they begin their response by saying: My partner
thinks that...

5. Read another section of the story and have students

predict. Ask students again; "What do you think will
happen next?"
• Fix-Up Strategies for Comprehension Building
During Reading

Teacher modeling of fix-up strategies is

important for students so that they
understand how to apply these strategies in
their own reading.
 For primary students, here are some steps for teaching good comprehension
strategies:

• Look at the picture for clues; make a

prediction or guess about what the word
might mean. Does it make sense in this
context?

•Reread the sentence and see if it makes sense

the second time.
•Read on and ignore the word and see if you still
understand what is being said.

•If you come to a word you don't know, sound it out,

say it slow and "snap" it together, or make a word
substitution that makes sense.

• Ask for help from the teacher if you are still confused.
Post Reading Strategies
• Post reading is the last phase of the reading
lesson. It is after reading when readers want to
share and discuss ideas with others.
• Post reading activities might include the
following:
discussion, engagement activities, and reading-
writing link.
• GPU Gradual Psychological Unfolding

GPU is a discussion technique developed by the

late Prof. Basilisa Manhit, founder of the
Department of Reading of the University of the
Philippines. As its name suggests, the story is
unraveled through a slow yet logical manner with
questions and activities prepared by the teacher.
• The students go through all the dimensions
of reading comprehension (Bloom).
1. First Dimension: Knowledge or Literal
Understanding
A literal understanding of a selection provides
the reader with the most basic structure
through which the writer expresses his
philosophy in life.Answers to information or
Wh-questions explicitly stated in the text.
2. Second Dimension: Comprehension or
Interpretation (Grasping Fully the Writer's Ideas)

The reader is tasked to read between the lines to

make inferences Sufficient clues are given to enable
the reader to arrive at the writer's ideas Questions
on the second dimension are still about the story
though the answers are derived and not lifted from
the selection.
3. Third Dimension: Application

The reader uses or applies learned materials in

new and concrete situations. processes,
effects, conclusions.
4. Fourth Dimension: Analysis

The reader breaks down the material into

component facts so that its organizational
structure can be understood such as elements,
hypothesis, statement of facts, others.
5. Fifth Dimension: Synthesis

The reader puts parts together to form a

whole new pattern, structure, or design. He
suggests or makes plans of action.
6. Sixth Dimension: Evaluation

This is judging the value of something using

internal criteria.
Engagement activities

Comparing perspectives, debating, recollecting,

summarizing, and writing and reacting to the
literature in a variety of ways are at forms of
elaboration or engagement activities for
students to reinforce, heighten, and develop
ownership of the reading experience.
• Cued Retelling-This is a highly interactive
strategy for having students retell a Selection
either Orally or in written form

• Story mapping - is a graphic organizer that

helps students learn the elements of literature
by identifying characters, plot, and setting.
•Venn Diagrams – is for Comparing and
Contrasting Stories/Characters/Setting/and
Personal experiences.

• Discussion Web—This incorporates the four

language arts using cooperative learning ideas
for students to interact, it is especially useful for
discussions in literature and in social studies.
• Reading-Writing Link - Students may do journal writing
in response to literature through the following activities:

• Writing an ending to a story

• Retelling the story of a part of the story from the point
of view of a character
• Reading response Journal
• Doing a news write-up about the exciting events in the
story
• Summary journal
Reading intervention and remediation
• The problem and context
According to research, children who encounter
problems in the beginning stages of learning
to read fall farther and farther behind their
peers (Stanovich, 1986).
Who are the students at risk?

Children have been said to be at risk if They

are identified as having any six of some 45
factors which include the following:
• Children with a history of preschool language
impairment
• Children with limited proficiency in English
• Children whose parents had difficulty learning
to read
• Children with attention deficit-hyperactivity
disorder
• Children who lack motivation to learn
• Children from poor neighborhoods
• Children who attend schools in which the
classroom practices are deemed Ineffective
• Children who score low in standardized tests
• Children whose IQ is below 90
•Children who have negative – self-image
• Children who are ill
• Children who have excessive absence from
school
• Children who have been retained in a grade.
• The solution to the problem: Prevention

Early intervention in Reading – This is a

program in which the first-grade teacher
spends twenty minutes a day working With Five
to seven OF the lowest achieving students. In
this Program, Phonemic awareness and phonics
are emphasized.
• Success for all – this is an early intervention
program designed For an entire elementary
school. Success for all stresses prevention of
reading problems and teaching in such a way
that children are successful.
 Literacy: A Classroom Intervention
Building Program.

• Goals and objectives. - objectives should be

those that are most likely to result in
maximum improvement in literacy.
• Direct systematic Instruction - struggling
readers and writers need direct, systematic
instruction, geared to their strengths.
• Selecting Students - Select students with the
greatest needs in reading and writing.

• Size of Group - A group of six or seven is the

maximum size that can be taught effectively.
• Scheduling Instruction - Intervention instruction
is most beneficial when it is in addition to the
instruction already provided. Students who are
behind need more instructional time if they are
expected to catch up

• Materials - Use high-interest materials. Select

materials that are attractive, are well illustrated,
and don’t have a whole lot of print on a page.
• Evaluation - Continuously monitor student’s
progress.
• Parental Involvement - Let the parents know
about the program. Keep them informed
about the children’s progress.
• Professional Support - Discuss your program
with the principal and enlist her or his
support. Also, talk it over with the
professionals.
Parts of Building Literacy Lesson

A building literacy lesson should include

certain key elements. At a maximum, there
should be a review of past materials: an
introduction or extension of a new skill or
strategy by reading a selection.