Approaches to Unit 2:

Teaching Reading: A Introduction

Philippine Perspective
/malanteg
 Learning Objectives
❖ Discuss the different approaches to
teaching reading
❖ Explain the rationale of the different

approaches
❖ Elucidate the different goals of

teaching reading and English

language

 Development of the four

pronged approach
• It is believed that the Basic Education
Curriculum is a product of efforts to
strengthen global competitiveness of
Philippine Education particularly in the
Elementary stream.
• This is in response to what the
Philippine Constitution states relative to
the educational system in the country.

 The items in rectangles in

Figure 1 show the theoretical
bases for teaching-learning in
the early years, which are
founded on constructivism,
integrative, thematic,
collaborative, inquiry–based,
and re ective teaching in play-
based approaches with
application of the
Developmentally Appropriate
Practices (DAP); these support
the principles of child growth
and development, and the
learning program development
and assessment.
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• These general purposes and goals
of education in the Philippines
have been translated into
educational policies commonly
known as the Basic Educational
Framework.
• Moreover, the 1982 Education act
states the goals of both elementary
and secondary education.

Elementary Education aims…

(Education act of 1982, section 21)
1. To provide the knowledge and develop the
skills, attitudes, and values essential to
personal development and necessary for living
in and contributing to a developing and
changing social milieu; 
2. To provide learning experiences which increase
the child's awareness of and responsiveness to
the changes in and just demands of society and
to prepare him for constructive and effective
involvement; 

Elementary Education aims…

(Education act of 1982, section 21)
3. To promote and intensify the child's
knowledge of, identi cation with, and love
for the nation and the people to which he
belongs; and
4. To promote work experiences which develop
the child's orientation to the world of work
and creativity and prepare himself to engage
in honest and gainful work.

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Growth of the curriculum about

the four-pronged approach
Subject nomenclature and
description for english
• English as a subject is concerned with
developing in the learners competencies in
listening, speaking, reading, and writing.
• Students achieve the desired level of
competence when they are motivated to learn
and use the language. (BUT HOW???)
• The speci c skills constituting these
competencies shall be developed to the point
of mastery in communication situations using
varied materials.
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 Needed to understand
concepts in Science and
Health

Used in teaching literary

English materials such as jingles,

rhymes, poems, dialogues,
stories, etc.

Develops skills in listening,

speaking, reading, and writing
Goals of English in
Elementary Level
• At the end of Grade 1, the learner is expected to:
A. Recognize differences in speech sounds, word
stress, intonation patterns in sentences heard;
B. Speak clearly and use appropriate
expressions in talking about oneself and the
immediate environment;
C. Read with ease and understanding beginners’
book in English; and
D. Write legibly information about oneself,
common words and simple sentences in
manuscript form.

Goals of English in
Elementary Level
• At the end of Grade 2, the learner is expected to:
A. Listen critically to 1-2 paragraphs;
B. Use appropriate expression in varied
situations and about places and topics of
interest;
C. Read critically and uently in correct thought
units, text in information and entertainment;
D. Respond properly to environmental prints like
signs, posters, commands, and requests; and
E. Write legibly simple sentences and messages
in cursive form.

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Goals of English in
Elementary Level
• At the end of Grade 3, the learner is
expected to:
A. Listen critically to get information
from text heard;
B. Demonstrate independence in using
the basic language structure in oral
and written communication; and
C. Read with comprehension.

Goals of English in
Elementary Level
• At the end of Grade 4, the learner is expected
to:
A. Listen critically to news reports, radio
broadcasts, and express ideas
accurately in oral and written form;
B. Demonstrate more independence in the
use of language to meet everyday needs;
and
C. Read independently for pleasure and
get information from various text types.

Goals of English in
Elementary Level
• At the end of Grade 5, the learner is
expected to:
A. Listen critically to different text types;
B. Express ideas logically in oral and
written forms; and
C. Demonstrate interest in reading to
meet one’s various needs.

Goals of English in
Elementary Level
• At the end of Grade 6, the learner is
expected to:
A. Listen critically; communicate one’s
feelings and ideas orally and in writing
with high level of pro ciency;
B. Read various text types materials to
serve one’s own learning needs in
meeting a wide range of life’s purpose.

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Goals of Teaching English

Language
• The teaching of language is dependent
on teachers.
• The teaching of English language is
anchored on the reason of developing
communicative competence—that is,
the ability to communicate
competently.

Four communicative competence

areas as goals of language teaching
1. Linguistic Competence is knowing
how to use grammar, syntax, and
vocabulary of a language.
• What words do I use?
• How do I put them into phrases
and sentences?

Four communicative competence

areas as goals of language teaching
2. Sociolinguistic Competence is knowing how
to use and respond to language
appropriately, given the setting, the topic,
and the relationships among the people
communicating.
• Which words and phrases t this setting and this
topic?
• How can I express a speci c attitude when I need
to?
• How do I know what attitude another person is
expressing?

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Four communicative competence
areas as goals of language teaching
3. Discourse Competence is knowing how to
interpret the larger context and how to
construct longer stretches of language so
that the parts make up a coherent whole.
• How are words, phrases, and sentences
put together to create conversations,
speeches, e-mail messages, and
newspapers articles?

Four communicative competence

areas as goals of language teaching
4. Strategic Competence is knowing how to
recognize and repair communication
breakdowns, how to work around the gaps in
one’s knowledge of the language, and how to
learn more about the language and in the
context.
• How do I know when I’ve misunderstood or when
someone has misunderstood me?
• What do I say then?
• How can I express my ideas if I don’t know the
name of something or the right verb form to use?

Language learning: The

ultimate goal
Learners should be able to make
themselves understood, using
their current pro ciency to the
fullest. fi
Goals of Teaching Reading
• Reading, as a skill, focuses on bringing
into students who can apply reading
strategies to maximize their
comprehension of text, identify
relevant and non-relevant information,
and develop other developmental
reading skills.
Goals of Teaching Reading are
identified as…
• Developing students’ awareness of the
reading process and reading strategies
by asking them to think and talk about
how they read in their native language;
• Allowing students to practice the full
repertoire of reading strategies by
using authentic reading tasks by giving
choices of reading materials;

Goals of Teaching Reading are

identified as…
• Working with reading tasks in class by
showing students the right strategies that
will work best for reading;
• Practicing reading strategies in class and
outside the class in the student’s reading
assignments by encouraging students to
be conscious of what they are doing
while they complete reading
assignments;

Goals of Teaching Reading are

identified as…
• Encouraging students to evaluate their
comprehension and self-report with the use
of strategies by building comprehension
checks into reading assignments; and
• Encouraging the development of reading
skills and the use of reading strategies
through the target language to convey
instructions and course-related information
in written form.

Language acquisition
• The four-pronged approach is
theoretically based on the
principle and practice of the
Second Language Acquisition
(SLA).
Second Language acquisition
(Stephen Krashen)
1. The Acquisition-Learning Distinction. There are
two distinct and independent way of
developing second language competence.
• Language acquisition as a subconscious process.
Language acquirers are not usually aware of the
fact that they are acquiring language, but are
only aware of the fact that they are using the
language for communication.
• Language learning as conscious knowledge of
second language, knowing the rules, being aware
of them and being able to talk about them.

IN SHORT:

Language Implicit learning of

Acquisition language

Language Explicit learning of

Learning language
Second Language acquisition
(Stephen Krashen)
2. The Natural Order Hypothesis. The
acquisition of grammatical structures
proceeds in a predictable order.
Acquirers of a given language tend to
acquire certain grammatical
structures early and others, later.

Second Language acquisition

(Stephen Krashen)
3. The Monitor Hypothesis. This theory
posits the rst theory in a very speci c
way.
• The acquisition initiates our utterances in
a second language and is responsible for
our uency.
• Learning serves as a monitor or editor to
make changes in the form of our
utterance.
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Second Language acquisition

(Stephen Krashen)
4. The Input Hypothesis. This states that
learners progress in their knowledge of
the language when they comprehend
language input that is slightly more
advanced than their current level.
Krashen called this level of input "i+1",
where "i" is the learner's interlanguage
and "+1" is the next stage of language
acquisition.

Second Language acquisition

(Stephen Krashen)
5. The Affective Filter Hypothesis. This
states how affective factors include
motivation, self-con dence, and
anxiety. This also captures the
relationship between affective variables
and the process of second language
acquisition by positing that acquirers
vary with respect to the strength or
level of their affective lter.
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Study skills and

comprehension skills in reading
• The evolution of teaching reading
strategies has brought the country
to different destinations.
• With this evolution on teaching
reading strategies is also an
evolution on study skills in
reading.

Study skills and

comprehension skills in reading
1. PQRST METHOD. This method
helps students focus on studying
and prioritizing the information
that relates directly to how they
will use that information. The
method can also be modi ed to
suit any form of learning.
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Study skills and
comprehension skills in reading
2. SPIDER DIAGRAM. This links
concept together. This
determines the theme relative to
the other concepts present in the
selection.
Study skills and
comprehension skills in reading
3. SQ4R METHOD. This is a method
of reading text that allows you to
truly absorb the material you're
studying. It places emphasis on
translating the text into your own
words, so that you really
understand it.
Study skills and
comprehension skills in reading
4. PQ4R METHOD. The study
technique can help students with
improved understanding and
recall of facts.