Teaching Reading Skills
• Objectives:
• Explain the five areas of Reading Instruction
• Write sample questions for the dimensions of reading
stage
• determine the importance of reading in the learning
process
Teaching Reading Skills
• PROCESS THAT AFFECT READING:
• 1. social process - affected by one’s attitude, loyalties, conflicts
• 2. sensory process - requires the use of senses
• 3. linguistic process - dependent of vocabulary
• 4. intellectual process - requires sounds and symbols
• 5. perceptual process- utilizes shapes, color combination of sound
• 6. physiological process- one needs a skill in auditory and visual discrimination
• 7. psychological process- how one feels about others that affect reading
• 8. developmental task - level of achievement depends on one’s overall growth
• 9. communication process - occurs when the reader can take meaning on
the printed page
• 10. defense mechanism - response to anxiety
Teaching Reading Skills
• Five Areas of Reading Instruction
• 1. Phonemic Awareness – the ability to notice,
think about, and work with the individual sounds in
spoken words.
• Six Level of Phonetic Awareness
• Level 1 - Rhymes and Alliteration
• Level 2 – Parts of the Word
• Level 3 – Sequence of Sounds
• Level 4 – Blending of Sounds
• Level 5 – Phoneme Segmentation
• Level 6 – Transition of Written Language
• 2. Phonics and Decoding - the relationship between letters
(graphemes) of written language and the sounds (phonemes) of
spoken language
• 3. Vocabulary Instruction – the meaning and pronunciation of
words that we use to communicate effectively.
• 4. Fluency - the ability to read text accurately, smoothly, quickly,
and with expression.
• The following are activities that can improve fluency:
• A. Reading with a model
• B. Choral Reading
• C. Tape - assisted reading
• D. Reader’s Theatre
• E. Partner Reading
• 6. Comprehension – involves cracking the
alphabetic code to determine the words and
thinking about those words to construct meaning
• Profile of Proficient Reader:
• 1. Make connections
• 2. Asks questions
• 3. Visualize
• 4. Determine importance
• 5. Draw inferences
• 6. Analyze and synthesize
• 7. Monitor comprehension
• Three Stages of Reading:
• 1 Pre reading Stage
• 2. During Reading Stage
• 3. Post Reading
• 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.
• First Dimension: Knowledge or Literal Understanding
• This is the literal understanding of a selection that
provides the reader with the most basic structure
through which the writer express his philosophy in life.
• This answers to information or Wh questions which are
explicit in the stated text.
• Sample Questions:
• What is the title of the story?
• Who are the characters?
• Where does the grasshopper stay?
• Why does the ant save food?
• 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.
• Sample Questions:
• Compare the grasshopper and the ant.
• What words describe the ant? The grasshopper
• What does the saying “saving for rainy days” mean?
• Third Dimension: Application
• The reader uses or applies learned materials in
new and concrete situations, processes, effects,
conclusions.
• Sample Questions:
• If you were the grasshopper, what would you have
done?
• Why is it important to practice thrift and economy?
• 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
• Sample Questions:
• What is the writer’s purpose for writing the story?
• What literary device did the writer use to make the
selection interesting to the readers?
• Fifth Dimension: Synthesis
• The reader puts together for form a whole new
pattern, structure, or design. He suggests or makes
plans of action.
• Sample Questions:
• What other things can you save in order to
economizes?
• What ways can you suggest to save the following”
• Food?
• Electricity?
• Clothing?
• Other resources?
• Sixth Dimension: Evaluation
• This is judging the value of something using
internal criteria.
• Sample Questions:
• Prove that the ant did right in storing food for rainy
day.
• Did the grasshopper deserve to go hungry? Cite
reasons for your answer.
• What can you say about people who recklessly
spend their salary without thinking of saving a
portion of it for future use? What advice can you
give them?
Reading lesson has three phases or stages:
1. Pre- reading -
2. During reading
3. Post reading
Pre-reading has three main goals:
1. Activation of prior knowledge and building
background information
2. Development of concept and vocabulary
3. Development of motivation and purpose of
reading
• During Reading – the reader interacts with and makes
connections with the text in the process of understanding or
constructing meaning.
• Reading aloud is considered the best way to give all
students equal access to good literature.
• After Reading – discussion and elaboration or engagement
activities are done to enhance comprehension.
• Strategies that are used by the proficient readers are:
• Connect
• Question
• Visualize
• Infer
• Synthesize
• The solution to the problem of at-risk students is
prevention programs which do not require extensive
training and may be implemented with small groups of
students by the classroom teaching are as follows:
• Early Intervention in Reading – this a program in
which the first grade teacher spends twenty minutes a
day working with five to seven of the lowest – achieving
students.
• Success for All – this is an intervention program
design for the entire elementary school. It stresses
prevention of reading problems and teaching in such a
way that children are successful.
• Building Literacy: A Classroom Intervention
Program- it uses direct, systematic instruction involving
the support of parents and professionals:
