the four pronged approach
DESCRIPTION
Developmental Reading 2 (The four pronged approach)TRANSCRIPT
The Four-Pronged Approach in
Reading Instruction
GROUP 1
II. CRITICAL THINKING
III. MASTERY OF THE STRUCTURES OF THE
(FILIPINO/ENGLISH) LANGUAGE
IV. TRANSFER STAGE
I. GENUINE LOVE FOR READING
The Four-Pronged Approach
I. GENUINE LOVE FOR READING
The Four-Pronged Approach
GENUINE LOVE FOR READING
teachers have a greater role in motivating the
child to love reading. The choice of the
materials should take into consideration
suitability to the age, interests and vocabulary
of the children.
method of presentation should be encouraging
so as to create and desire to read.
OBJECTIVES:
a. to structure experiences so that the child feels
accepted
and develops desirable attitudes toward
reading and self;
b. to provide for group participation,
development of verbal
facility, listening ability, and auditory and visual
discrimination;
c. to teach left-to-right sequence; and
d. to encourage contact with books, stories and pictures.
1. Oral Reading
2. Silent Reading
ARTS TO READING
1. Oral Reading
– in which a child reads aloud in order to
convey information or pleasure to an audience.
2. Silent Reading
– in which listening while following the
text, sight-reading to a coach or with partners,
rehearsing and reading aloud for an audience.
ARTS TO READING
DEVELOPING READING COMPREHENSION
- comprehension is a creative, multifaceted process in which students engage with the text.
FACTORS THAT INFLUENCE COMPREHENSION
1. Background Knowledge
2. Text
3. Purpose
1. Background Knowledge
- readers bring to the reading process
influence how
they understand the text.
2. Text
- author’s ideas and how the ideas are
organized and
presented also affect comprehension.
3. Purpose
- readers vary the way they read according
to their
purpose.
1. Microprocesses
2. Integrative Processes
3. Macroprocesses
4. Elaborative Processes
5. Metacognitive Processes
Five Sub-processes of Comprehension:
Microprocesses
- chunk ideas into phrases and select
what is important from the sentence to keep
in short-term memory.
Integrative Processes
- deal with the semantic and syntactic
connections and relationships among sentences.
Macroprocesses
- recognizing the structure of text and
selecting the most important information to
remember.
Elaborative Processes
- to activate their background knowledge
and make connections with the book they are
reading or listening to as it is read aloud.
Metacognitive Processes
- both readers and writers use
metacognitive strategies to monitor and
evaluate their comprehension.
Literal Comprehension
Reorganization
Inferential Comprehension
Evaluation
Appreciation
TAXONOMY OF COGNITIVE AND AFFECTIVE DIMENSIONS OF READING
COMPREHENSION
Literal Comprehension
- focuses on ideas and information which are
explicitly stated in the selection.
Reorganization
- requires to analyze, synthesize and/or organize
ideas or information explicitly stated in the selection.
Inferential Comprehension
- demonstrated by a student when we use the
ideas and information explicitly stated in the selection.
Evaluation- requires responses by the student which
indicate that he has made an evaluating judgment by
comparing ideas presented in the selection with
external criteria.
Appreciation
- involves all the previously sited cognitive
dimensions of reading for it deals with the
psychological and aesthetic impact of the selection on
the reader.
Reading Skills
- information-processing techniques that
readers and writers use automatically and
unconsciously as they construct meaning.
1.Comprehension2. Decoding and Speaking Skills3. Language Skills4. Reference Skills5. Study Skills
Comprehension
- in conjunction with reading and writing
strategies.
- used when are reading in order to
understand and
summarize.Decoding and Speaking Skills
- identify words when reading and many of
the same skills
to spell words when writing.
Language Skills
- they read informational books, do research and write reports and other types of expository writing.Study Skills
- focus on particular words during word study
activities
and their knowledge influences reading and
writing.Reference Skills
- they review and prepare for tests.