Cawis, Cherry B.

October 24, 2015

MALED 1

Module 9: THE FOUR- PRONGED APPROACH TO THE TEACHING OF

BEGINNING READING
Professor Basilisa Manhit = developed the Four-Pronged Approach to the Teaching of Beginning Reading
= advocates the use of children’s literature to nurture a love and enjoyment for reading and to
develop critical thinking
= believed that the Filipino child needed to learn to read and write English using systematic phonics
instruction.

I. Overview of the Four-Pronged Approach

A. Definition
 A literature-based approach to reading and language learning.
 A holistic method of teaching reading.
 Provides adequate opportunity for developing all the reading
skills as the four components are implemented.
B. Four Prongs
B.1. Genuine Love for Reading
 Goal
= to immerse the child in literature
= develop a deep and lasting love for reading
 Materials
=poems
=storybooks
= trade books
= songs
 Process
1) Find a good and interesting story or poem.
2) Unlocking of difficulties:
= demonstrations
= use of concrete objects
= drawings and other forms of representations
= verbal/context clues
= games
3) Look for an incident in the story/poem which is
familiar to the child.
4) Ask a question for motivation
5) Story reading
6) Ask the children to answer the motive question.
7) Imparting the message of the story through
discussion.

B.2. Critical Thinking

 Goal
 = to develop the habit of reflecting on what is read
= exercise decision making
=make judgments
= valuing
 Materials
= same story/poem
= creative exercises
 Process
1) Reflect on the story
2) Creative exercises follow to elevate the reading/listening
activity to a more aesthetic level
 Purpose
= vocabulary development
= longer attention span
= honing of listening comprehension
= habitual critical thinking

B.3. Mastery of the Structures of the English/Filipino Language

 Goal
= to develop competence in oral language
= understanding and correct use of syntax
 Materials
= still based on the story
= objects
=pictures to facilitate application of structures
=charts learned
 Process
= grammar lesson using the content and language
Structures of the story

B.4. Transfer Stage

 Goal
= to develop:
-phonemic awareness
- decoding skills
- encoding skills
 Materials
= worksheets
= writing tablets of appropriate level
= charts
= other materials
 Process
 = reading readiness activities are given to the pupils
= Fuller Approach (guide for the sequence of teaching
phonemes
= Marungko Approach (provides the structure in Filipino)

Module 10 : GENUINE LOVE FOR READING AND CRITICAL THINKING

(GLR-CT)

I) Criticism
= so much decontextualization of learning

II) Justification
= children love stories
= stories provide context in just the right amount

III) Purpose
= development of literacy
 =development of the thinking mind
Note: Teachers must always remember that the PROCESS OF THINKING and not the topic to be thought about
determines whether one is involved.

CHILDREN IF GIVEN CHILD-SIZED DILEMMAS CAN MEASURE UP TO THE CHALLENGE.

IV) Benefits of reading stories to children (Frank May, 1990)

1) concept development, vocabulary development and linguistic competence
2) knowledge of the content, structure and conventions of written language
- Children begin to understand that books are for reading not just manipulating
- Children realize that the print carries the storyline and the pictures are only
representations of real objects.
- Children begin to experience the vicarious nature of reading
- Children are given the chance to figure out the differences between oral and
written language
Note: As listening comprehension increases, oral language proficiency also
improves.
- Children learn the left-to-right sequence w/o explicit and isolated instruction
3) Academic Readiness
-Benefits of Reading Aloud:
- instill a love of books
- spark interest in learning to read
- promotes curiosity
- promotes inquisitiveness
4) Word Recognition Skills
Children discovers that print can be turned into speech.
5) Later Achievement in Reading
May (1990) – Children who are exposed to stories early have been found to perform better in
reading than those who weren’t in the later years of school. It appears that discussing stories with
children help them learn the uses of language w/c are demanded by school tasks.

V) Lesson Structure for GLR-CT

A. Three time blocks (Benton and Fox framework)
 Prereading (before)
 Reading (during)
 Post reading (after)
B. GLR-CT Parts of the Lesson Plan
A)Objectives
 3 categories
1) Expressive (emotional experience)
 To enjoy
 To appreciate
 To develop
 To enumerate
 To recall
 To analyze
 2) Instructional (skills)
 To predict
3) Aesthetic (style)
 To appreciate
B) Subject Matter and Materials
 Title of the story
 Author
 Bibliographic information
 Materials to be used
C) Prereading (schema-activation)
 Goals
 Activate prior knowledge
 Develop concepts/vocabulary
 Develop a purpose for reading
 Motivation
 Setting the motive
 Causes of difficulties
 Vocabulary/phrases/idiomatic expression
 Complex structures of language
 Lack of clear idea about the historical background
or geographical setting of the story
 Four steps to promote the development of meaning
1) Concepts are possible only when the pupils have had
experience with the actual phenomena that are to be
conceptualized
(Dale’s Cone of Experience)
2) Concept formation
3) Talking about the concept itself
4) The child is asked to categorize
D) Reading
 Reading Aloud to children
 Value
 Motivates children to read
 Provide adult demonstration
 Develops sense of story
 Develops knowledge of written
language syntax and of how text are
structured
 Increases vocabulary
 Supports intertextual ties through
enjoyment and shared knowledge ;
creates community of readers
 Methods
  Children should be seated in such a
way that they can all see the
illustrations and appreciate its artwork
 Teachers should learn to emote while
they read
 From the teacher must glow a sincere
enjoyment of the story and the act of
reading
STORY READING = PERFORMANCE
 Establish rapport and eye contact w/
the pupils
 Shared Reading
 Types
 Rereading big books
 Rereading retellings
 Rereading alternative texts
 Rereading the products of interaction
writing
 Values
 Demonstrates early strategies
 Builds sense of story and ability to
predict
 Demonstrates process of reading
 Provides social support from the
group
 Provides opportunity to participate,
behave like a reader
 Methods
 Same methods for reading aloud can
be applied
 As teacher reads, she also intersperses
her reading with pauses that actually
invites the students to predict and help
out in the reading
 These pauses should be timed well
 Pauses should fall just before texts
that are repetitive and predictable to
ensure success