FIRST PRONG:

Developing a Genuine Love for

Reading (GLR)
 Title
• Reading is a whole life activity, as the child is
first introduced to attractive story books,
rhymes, verses, poems which arouse the
child’s interest.
• Parents and child companions at home can
do a lot of motivation even before child
enters pre-school.
• MATERIALS
- Should conform to other criteria such as
appropriateness and attractive illustration.
• SUBJECT MATTER AND TOPICS
- Should be within the experience of a child.
From seeing the teacher read and verbalize
what are printed, the child forms the concept
that books and other printed materials contain
something wonderful they can relate to if they
too can develop the skill to read.
 OBJECTIVES AND RATIONALE OF
BEGINNING READING
1. To structure experiences so that the child
feels accepted and develops desirable
attitudes toward reading and toward self;
2. To provide for group participation,
development of verbal facility, listening
ability and auditory and visual discrimination.
3. To teach left-to-right sequence; and
4. To encourage contact with books, stories and
pictures.
 READING IS……
a process of converting graphic symbols
into their oral counterparts.
One must decode the graphic
representations and in so doing he arrives at the
known, which is speech.
 PRE-READING ACTIVITIES
MOTIVATION
teachers need to model this passion for
learning. Meir believes that properly structured
learning experiences foster motivation naturally.
 What motivating strategies can teachers use in
developing love for rading among students?
1. Organizing instruction into integrated, thematic units
2. Using cooperative learning and group approaches
3. Recognizing and teaching to multiple intelligence
4. Accommodating individual learning styles
5. Harnessing the power of technology
6. Praising students effectively
7. Motivates the students to value learning
 There are many ways in which teachers can help
childrean develop an interest in reading according
to Heilman (1967):
1. One way to make reading attractive to children is to read
to them.
2. Teachers must be prepared to guide children in selecting
books which they are capable of reading and which they
will enjoy.
3. To guide the child toward wide reading is a worthy
objective.
4. In some situations, it may be necessary to use extrinsic
motivations.
 What causes reading problems?
MOFFETT AND WAGNER (1976) were of
the opinion that a major cause may simply be
lack of motive.
Another major cause is experiential. This
does not mean to imply that some people have
experience and others do not.
 Films and television can help enlarge
experience and supply vocabulary.
The Art of Story Reading
A.Oral Reading

The values of oral reading can be found in

many natural classroom situations. The most
common situation is one in which a child
reads aloud in order to convey information or
pleasure to an audience or his classmates.
Advantages derived from oral reading
First, reading in an audience situation can be an
ego-below building experience for the reader.
Personal and social growth as well as self-
confidence can be achieved.
Second, oral reading can be an excellent means
of teaching reading skills such as good phrasing,
use of punctuation, reading with expression, and
fluent reading without hesitations or repetitions.
Third, oral reading provides an excellent
opportunity for the diagnosis of reading skills
and the discovery of pupils’ reading weaknesses.

Fourth, oral reading provides many clues to the

actual weakness in a child’s reading. A child’s
response after reading silently may indicate that
he is a poor reader, or that he is performing a
certain grade level.
It is generally agreed that oral reading is a
more difficult task than silent reading. Kovas
(1956, cf. Heilman) emphasizes this pointing
out that in oral reading the reader must know
all the words and must get the author’s point
and mood so that he can convey it to the
listeners.
Reading Aloud, there are two ways of reading aloud-
sight reading and rehearsed reading. By sight-reading
we mean reading aloud a text one has not seen
before. By rehearsed reading we mean working up a
reading for others by practicing then presenting it.
Reading aloud allows the leaner to socialize reading
both for enjoyment and for the benefits of feedback.
It externalizes silent reading and thus gives the
learner a chance to get help. With this help, he can
improve both his silent reading and performing for
others.
Rehearsed reading. Reading aloud is the base
from which performing a text is a natural
extension. Working up a reading with one to
three partners prepares well for bigger script
rehearsals. A small group can render a text
simply reading in unison or by reading aloud one
at a time.
B. Silent Reading

Listening to others read, listening while

following the text, sight-reading to a coach or
with partners, rehearsing and reading aloud for
an audience-all these reinforce each other and
prepare for performing activities for further,
more independent, silent reading.
During silent reading there is nothing the teacher or
anyone else, can do for the reader. That is the plain
and most important truth about silent reading. The
reader is on his own. If the silent reading is to be
followed by a comprehension test, the teacher or
anyone will soon know what went on in that head
during that silence: can weigh it and feel that it had a
purpose.
 DEVELOPING READING
COMPREHENSION
Comprehension is a creative, multifaceted process
in which students engage with the text. (Tierney,
1990.)
Three factors influence comprehension: the reader, the text,
and the purpose ( Irwin,1991 )
a) The background knowledge that readers bring to
the reading process influences how they understand the
text as well as the strategies they know to use while
reading.
b) The text. The author’s ideas, and how the ideas are
organized and presented also affect comprehension.
c) The purpose. Readers vary the way they read according
to their purpose
 Irwin (1991 ) defines comprehension as
the reader’s process of using prior
experiences and the author’s text to
construct meaning that is useful to that
reader for a specific purpose.
 FIVE SUBPROCESSES OF COMPREHENSSION:
1.Microprocesses
2.Integrative processes
3.Macroprocesses
4.Elaborative Processes
5.Metacognitive Processes
Microprocesses. The
microprocesses focus on sentence-level
comprehension. Readers 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.
Memoirs of a Geisha ( Arthur Golden, 1998).
“Dance is the most revered of the geisha’s arts. Only the most
promising and beautiful geisha are encouraged to specialize in it, and
nothing except perhaps tea ceremony can compare to the richness
of its tradition.”
Teachers facilitate students’ understanding by asking questions such
as:
What is a Geisha?
What is her role?
Why is dancing a revered art?
Macroprecesses. Macroprocesses relate to
the big picture---the entire text. The two
components of the macroprocesses are
recognizing the structure of text and selecting
the most important information to remember (
Irwin, 1991).
Teachers teach students about the elements of
story structure, expository text structures, and
poetic formulas so that students can apply this
knowledge in both reading and writing.
Elaborative Processes.
Students use elaborative processes to
activate their backround knowledge and
make connections with the book they are
reading or listening to as it is read aloud.
Metacognitive Processes.
Metacognition is students’ conscious
awareness of their thinking ( Baker &
Brown, 1984 ). Both readers and writers
use metacognitive strategies to monitor
and evaluate their comprehension.
TAXONOMY OF READING
COMPREHENSION SKILLS
Barrett (1968) identifies two misconceptions
which teachers face in instruction and
comprehension. These misconceptions are:
a. Considering comprehension as a single unitary
skill;
b.Assuming the comprehension so many
separate skills as to be unmanageable.
To provide both a manageable and understandable means of
teaching comprehension, Barrett has developed the
“Taxonomy of the Cognitive and Affective Dimensions of
Reading Comprehension”. Reading comprehension, as treated
in the taxonomy, is divided into five major skill categories or
levels:
a. Literal comprehension
b. Reorganization
c. Inferential comprehension
d. Evaluation
e. Appreciation
 TAXONOMY OF COGNITIVE AND
AFFECTIVE DIMENSION OF READING
COMPREHENSION
1.0 LITERAL COMPREHENSION- focuses on ideas and
information which are explicitly stated in the selection.

1.1 Recognition requires the student to locate or identify

ideas or information explicitly stated in reading selection
itself or in exercises which use the explicit ideas and
information presented in the reading selection.
Recognition tasks are:

1.11 Recognition of Details. The student is required to

locate or identify facts such as the names of characters,
the time of the story, or the place of the story.
1.12 Recognition of Main Ideas. The student is asked to
locate or identify an explicit statement in or from a
selection which is main idea of a paragraph.

1.13 Recognition of Sequence. The student is requested

to locate or identify the order of incidents or action
explicitly stated in the selection.
1.14 Recognition of Comparison. The student is
requested to locate or identify the likenesses and
differences in characters, time and places that are
explicitly stated in the selection.
1.15 Recognition of Cause and Effect Relationships. The
student in this instance may be required to locate or
identify the explicitly stated reasons for certain
happenings or actions in the selection.
1.16 Recognition of Character Trait. The student is asked
to call up from memory explicit statements about
characters which illustrate the type of person they are.
2.0 REORGANIZATION. Reorganization requires
the student to analyze, synthesize, and /or
organize ideas or information explicitly stated in
the selection. Reorganization tasks are:

2.1 Classifying. In this instance the student is

required to place people, things, places, and events
into categories.
2.2 Outlining. The student is requested to organize
the selection into outline from using direct
statements or paraphrased statements from the
selection.
2.3 Summarizing. The student is asked to condense
the selection using direct or paraphrases statements
from the selection.
2.4 Synthesizing. In this instance, the student is
requested to consolidate explicit ideas or
information from more than one source.
3.0 INFERENTIAL COMPREHENSION. Inferential
comprehension is demonstrated by the student
when he uses the ideas and information
explicitly stated in the selection.

3.1 Inferring Supporting Details. In this instance,

the student is asked to conjecture about
additional facts the author might have included
in the selection.
3.2 Inferring Main Ideas. The student is required to
provide the main idea, general significance, theme, or
moral which is not explicitly stated in the selection.
3.3 Inferring Sequence. The student in this case, may
be requested to conjecture as to what action or
incident might have taken place between two
explicitly stated actions or incidents.
3.4 Inferring Comparison. The student is required to
infer likenesses and differences in characters, times, or
places.
3.5 Inferring Cause and Effect Relationships. The
student is required to hypothesize about the
motivations of characters and their interactions with
time and place.

3.6 Inferring Character Traits. In this case, the

student is asked to hypothesize about the nature of
characters on the basis of explicit clues presented in
the selection.
3.7 Predicting Outcomes. The students are
requested to read an initial portion of the selections
and on the basis of this reading he is reading to
conjecture about the outcome of the selection.

3.8 Interpreting Figurative Language. The student,

in this instance, is asked to infer literal meanings
from the author’s figurative use of language.
4.0 EVALUATION. Purposes for reading and teacher’s
questions, in this instance, require responses by the
student which indicate that he has made an evaluative
judgement by comparing ideas presented in the
selection with external criteria provided by the
teachers and other authorities.
4.1 Judgement of Reality or Fantasy. Question calls
for a judgement by reader based on his experience.
4.2 Judgement of Fact or Opinion. Question of this
type require the student to analyze and evaluate the
writing on the basis of the knowledge he has on the
subject.
4.3 Judgement of Adequacy and Validity. Questions
of this nature call for the reader to compare written
sources of information, with an eye toward
agreement and disagreement or completeness and
incompleteness.
4.4 Judgement of Appropriateness. Question
requires the reader to make judgement about the
relative adequacy of different parts of the selection
to answer the question.

4.5 Judgement of Worth, Desirability and

Acceptability. Question of this nature call for
judgements based on the reader’s moral code or his
value system.
5. 0 APPRECIATION. Appreciation involves
all the previously cited cognitive dimensions
of reading, for it deals with the
psychological and aesthetic impact of the
selection on the reader. Appreciation
includes both the knowledge of and the
emotional response to literary techniques,
forms, styles, and structures.
5.1 Emotional Response to the Content. The
student is required to verbalize his feelings about
the selection in terms of interest, excitement,
boredom, fear, amusement, etc.
5.2 Identification with Characters or Incidents.
Teachers’ questions of this nature will elicit
responses from the reader which demonstrate his
sensitivity to, sympathy for, and empathy with
characters and happenings portrayed by the author.
5.3 Reactions to the Author’s Use of Language. In
this instance, the student is required to respond to
the author’s craftsmanship in terms of the semantic
dimensions of the selection, namely, connotation
and denotation of words.
5.4 Imagery. In this instance, the reader is required
to verbalize his feelings regarding the author’s
artistic ability.
READING SKILLS
Skills are information-processing techniques that
readers and writers use automatically and
unconsciously as they construct meaning.
During the elementary grades, students learn to
use five types of reading skills: ( Tompkins, 2003)
 1. Comprehension Skills- students use comprehension
skills when they are reading to understand and
summarize.
2. Decoding and Spelling Skill- students use these skills to
identify words when reading and many of the same
skills to spell word when they are writing.
3. Language Skills- students use language skills when they
focus on particular words during word study some
activities.
 4. Reference Skills- students use these skills
when they read informational books, do
research, and write reports and other types of
expository writing.
5. Study Skills- students use study skills when
they review and prepare for tests.
Phonics and Phonemic Awareness
Phonics
is the set of relationships between phonology
(the sounds is speech) and orghography (the
spelling patterns of written language).
• The emphasis is on spelling patterns, not
individual letters, because there is not a one-
to-one correspondence between phonemes
and graphemes in English. Sounds are spelled
in different ways.
• The emphasis is on spelling patterns, not
individual letters, because there is not a one-
to-one correspondence between phonemes
and graphemes in English. Sounds are spelled
in different ways.
• The relationship between phonemic
awareness and learning to read is extremely
important, and researchers have concluded
that at leasg some level of phonemic
awareness is a prerequisite for learning to
read.
 Word Recognition
• Students need to develop a large stock of
words that they recognize instantly and
automatically because it is impossible for
them to analyze every word that they
encounter when reading or want ti spell
when writing. These recognizable words are
called sight words.
Hitchock (1989) found that by third grade, most
students spell 90% of the words they use
correctly.
 High-Frequency Words
• The most common words that reader use
again and again are high-frequency words.
There have been numerous attempts to
identify specific lists of these words and
calculate their frequency in reading materials.
 Pinnell and Fountas (1998) identified 24 common
words that kindergarten need to learn to recognize:

a like am no do so
I Up it and my can
she he to is an me
At see go the in were
Eldrefge (1995) has identified the 300 highest-
frequency words used in first-grade readers.
These 300 words account for 72% of the words
that beginning readers read. Below is the list of
300 high-frequency words that 100 most
commonly used words are marked with an
asterisk.
 Table 5 - The 300 High-Frequency Words
*a children great looking ran through
*about city green mad read *time
*after come grow make red *to
again *could *had *man ride toad
*all couldn’t hand many right together
along cried happy may road told
always dad has. maybe room *too
*am dark hat *me run took
*an *day have mom *said top
*and *did *he more sat tree
 WORD IDENTIFICATION STRATEGIES
Students use word identification strategies
to identify these unfamiliar words. Young
children often depend on phonics to identify
unfamiliar words, but older students develop a
repertoire of strategies that use phonological
information as well as sematic, syntactic, and
pragmatic cues to identify words.
THE 3 WORD IDENTIFICATION STRATEGIES
 PHONIC ANALYSIS
 SYLLABIC ANALYSIS
 MORPHEMIC ANALYSIS
PHONIC ANALYSIS
Students use what they have learned
about phoneme-grapheme cor respondence,
phonic generalizations, and spelling patterns to
decode words when they are reading and to
spell words when they are writing.
STEPS IN DECODING AN UNFAMILIAR SYLLABLE.
1. determine the vowel sounds in the word, and
isolate that sound.
2. blend all of the consonant sounds in front of the
vowel sound with the vowel sound.
3. isolate the consonant sound(s) after the vowel
sound.
4. blend the two parts of the word together so the
word can be identified.
SYLLABIC ANALYSIS
During the middle grades, students learn
to divide words into syllables in order to read
and write multisyllabic words. Once a word
The most basic rule about syllabication is that there is one vowel sound in
each syllable.
SYLLABICATION RULES EXAMPLES
1. when two consonants came between wo Hec-tic plas-tic
vowels in a word, divide syllables between Bor-der doc-tor
the consonants.
2.when there are more than two Mon-ster lob-ster
consonants together in a word, divide Bank-rupt en-trance
syllables keeping the blends together.
3. when there is one consonant between Bo-nus plu-ral
two vowels in a word, divide syllables after
the first vowel.
4.if following the third rule does not make a Ech-o cour-age
recognizable word, divide syllables after the Dam-age bound-aries
consonant that comes between the vowels.
5.when there are two vowels together that Po-em du-et
do not represent a long-vowel sound or a li-on cha-os
diphthong, divide syllables between the
vowels.
MORPHEMIC ANALYSIS.
Students examine the root word and
affixes of longer unfamiliar words in order to
identify the word. A root word is a morpheme,
the basic part of a word to which affixes are
added.
AFFIXES- are bound morphemes that are added
to words and root words.

KINDS OF AFFIXES
PREFIXES- added to the beginning of words.
SUFFIXES- added to the end of words.
KINDS OF SUFFIXES
INFLECTIONAL- endings that indicate verb tense
and person, plural, possession, and comparison.
DERIVATION- show the relationship of the word
to its root word.
FLUENCY- is the ability to read effectively. And it
involves three components.
1. READING RATE- refers to the speed at which
students read.
2.WORD RECOGNITION- to read fluently, students
need to instantly and automatically recognize most
of the words they are reading.
3.PROSODY- is the ability to orally read sentences
expressively with appropriate phrasing and
intonation.
 IMPROVING READING SPEED
SAMUEL (1979),
The best approach to improve students’ reading
speed is repeated readings in which students
practice rereading a book three to five times.
REPEATED READINGS also enhance students’
ability to chunk words into meaningful phrases
and read with more expression.
Researchers have also found that through
repeated readings, students deepen their
comprehension of the books they reread
(Yaden, 1988).
 TEACHING PHRASING
SCHREIDER (1980), recommends teaching
students how to phrase or chunk together parts
of sentences in order to read.
Reading activities such as choral reading also
helps students improve their phrasing.

Choral Reading also improves students’ reading

speed because they read along with classmates.
 ASSESING STUDENTS’ READING
FLUENCY
1. SPEED
2. PHRASING
3. PROSODY
4. AUTOMATICITY