TEACHING THE ALPHABET

1. Sing Songs
Singing the alphabet song to your child introduces the letters to them in a fun way. Start
singing to them as a baby and as they get older, have them start singing along (which
they probably will do naturally!).
2. Read Alphabet Books
Read all sorts of alphabet books to your children, even starting as babies. The repetition
will really help your child learn the alphabet at a young age.
3. Sandpaper Letters
Using sandpaper letters is a great way to introduce letters to children. This is a perfect
pre-writing activity because children use their finger to trace the sandpaper letters. The
cards tell the child where to start and which direction to go.
Sandpaper letters are part of the Montessori approach to learning how to read. These
letters provide a tactile and visual way to help children learn the alphabet. In the
Montessori Method, you teach letters to a child in the 3-period lesson.
 1st period is introducing the letter (“this is” period). Show your child the letters.
Have them trace the sandpaper letters. The best way to teach children alphabet
letters is by telling them their phonetic sound. So each time they trace the letter,
say the phonetic sound.
 2nd period is association (“show me” stage). Ask your child to follow simple
directions with the letters. For example, please pick up the /m/ and set it by the
window. Continue to do this with each letter several times to reinforce this. If it is
too difficult, return to the first period.
 3rd period is recall (“what is this?” period). Only go to this period when they’ve
mastered the other two periods. Put a letter in front of the child and say “Can
you trace this and tell me what it is?” Continue with the other letters in the same
way.
When you use these sandpaper letters, you are teaching them 3 things: the shape of
letters, the feel of its shape and how it’s written, and how you pronounce its sound.
4. Alphabet Puzzles
Teaching letters with alphabet puzzles are an amazing tool for teaching the
alphabet. This is a great way to practice vocabulary and verbal skills, too.
5. Learn with Alphabet Rhymes
A favorite way to teach little ones how to write alphabet letters is through alphabet
rhymes. These alphabet rhymes are a fun way to help children learn how to write the
letters in proper formation. Plus the clever rhymes will help children remember the
formations!
 READING DISABILITY
A reading disability is a condition in which a sufferer displays difficulty reading National
Institute of Neurological Disorders and Stroke defines reading disability or dyslexia as follows:
"Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to
read. Although the disorder varies from person to person, common characteristics among
people with dyslexia are difficulty with spelling, phonological processing (the manipulation of
sounds), and/or rapid visual-verbal responding. Related and coexisting problems in children
with reading disabilities often include:
 faulty pencil grip and letter formation
 attention problems
 anxiety
 task avoidance
 weak impulse control
 distractibility
 problems with comprehension of spoken language
 confusion of mathematical signs and computation processes
TYPES OF DYSLEXIA
 SURFACE DYSLEXIA
Surface dyslexia is described as the inability to read words that are spelled differently from how
they’re pronounced. Words that can prove challenging to people with surface dyslexia might
include “yacht,” “thorough,” and “subtle.”
 PHONOLOGICAL DYSLEXIA
Some people with dyslexia may have difficulty with phonemic awareness, which is the ability to
recognize individual letter sounds in a word and then blend those sounds into a word. It can be
difficult to break words into syllables, and to connect letters and words to the sounds they
correspond to.

 RAPID NAMING DEFICIT

Rapid Automatized Naming (RAN) is the ability to name letters, symbols, phonemes, words,
word chunks, or objects in a quick and automatic manner. This is your ability to retrieve
information without effort. Kids with this issue can’t rapidly name letters and numbers when they
see them. They can say the names, but it takes them longer to name many of them in a row

 DOUBLE DEFICIT DYSLEXIA

Experts believe that issues with naming speed are separate from problems with phonemic
awareness. But some kids have both. The “double deficit” refers to a mix of phonological
dyslexia and rapid naming deficit. Kids with this double deficit have trouble isolating sounds and
they can’t quickly name letters and numbers when they see them.
There are several learning disabilities that may occur with dyslexia that are not dyslexia. For
example, a person may be diagnosed with dyslexia, but also have:
• Dyscalculia, or difficulty with math
• Dysgraphia, or difficulty writing
• Left-right disorder, or trouble telling left from right
 HYPERLEXIA
Hyperlexic children are characterized by word-reading ability well above what would be
expected given their ages and IQs. Hyperlexia can be viewed as a superability in which word
recognition ability goes far above expected levels of skill. However, in spite of few problems with
decoding, comprehension is poor. Some hyperlexics also have trouble understanding speech.
ALEXIA
When someone who previously could read loses their ability, it is known as alexia (acquired
dyslexia).[4] The difficulties are involuntary and people with this disorder have a normal desire
to learn.

DEVELOPMENTAL DYSLEXIA
 Synonymous or interchangeable with the term dyslexia itself
 Develops within the first years of life
 Defined by the classic dyslexia symptoms
 Distinguished by a phonological deficit (difficulty manipulating phonemes)
 Genetic / inherited
 The cause is brain based - a neurological processing problem
 Frequently associated with ADHD
 Reading is slow and extremely difficult
 Symptoms often include poor spelling and handwriting

In fact the definition of it would be the same as our definition of dyslexia generally: Extreme
difficulty reading caused by a hereditary, brain based, phonologic disability. Use of the term
primarily distinguishes between genetic and acquired forms of dyslexia. Acquired forms
typically result from stroke or head trauma for example, they present very differently and can
diminish over time, whereas developmental dyslexia is a lifelong condition. Developmental
dyslexia refers to dyslexia which is genetic and present from birth, subsequently 'developing'
over the course of time.

PRESENTED BY:
Jaika C. Adalid
BSED III-English
ED10 (TTH 1:00-2:30 PM)
TEACHING COMPREHENSION SKILLS OF THE BEGINNING READER

Here are six essential skills needed for reading comprehension, and what might help struggling
readers improve this skill.
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. It also allows them to “play” with sounds at the word and syllable level. Decoding
also relies on the ability to connect the individual sounds to letters. For instance, to read the
word sun, kids must know that the letter s makes the /s/ sound. Grasping the connection
between a letter (or group of letters) and the sounds they typically make is an important step
toward “sounding out” words.
What can help: Most kids pick up the broad skill of phonological awareness naturally, by being
exposed to books, songs and rhymes. But some don’t. In fact, one of the early signs of reading
issues is trouble with rhyming, counting syllables or identifying the first sound in a word.
2. Fluency
To 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. Sounding out or
decoding every word can take a lot of effort. Word recognition is the ability to recognize whole
words instantly by sight, without sounding them out. When kids can read quickly and without
making too many errors, they are “fluent” readers. Fluent readers read smoothly at a good pace.
They group words together to help with meaning, and they use the proper tone in their voice
when reading aloud. Reading fluency is essential for good reading comprehension.
3. 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.
4. 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. Knowing how ideas link up at the sentence level helps kids get
meaning from passages and entire texts.
5. 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 extract meaning even when it’s not literally spelled out. The child
can use that background knowledge to make inferences and draw conclusions
. What can help: Your child can build knowledge through reading, conversations, movies and TV
shows, and art. Life experience and hands-on activities also build knowledge. Expose your child
to as much as possible, and talk about what you’ve learned from experiences you’ve had
 together and separately. Help your child make connections between new knowledge and
existing knowledge. And ask open-ended questions that require thinking and explanations.
6. Working Memory and Attention
These two skills are both part of group of abilities known as executive function. 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.. The ability to self-monitor while reading is also tied to that. Kids need to be able to
recognize when they don’t understand something. Then they need to stop, go back and re-read
to clear up any confusion they may have.
What can help: There are many ways you can help improve your child’s working memory. There
are a number of games and everyday activities that can build working memory without your
child even knowing it! To help increase your child’s attention, look for reading material that’s
interesting or motivating. Encourage your child to stop and re-read when something isn’t clear.
And demonstrate how you “think aloud” when you read to make sure what you’re reading makes
sense.

OBSTACLES TO VOCABULARY DEVELOPMENT

 The size of the task. The number of words that students need to learn is
exceedingly large.

 The differences between spoken English and written or "literate"

English. The vocabulary of written English differs greatly from that of spoken,
especially conversational English.

 The limitations of sources of information about words. The sources of

information about words that are readily available to students-dictionaries, word
parts, and context-pose their own problems

 The complexity of word knowledge. Knowing a word involves much more than
knowing its dictionary definition, and simply memorizing a dictionary definition does
not guarantee the ability to use a word in reading or writing.
 WORD FORMATION DESIGN
Yule (1985, p.53-60) defines word formation process as a way of forming and creating new
words from the use of old words. According to Yule (1985, p.53-60) it is stated that there many
types of word formation processes.

1. Coinage
Coinage process as the way of creating the new word with referring to the most topical sources
which are invented to the trade names for certain commercial products. Than it is become the
general terms used in society. As the examples are the commercial products such as Aqua,
Indomie, Soklin, Honda, and so on. People tend to call any mineral water’s product with “Aqua”,
although the brand is “Club” or “Anda”.
2. Borrowing
Borrowing process is the way of creating new word with taking over of words from other
languages and using continually in society. For example the word umbrella in English has
borrowed from Italian in 1609.
3. Compounding
Compounding process as the way of creating new word with joining of two separate words into
a single form to describe something new. For example the two words wall and papper which
have different meaning taking together become a single form of word as wallpaper which has a
different meaning from those two words.
4. Blending
Different from compounding process that is joining two separate words into a single form,
blending process has a little bit difference. Blending process is the way of creating new word
with combining two separate forms of words to produce a single new term. Typically blending
process is accomplished by taking only the beginning of one word and joining it to the end of the
other word. For example the term brunch for breakfast and lunch and the term modem for
modulator and demodulator.
5. Clipping
Clipping is the process of reducing the elements of word. This process occurs when a word of
more than one syllable is reduced into a shorter form. As the example the word advertisement
becomes ad and the word brother becomes bro.
6. Backformation
Backformation is specialized type of reduction process. Typically a word of one type (e.g. noun)
is reduced to form a word of another type (e.g. verb). For example the word babysitter becomes
babysit and the word donation becomes a verb donate.
7. Conversion
Conversion is the process of changing the function of words. For example the words in the form
of noun changes become verb. It sounds similar with backformation process but actually it is
different. In conversion process, it is without the occurrences of reduction process. Yule (1985,
p.57) states that conversion also can be mentioned as category changes and functional shift.
For example a noun chair become verb in the statement “we have to chair this meeting” and a
verb stand up changes become a noun “stand up comedy”.
 8. Acronym
Acronym is the process of creating new word with forming from the initial letters of a set of other
words. For example the long word Automatic Teller Machine becomes ATM.
9. Derivation
Derivation process as the way of creating a new word that accomplished by means of a large
number of small bits (e.g affixes) of the English language which are not usually given separate
listings in dictionaries. For example the word elements un-, mis-, pre-, -ful, -less which appear in
words unhappy, misinformation, prejudge, meaningful, and careless are called affixes.
10. Prefixes and Suffixes
Both prefixes and suffixes processes are included into affixes. Prefixes are the affixes which are
added at the beginning of the words (e.g un-, mis-, im-). While he defines suffixes are the affixes
which are added at the end of the words (e.g –less, -ness, -ish). As the example of prefixes are
unforgettable, misunderstanding, and impossible. While, the examples of suffixes are useless,
loneliness, boyish, and so on.
11. Multiple process
Multiple process is the way of creating a new word with more than one processes at work in the
certain word. For example the word waspish is coming from the word White Anglo-Saxon
Protestant as the acronym process because it is abbreviated into the initial letter “wasp” and
then, it is added with the suffix –ish as the derivation process.

TEACHING WORD RECOGNITION

Word recognition, according to Literacy Information and Communication System (LINCS) is
"the ability of a reader to recognize written words correctly and virtually effortlessly". It is
sometimes referred to as "isolated word recognition" because it involves a reader's ability to
recognize words individually from a list without needing similar words for contextual help.
The article "The Science of Word Recognition" says that "evidence from the last 20
years of work in cognitive psychology indicates that we use the letters within a word to
recognize a word. These theories focus more on the significance of individual letters and letter-
shape recognition (ex. serial letter recognition and parallel letter recognition). Other factors such
as saccadic eye movements and the linear relationship between letters also affect the way we
recognize words.[3] There are different ways to develop these skills. It has been argued
that prosody, the patterns of rhythm and sound used in poetry, can improve word recognition.[6]
Word recognition is a manner of reading based upon the immediate perception of what
word a familiar grouping of letters represents. Word recognition is measured as a matter of
speed, such that a word with a high level of recognition is read faster than a novel one. [2] This
manner of testing suggests that comprehension of the meaning of the words being read is not
required, but rather the ability to recognize them in a way that allows proper pronunciation.
Therefore, context is unimportant, and word recognition is often assessed with words presented
in isolation in formats such as flash cards[7] Nevertheless, ease in word recognition, as
in fluency, enables proficiency that fosters comprehension of the text being read.[8]
 GROUP 3 HAND OUT
IN ED10
(TTH 1-2:30 PM)

Reporters:
 ABONILLO, AIREES
 Teaching the Alphabet
 SAYCON, JEMER
 Word Formation Design
 Teaching Word Recognition
 ADALID, JAIKA
 The Reading Disabilities
 Developmental Dyslexia
 CADALSO, ALMA JEAN
 Teaching the Service Words
 Reading Phrase and Sentences
 CABUSOG, GIVEHEART
 Teaching Comprehension Skills of the Beginning Reader
 MIRAFLOR, KATHEREN
 Obstacles to Vocabulary Development
 ENICO, AC MAE
 Reading Styles