Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Province of Pampanga
Mabalacat City
Presented to:
Instructor I
Prepared By:
Maridol P. Salamante
BEED-3Preschool
Approaches to Teaching Reading: A Philippine Perspective
Four Macro skills
LISTENING
SPEAKING
READING
WRITING
Self-development
A method of training new cognitive processes
A way in to the mother-tongue
An entrée to another culture
A form of religious observance
A means of communicating with those who speak another language
The promotion of intercultural understanding and peace
3. SQ4R method
Review ( figuring out what one knows and what one needs to
concentrate on)
4. PQ4R method
Language Acquisition
1. The Acquisition - Learning Distinction. There are two distinct and independent
Acquired Output
Competence
It aims to immerse the child in the literature and develop a deep and lasting love for
reading. Finding a good story or poem is the first step of this prong. The story/poem
should be suitable to the age, interest, and vocabulary level of the child. The important
details of the story/poem that may hinder the child’s understanding should be
identified. Unlocking of difficulties may be made through variety of ways such as
demonstrations, concrete objects, drawings, and other forms of representation.
On the other hand, the children must also have a need and desire to read or listen. To
do this, the teacher needs to look for an interesting quality reading material, which is
familiar to the children. From this, the children can be motivated to share their personal
experiences and feelings. Meanwhile, the teacher should be artistic enough in reading
the story or poem to sustain the interest of the children.
CRITICAL THINKING
In this prong, the teacher asks motive questions, which can lead the children to
discover the events and beauty of the story/poem. The teacher should employ
the art of questioning so that children will able to understand the story/poem to
their own pace of realization. It is stressed by Raidis Laudiano that the children
are trained to reflect on the story to be adapted to critical thinking. The teacher
should prepare creative exercises to enhance children’s critical thinking.
Through this method of sharing literature, vocabulary is developed, attention
span is lengthened, listening comprehension is honed, and critical thinking,
applied daily becomes a habit.
TRANSFER STAGE
Children who have become used to listening stories will want to read on their
own. Pretending to scan any storybooks is one of the manifestations, that the
child is ready for the beginning reading instruction, or the transfer stage. This is
the prong where reading readiness activities are given to the child.
In Filipino, the Marungho approach provides the structure.
References:
https://www.slideshare.net/CheramayDalhog/developmental-reading-2
https://iamthevanguard.wordpress.com/2014/11/14/mudule-3-the-four-pronged-approach-in-reading-
instruction/