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.