Course Outline on Teaching Listening

and Reading
Course Outline

Eng 213

(The Teaching of Listening and Reading)

BSED II

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At the end of this lesson, you should be able to:

1. explain the listening process;

Listening is an active process by which we make sense of, assess, and respond to
what we hear. The listening process involves five stages: receiving, understanding,
evaluating, remembering, and responding. These stages will be discussed in more detail
in later sections.
2. give reasons for doing listening;
1. Learners develop an ability to discriminate sounds. Listening involves the identification
of the differences among sounds. This identification and discrimination leads children to the
understanding that sounds are grouped together to form words.

2. Students realize the value of listening. Listening makes up a great percentage of a

student’s day, both in and out of school. Expanding their views of listening and the benefits
of using good listening skills can impact how they use listening. For instance, listening
precisely to verbal instructions has a direct impact on student’s success in the classroom.
They know exactly what they are to do as a result of being able to perform this type of
listening.

3. Students learn to listen for a variety of purposes. There are many purposes for listening,
such as to determine a speaker’s intended message, being able to thoughtfully respond to a
speaker’s message, and to appreciate music. The good news is that teachers can actually
teach children how to listen for a variety of purposes, which is one of the main goals of
the Listenwise curriculum. Teaching students how to listen is far different from simply
 expecting them to develop this complex language art by listening for longer periods with no
specific focus.

4. Listening enhances children’s ability to use the other language arts. Teaching listening
allows students to follow directions, understand expectations, and make sense of oral
communication. As children improve as listeners, they learn to use the same strategies to
improve their command of the other language arts. For example, when children ask a
question (speaking), they then listen (listening) for the response which might clarify what they
need to do to complete a given reading or writing task.

5. Students understand the relationship between listening and reading. Listening, like
reading, is an active process. Listening and reading require the use of similar thought
processes such as predicting and self-monitoring to attend to the conveyed message for the
construction of meaning. And let’s remember that reading a word is much easier if it has first
been heard!

3.differentiate the types of listening;

Discriminative listening
Discriminative listening is the most basic type of listening, whereby the difference between
difference sounds is identified. If you cannot hear differences, then you cannot make sense of
the meaning that is expressed by such differences.
We learn to discriminate between sounds within our own language early, and later are unable
to discriminate between the phonemes of other languages. This is one reason why a person
from one country finds it difficult to speak another language perfectly, as they are unable
distinguish the subtle sounds that are required in that language.
Likewise, a person who cannot hear the subtleties of emotional variation in another person's
voice will be less likely to be able to discern the emotions the other person is experiencing.
Listening is a visual as well as auditory act, as we communicate much through body language.
We thus also need to be able to discriminate between muscle and skeletal movements that
signify different meanings.

Comprehension listening
The next step beyond discriminating between different sound and sights is to make sense of
them. To comprehend the meaning requires first having a lexicon of words at our fingertips
and also all rules of grammar and syntax by which we can understand what others are saying.
The same is true, of course, for the visual components of communication, and an
understanding of body language helps us understand what the other person is really meaning.
In communication, some words are more important and some less so, and comprehension often
benefits from extraction of key facts and items from a long spiel.
Comprehension listening is also known as content listening, informative listening and full
listening.

Critical listening
Critical listening is listening in order to evaluate and judge, forming opinion about what is
being said. Judgment includes assessing strengths and weaknesses, agreement and approval.
This form of listening requires significant real-time cognitive effort as the listener analyzes
what is being said, relating it to existing knowledge and rules, whilst simultaneously listening
to the ongoing words from the speaker.

Biased listening
Biased listening happens when the person hears only what they want to hear, typically
misinterpreting what the other person says based on the stereotypes and other biases that they
have. Such biased listening is often very evaluative in nature.

Evaluative listening
In evaluative listening, or critical listening, we make judgments about what the other person is
saying. We seek to assess the truth of what is being said. We also judge what they say against
our values, assessing them as good or bad, worthy or unworthy.
Evaluative listening is particularly pertinent when the other person is trying to persuade us,
perhaps to change our behavior and maybe even to change our beliefs. Within this, we also
discriminate between subtleties of language and comprehend the inner meaning of what is
said. Typically also we weigh up the pros and cons of an argument, determining whether it
makes sense logically as well as whether it is helpful to us.
Evaluative listening is also called critical, judgmental or interpretive listening.

Appreciative listening
In appreciative listening, we seek certain information which will appreciate, for example that
which helps meet our needs and goals. We use appreciative listening when we are listening to
good music, poetry or maybe even the stirring words of a great leader.

Sympathetic listening
In sympathetic listening we care about the other person and show this concern in the way we
pay close attention and express our sorrow for their ills and happiness at their joys.
Empathetic listening
When we listen empathetically, we go beyond sympathy to seek a truer understand how others
are feeling. This requires excellent discrimination and close attention to the nuances of
emotional signals. When we are being truly empathetic, we actually feel what they are feeling.
In order to get others to expose these deep parts of themselves to us, we also need to
demonstrate our empathy in our demeanor towards them, asking sensitively and in a way that
encourages self-disclosure.

Therapeutic listening
In therapeutic listening, the listener has a purpose of not only empathizing with the speaker but
also to use this deep connection in order to help the speaker understand, change or develop in
some way.
This not only happens when you go to see a therapist but also in many social situations, where
friends and family seek to both diagnose problems from listening and also to help the speaker
cure themselves, perhaps by some cathartic process. This also happens in work situations,
where managers, HR people, trainers and coaches seek to help employees learn and develop.

Dialogic listening
The word 'dialogue' stems from the Greek words 'dia', meaning 'through' and 'logos' meaning
'words'. Thus dialogic listening mean learning through conversation and an engaged
interchange of ideas and information in which we actively seek to learn more about the person
and how they think.
Dialogic listening is sometimes known as 'relational listening'.

Relationship listening
Sometimes the most important factor in listening is in order to develop or sustain a
relationship. This is why lovers talk for hours and attend closely to what each other has to say
when the same words from someone else would seem to be rather boring.
Relationship listening is also important in areas such as negotiation and sales, where it is helpful
if the other person likes you and trusts you.
4. prepare varied listening activities for listening comprehension.
Listening skills are especially difficult to develop, as the student in a one-to-one class will be
listening to only one person speak. There are many methods for helping a student to develop
varied and thorough listening skills. Five great activities are:
1) Music: Using music as a listening exercise can be entertaining and memorable. I like
to print out the lyrics for the student to read while listening, but you can use the lyrics
to suit your specific lesson as well! To teach a specific grammar point, simply find a
 song that utilizes the grammar in your lesson. You can even print out the lyrics with
blank spaces so the student is forced to fill in the correct form as they listen. I like to
find music that the student enjoys in the target language. You can also cut the lyrics
up so each line is on a separate slip of paper. Now have the student rearrange the
lyrics in order while listening to the song.
2) 2) Describe and Draw: Look at a rather complicated picture that uses a lot of
shapes and colors. Don’t let your student see it. Describe it to your student in as
detailed language as possible, and have the student draw what you describe. The
results can be hilarious. You can also give your student directions to draw a route on
a map if you want to practice asking for and giving directions.
3) 3) TED Talks and other Social Media: You can use TV shows, Movies, and
Podcasts to help your student improve listening skills. My absolute favorite type of
media to use in class is TED Talks, a website featuring lectures from experts in every
subject you can imagine. This enables you the freedom to choose any topic that
might interest your students. You can spend a whole class watching and discussing
an episode of Friends, if your student wants! Have your student write down words or
phrases they don’t understand, and make sure to pause often to discuss what has
been said and other ways to say it. After you are finished listening, use
comprehension questions to assess understanding and spark discussion.
4) 4) Recordings: Listening to native speakers of the target language is important for a
student, but listening to their own voice is also important. I like to record a student
while they give a presentation or simply while they read a text out loud. When I play it
back for the student, they always have renewed motivation to work on their
pronunciation. I take a new recording every week, so that the student can listen to
their improvement. I also like to record myself reading the same text. This gives the
student an opportunity to compare their pronunciation with a native speaker.
5) 5) Word of the Day:` I love using a word of the day, sound of the day, phrase of the
day, or question of the day. At the beginning of class, you tell the student a specific
word (or sound, phrase, question, etc) that you plan to emphasize throughout the
lesson. For the rest of the class, anytime you use that word, the student must stand
up. This keeps your student focused on listening and lets the student get out of their
seat to move around. You may even say the word without realizing only to find your
student standing unexpectedly! You can even change the action from standing to
dancing or jumping to make the class extra amusing.

Part I. An Introduction

Definition of Listening

Listening is receiving language through the ears. Listening involves

identifying the sounds of speech and processing them into words and
sentences. When we listen, we use our ears to receive individual sounds
 (letters, stress, rhythm and pauses) and we use our brain to convert these into
messages that mean something to us.

Five Main Reasons Why People Listen

1. To be able to engage in social rituals

2.To get information

3.To be able to respond to “controls”

4. To respond to feelings

5. To enjoy

Five steps in the listening process

1. Receiving
Receiving is the intentional focus on hearing a speaker’s message, which happens when we filter
out other sources so that we can isolate the message and avoid the confusing mixture of incoming
stimuli. At this stage, we are still only hearing the message. Notice in Figure 4.3 "Stages of
Feedback" that this stage is represented by the ear because it is the primary tool involved with this
stage of the listening process.

2. Understanding
In the understanding stage, we attempt to learn the meaning of the message, which is not always
easy. For one thing, if a speaker does not enunciate clearly, it may be difficult to tell what the
message was—did your friend say, “I think she’ll be late for class,” or “my teacher delayed the
class”? Notice in Figure 4.3 "Stages of Feedback" that stages two, three, and four are represented by
the brain because it is the primary tool involved with these stages of the listening process.

3. Remembering
Remembering begins with listening; if you can’t remember something that was said, you might not
have been listening effectively. Wolvin and Coakley note that the most common reason for not
remembering a message after the fact is because it wasn’t really learned in the first place.Wolvin,
A., & Coakley, C. G. (1996). Listening (5th ed.). Boston, MA: McGraw-Hill. However, even when
you are listening attentively, some messages are more difficult than others to understand and
remember. Highly complex messages that are filled with detail call for highly developed listening
 skills. Moreover, if something distracts your attention even for a moment, you could miss out on
information that explains other new concepts you hear when you begin to listen fully again.

4. Evaluating
The fourth stage in the listening process is evaluating, or judging the value of the message. We
might be thinking, “This makes sense” or, conversely, “This is very odd.” Because everyone
embodies biases and perspectives learned from widely diverse sets of life experiences, evaluations
of the same message can vary widely from one listener to another. Even the most open-minded
listeners will have opinions of a speaker, and those opinions will influence how the message is
evaluated. People are more likely to evaluate a message positively if the speaker speaks clearly,
presents ideas logically, and gives reasons to support the points made.

5. Responding
Responding—sometimes referred to as feedback—is the fifth and final stage of the listening
process. It’s the stage at which you indicate your involvement. Almost anything you do at this stage
can be interpreted as feedback. For example, you are giving positive feedback to your instructor if
at the end of class you stay behind to finish a sentence in your notes or approach the instructor to
ask for clarification. The opposite kind of feedback is given by students who gather their belongings
and rush out the door as soon as class is over. Notice in Figure 4.3 "Stages of Feedback" that this
stage is represented by the lips because we often give feedback in the form of verbal feedback;
however, you can just as easily respond nonverbally.

Listening can be classified into several types depending on how

you pay attention to what is being said or heard

1. Marginal/Passive Listening
Marginal Listening. Marginal listening, which is also referred as Selective listening, is a
little better than passive listening in that the information of the speaker is listened to in bits
and pieces rather than the whole of it.

2. Attentive Listening
Active listening refers to a pattern of listening that keeps you engaged with your
conversation partner in a positive way. It is the process of listening attentively while someone
else speaks, paraphrasing and reflecting back what is said, and withholding judgment and
advice.

3. Critical/Analytical Listening
 Critical listening is a form of listening that if usually not mentioned, since it involves
analysis, critical thinking and judgment. Making judgments during listening is often
considered as a barrier to understand a person, and there's a lot of truth in that.

4. Appreciative Listening
Appreciative listening is a type of listening behavior where the listener seeks certain
information which they will appreciate, for example that which helps meet his/her needs and
goals. One uses appreciative listening when listening to good music, poetry or maybe even
the stirring words of a great leader.

Choosing Listening Text

1. authentic Text
occurs when we are honestly prepared to put aside our own
story and fully focus on understanding the other person’s
story.
2. Advertisements
To promote services or products. It is usually very persuasive
in terms of attracting.
3. Newscasts
Is a process of presenting information on current events vis
electronic media such as television, radio and internet. It is a
way of disseminating information to the public.
4. weather reports
a systematic statement of the existing and usually the
predicted metreological conditions over a particular area.
5. Announcements
a statement made formally and publicly to the press for mass
distribution. Announcements can be made in response into
something such as rumors, or can be made for positive
reasons such as the intoduction of a new product or practice.
6. Homilies
A religious discourse that is intended primarily for spiritual
edification rather than doctrinal instruction.
7. doctor-patient consultation

8. job interviews
a type of employment test that involves a conversation
between a job applicant and the representative of the
employing organization.

Activities in Integrating Listening with Other Macro Skills

(Speaking, Reading, Writing,Viewing)

1. Pre-Listening
Pre-listening activities are things learners do before a listening activity in order to prepare
for listening. These activities have various purposes, including pre-teaching or activating
vocabulary, predicting content, generating interest and checking understanding of task.

2. Tape Script
a recording of spoken material, or the printed text of a recording :
3. The TQLR Technique (Jocson, 1999)

Part II. Teaching Strategies: Listening

Importance of Listening

Good listening allows us to demonstrate that we are paying attention to the thoughts, feelings
and behaviours of the other person (seeing the world through their eyes). This is crucial to
maintaining productive relationships, and sometimes the only way to establish communication.

The Nature of Listening Skill

Nature of Listening Listening is the cognitive process whereby we attach meanings to aural
signals. It is the active intellectual process of decoding, interpreting, understanding and
evaluating messages. It is a mode of communication just as important as the other modes like
speaking, reading, and writing.
Barriers to Listening
 The use of jargon. Over-complicated or unfamiliar terms.
 Emotional barriers and taboos.
 Lack of attention, interest, distractions, or irrelevance to the receiver.
 Differences in perception and viewpoint.
 Physical disabilities such as hearing problems or speech difficulties.
 Physical barriers to non-verbal communication.
 Language differences and the difficulty in understanding unfamiliar accents.
 Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear
what they expect to hear rather than what is actually said and jump to incorrect conclusions.

How to Become an Active Listener

1. Approach each dialogue with the goal to learn something.

Think of the person as someone who can teach you.

2. Stop talking and focus closely on the speaker.

Suppress the urge to think about what you’re going to say next or to multitask.

3. Open and guide the conversation.

Open and guide the conversation with broad, open-ended questions such as “what other
strategic alternatives did you consider” or "how do you envision..." Avoid close-ended
questions that can be answered with just a “yes” or “no.”

4. Drill down to the details.

Drill down to the details by asking directive, specific questions that focus the conversation,
such as "Tell me more about..." "How did you come to this conclusion?" or "How would this
work?"

5. Summarize what you hear and ask questions to check your understanding.

Questions such as"If I’m understanding you..." or "Tell me if this is what you’re saying...."

6. Encourage with positive feedback.

If you can see that a speaker has some trouble expressing a point or lacks confidence,
encourage him or her with a smile, a nod or a positive question to show your interest.

7. Listen for total meaning.

Understand that in addition to what is being said, the real message may be non-verbal or
emotional. Checking body language is one way to seek true understanding.
 8. Pay attention to your responses.

Levels of Listening Ability

A. Ignoring
The lowest level of listening is called ignoring – not listening at all. If you are
distracted by anything while talking to a user, they can get the impression that you
are ignoring them. For example, while the user is speaking, you start a
conversation or interject a comment with another IT support tech. You are
ignoring your user.
B. Pretend Listening
Pretend listening is most easily explained in the face-to-face conversation. You’re
talking to the other person and they have that “backpacking in Brazil” look in their
eyes. On the phone it happens when you say things like “I see” and “OK,” etc.
while working on an unrelated email or playing a computer game. People can tell
you’re distracted.
C. Selective Listening
During selective listening we pay attention to the speaker as long as they are
talking about things we like or agree with. If they move on to other things we slip
down to pretend listening or ignore them altogether.
D. Attentive Listening
Attentive listening occurs when we carefully listen to the other person, but while
they are speaking we are deciding whether we agree or disagree, determining
whether they are right or wrong. Instead of paying close attention to the other
person, we’re formulating our response to what he or she is saying. At all four of
these levels it should be evident that we are listening to our own perspective, and
in most cases with the intent to respond from our experience.
E. The fifth level of listening is Empathic Listening Empathic listening, also known
as empathetic listening is the top level of listening. To be successful in providing
IT support to end users, you must teach yourself to treat every call as though this
is the first time you’ve ever heard this problem, even though you may have heard
it many times before. Discipline yourself to see it through the eyes of the user.
This is called empathic listening. Empathic listening is the highest level of
listening, and the hardest to accomplish.

Suggested Listening Comprehension Activities

 Identification
 Identification and Selection without retention
 Identification and Guided Selection with Short-Term Retention
 Identification, Selection, and Long-Term Retention
 Information Search
 Passage
 Picture Communication
 Listening for Word Order
 Reflecting Language
 Matching Converstions with the Correct Pictures
 Identifying People in a Photograph
 Giving Directions
 Identification of Places
 Looking for a Job
 Following the main points of a dialogue/narration
 Identifying a situation by listening to a dialogue
 Comprehension of short narratives
 Understanding detailed description of Two Pictures
 Can You Follow Directions?

Part III. Teaching Strategies: Reading

Meaning and Nature of Reading: Old and New Views

Yeh meaning of reading is to understand and comprehend, reading enhances brain power
by 89 percent, reading gives you more knowledge than the average teacher does in a
lifetime, all of our history is written down, like now, are reading my answer and you are
learning something, When you read it sends signals your brain to be more active and
percise, to understand and comprehend what is being read.

Levels of Comprehension

LITERAL - what is actually stated.

 Facts and details

  Rote learning and memorization

 Surface understanding only

Tests in this category are objective tests dealing with true / false, multiple choice and fill-in-the-blank
questions.

Common questions used to illicit this type of thinking are who, what, when, and where questions.

Level Two

INTERPRETIVE - what is implied or meant, rather than what is actually stated.

 Drawing inferences

 Tapping into prior knowledge / experience

 Attaching new learning to old information

 Making logical leaps and educated guesses

 Reading between the lines to determine what is meant by what is stated.

Tests in this category are subjective, and the types of questions asked are open-ended, thought-provoking
questions like why, what if, and how.

Level Three

APPLIED - taking what was said (literal) and what was meant by what was said (interpretive) and then
extend (apply) the concepts or ideas beyond the situation.

 Analyzing

 Synthesizing

 Applying

In this level we are analyzing or synthesizing information and applying it to other information.
 Three Models of Reading Strategies

A bottom-up reading model emphasizes a single-direction, part-to-whole processing of a text.

In the beginning stages it gives little emphasis to the influences of the reader's world
knowledge, contextual information, and other higher-order processing strategies.

The top down reading model is based on the philosophy that the brain and reader are at the
center of understanding and succeeding. ... Top-down models ask readers to construct
meaning from text; this knowledge is made from the whole (text) to the part (words).

An interactive reading model is a reading modelthat recognizes the interaction of bottom-up

and top-down processes simultaneously throughout thereading process. Proponents. Here are
some proponents of the interactive reading model: Rumelhart, D. 1985.

Useful Aids to Comprehension

This article explores three kinds of aids to text comprehension: aids for selecting
information, such as behavioral objectives, or underlining; aids for building internal
connections, such as outline headings or structured notetaking; aids for building external
connections, such as concrete advance organizers or elaboration activities. Progress in
understanding and using aids‐to‐text‐comprehension can be made by determining how
various aids affect the internal cognitive processing of text information during reading.

Pronunciation Activities Focused on Communication via

Cooperative Learning

Concepts, Theories and Principles of Vocabulary and Reading

Comprehension

 Context Clues in Vocabulary Building

Context clues are hints that an author gives to help define a difficult or unusual word within a
book. The clue may appear within the same sentence as the word to which it refers or it may
follow in the next sentence.

 Multiple- Meanings of Words

omonyms, or multiple-meaning words, are wordsthat have the same spelling and usually
sound alike, but have different meanings (e.g. dog bark, tree bark). Beginning in
kindergarten, children learn to use context to determine which meaning of a multiple-
meaning word is correct in a sentence.
 Word Associations
is a common word game involving an exchange of words that are associated together. The game is
based on the noun phrase word association, meaning "stimulation of an associative pattern by a
word"[1] or "the connection and production of other words in response to a given word, done
spontaneously as a game, creative technique, or in a psychiatric evaluation.

 Collocations
A collocation is two or more words that often go together. These combinations just sound
"right" to native English speakers, who use them all the time. On the other hand, other
combinations may be unnatural and just sound "wrong".

 Clusters
a group of similar things or people positioned or occurring closely together.

 Cline
a continuum with an infinite number of gradations from one extreme to the other.

 Clipping
a small piece trimmed from something.

 Acronymy
An acronym is a pronounceable word formed from the first letter (or first few letters) of each
word in a phrase or title. Sometimes, the newly combined letters create a new word that
becomes a part of everyday language.

 Blending
Blending is one of the many ways new words are made in English. It refers to joining
the beginning of one word and the end of another to make a new word with a new
meaning.

 Reduplication
an often grammatically functional repetition of a radical element or a part of it
occurring usually at the beginning of a word and often accompanied by change of
the radical vowel
 Denotation
the literal or primary meaning of a word, in contrast to the feelings or ideas that the word
suggests.

 Propaganda Devices
Sample Activities on Antonyms and Rhyming Words

Vocabulary on Feelings: Affective Domain

The affective domain involves our feelings, emotions, and attitudes. This domain includes the
manner in which we deal with things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. This domain is categorized into 5 subdomains, which
include: Receiving. Responding.

Factors that Influence the Acquisition of Reading Ability

Vocabulary
Whether or not students have mastered vocabulary skills affects their reading comprehension.
Students must be able to comprehend a familiar word and its relationship with other words within a
text. Mastering vocabulary includes recognizing a word’s part of speech, definition, useful context
clues, and how it functions in a sentence. These vocabulary strategies can help improve
comprehension.
Fluency
Reading with fluency allows students to retain information with accuracy, expression and increased
speed. The ability to read fluently develops through reading practice. As students become fluent
readers, they will spend less time trying to decipher the meaning of words and more time considering
the overall meaning of the sentences. Over time, fluent readers will develop the ability to insightfully
respond to a text.
Active Reading
Beginning readers often rely on skilled readers to guide them through a text. However, as readers
develop, they will be able to monitor their own reading comprehension. Students can actively guide
their own reading by targeting comprehension problems as they occur. Students can troubleshoot
comprehension problems by recalling what they read, asking themselves questions or evaluating the
text.
Critical Thinking
Students can actively respond to a text more efficiently when they possess critical thinking skills. As
students read, they can determine the main idea and supporting details, the sequence of events and
the overall structure of the text. Students will also be able to identify literary devices and their effect
on the text. Having critical thinking skills help to deepen a student’s comprehension of a text,
resulting in a positive reading experience.

Required Reading Skills

1. Decoding
Decoding is a vital step in the reading process. Kids use this skill to
sound out words they’ve heard before but haven’t seen written
out.The ability to do that is the foundation for other reading skills.
 2. FluencyTo read fluently, kids need to instantly recognize
words, including ones they can’t sound out. Fluency speeds
up the rate at which they can read and understand text. It’s
also important when kids encounter irregular words,
like of and the, which can’t be sounded out.
Vocabulary
To understand what you’re reading, you need to understand most of
the words in the text. Having a strong vocabulary is a key component
of reading comprehension. Students can learn vocabulary through
instruction. But they typically learn the meaning of words through
everyday experience and also by reading.
sentence Construction and Cohesion
Understanding how sentences are built might seem like a writing skill.
So might connecting ideas within and between sentences, which is
called cohesion. But these skills are important for reading
comprehension as well.
Reasoning and Background Knowledge
Most readers relate what they’ve read to what they know. So it’s
important for kids to have background or prior knowledge about the
world when they read. They also need to be able to “read between the
lines” and pull out meaning even when it’s not literally spelled out.
Working Memory and Attention
These two skills are both part of a group of abilities known
as executive function. They’re different but closely related.

When kids read, attention allows them to take in information from the
text. Working memory allows them to hold on to that information and
use it to gain meaning and build knowledge from what they’re reading.

Essentials of Reading Comprehension

Phonics (view articles about Phonics)
Phonics

is the connection between sounds and letter symbols. It is also the combination of these sound-
symbol connections to create words. Without phonics, words are simply a bunch of squiggles
and lines on a page. If you think about it, letters are arbitrary. There is nothing innately bed-like
about the written word “bed”. It is simply the collection of letters and corresponding sounds that
we agree constitute the word “bed”. Learning to make that connection between the individual
sounds that each letter represents and then putting those together is essential to understanding
what that funny squiggle means.

Phonemic Awareness (view articles about Phonemic Awareness)

Phonemic awareness is closely related to phonics because both involve the connection between
sounds and words. While phonics is the connection between sounds and letters, phonemic
awareness is the understanding that words are created from phonemes (small units of sound in
language). These may seem like the same thing, but there is a subtle difference in the two.
Phonics is used only in written language because it involves letters. Phonemes are sounds only.
While they can be represented using letters, they can also be simply the auditory sounds of
words. Phonemes are most often learned before a child begins to read because they are centered
on the sounds of language rather than written words.

Vocabulary (view articles about Vocabulary)

In order to read words we must first know them. Imagine how frustrating and fruitless it would
be to read this article if all of the words were unfamiliar to you. As children become stronger,
more advanced readers they not only learn to connect their oral vocabularies (the words we know
when they are spoken) to their reading vocabularies (the words we know when they are used in
print) they also strengthen each of these areas by adding new words to their repertoires.
Vocabulary development is an ongoing process that continues throughout one’s “reading life”.

Fluency (view articles about Fluency)

Fluency is a reader’s ability to read with speed, accuracy and expression. Thus it requires him to
combine and use multiple reading skills at the same time. While fluency is most often measured
through oral readings, good readers also exhibit this skill when they are reading silently. Think
about the way a book “sounds” in your mind when you are reading silently. You “hear” the
characters “speak” with expression. Even passages that are not written in dialogue “sound” as if
the words fit the meaning. A particularly suspenseful action sequence moves quickly through
your mind creating a palpable sense of tension. Your ability to move through a piece of text at a
fluid pace while evoking the meaning and feeling of it demonstrates your fluency.

Reading Comprehension (view articles about Reading Comprehension)

Comprehension is what most people think reading is. This is because comprehension is the main
reason why we read. It is the aspect of reading that all of the others serve to create. Reading
comprehension is understanding what a text is all about. It is more than just understanding words
in isolation. It is putting them together and using prior knowledge to develop meaning.

Taxonomy of Reading Comprehension

Literal comprehension is the understanding of information and facts directly stated in the text.
It is recognised as the first and most basic level ofcomprehension in reading. Students can
employliteral comprehension skills (keywords, skim reading and scanning) to better locate
information efficiently. Key words.

The next type of comprehension is reorganization.

Reorganization is based on a literal understanding of the text; students must use

information from various parts of the text and combine them for additional
understanding. For example, we might read at the beginning of a text that a woman
named Maria Kim was born in 1945 and then later at the end of the text that she died
in 1990. In order to answer this question, How old was Maria Kim when she
died?, the student has to put together two pieces of information that are from different
parts of the text.

inference

Making inferences involves more than a literal understanding. Students may initially
have a difficult time answering inference questions because the answers are based on
material that is in the text but not explicitly stated. An inference involves students
combining their literal understanding of the text with their own knowledge and
intuitions.

Prediction

The fourth comprehension type, prediction, involves students using both their
understanding of the passage and their own knowledge of the topic and related matters
in a systematic fashion to determine what might happen next or after a story ends.

Evaluation

The fifth type of comprehension, evaluation, requires the learner to give a global or
comprehensive judgment about some aspect of the text. For example, a
comprehension question that requires the reader to give an evaluation of this article
is: How will the information in this article be useful to you? In order to answer this
type of question, students must use both a literal understanding of the text and their
knowledge of the text's topic and related issues. Some students, because of cultural
factors, may be reluctant to be critical or to disagree with the printed word. In such
circumstances, the teacher might want to model possible answers to evaluation
questions, making sure to include both positive and negative aspects.

Personal response

The sixth type of comprehension, personal response, requires readers to respond with
their feelings for the text and the subject. The answers are not found in the text; they
come strictly from the readers. While no personal responses are incorrect, they cannot
be unfounded; they must relate to the content of the text and reflect a literal
understanding of the material.

Competencies and Learning Objectives in Reading

What is a competency? A competency is the capability to apply or use a set of related knowledge, skills,
and abilities required to successfully perform "critical work functions" or tasks in a defined work setting.
Competencies often serve as the basis for skill standards that specify the level of knowledge, skills, and
abilities required for success in the workplace as well as potential measurement criteria for assessing
competency attainment.

Study Reading Abilities and Skills

The reading demands of university study are not easy. Unfortunately, however, it is all too common for
students to pay little attention to their own approaches to reading, that is, how they read, and how they
can improve the effectiveness and speed of their reading.

Formulating Objectives Key Phrases to Use With Taxonomy

Reading Strategies for Specific Purposes

Strategies for Various Reading Programs

Goal-Oriented Instructional Model

An Excellent, Balanced Reading Program

Methods and Techniques in each Reading Period

Reading Readiness Period

Linguistic Approach to Reading

-Bloomfield Approach

-Fries Approach

-The Gibson-Richards Linguistic Approach

-Alphabetic Approach

-Phonic Approach

-Phonovisual Method

Story Grammar: A Structural Approach to Facilitate

Comprehension

Cloze Procedure Technique for the Improvement of Reading

Comprehension

Improving Comprehension through Semantc Webbing

Prototype Instructional Materials using Story Grammar

Technique

Reading Activities for the Development of Reading

Comprehension

Dimensional Approach Material

Word Recognition Activities

Some Sample Materials for Remediation

More Modern Strategies

Question-Answer Relationship (QAR)

 Mapping Concepts and Stories

Activate Prior Knowledge

K-W-L Strategy

Evaluation Measures: Course Requirements:

Quizzes:…………………………….. 20% 1. Compilation of

Outputs/Portfolio

Exam (MT/FT)………………….. 50% 2. Class Attendance

Oral Recitation/Reporting……. 10% 3. Written Outputs

Project/Assignment……………. 20%

MTG + FTG = Final Grade

Suggested Listening Comprehension Evaluation

1. Spoken text requiring open-ended answers

2. Spoken texts requiring multiple-choice answers
3. Responding to oral instructions
4. Identification of sounds
5. Identification of meaning carried by stress and intonation
6. Identification of true/false statements, using dialogue
7. Oral summary of a passage recorded or read aloud.
8. Notetaking of lecturettes
9. Dictation

References:
Teaching Strategies I.For Teaching Communiation Arts:
Listening, Speaking, Reading, and Writing. Alcantara, Rebecca
et. al

Look, Listen & Learn Video CD. Rodolfo C. Torres

Module 6.1 Curriculum and Instruction: The Teaching of

English. Department of Education

Assessing and Correcting Reading and Writing Difficulties.

Gunning, Thomas G.

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