APPROACHES TO TEACHING READING

A PHILIPPINE PERSPECTIVE

Mind Focus:
After Studying this unit, we are expected
to:
*discuss the different approaches to
teaching reading;
*explain the rationale of the different
approaches.
 FOUR (4) MACRO SKILLS
* Important parts in the development of the whole, being of each individual.

1. Listening
2. Speaking
3. Reading
4. Writing
 DEVELOPMENT OF THE FOUR (4)
PRONGED APPROACH
BEC- Product of efforts to strengthen the global competitiveness of Philippines
Education particular in the Elementary stream.

*Output of several revision of the curriculum

*Philippines constitution states relative to the educational system in the country.

Article XIV, Section 1, Section 2 (1) and Section 3 (2) of the constitution states:
Section 1. The states shall protect and promote
the right of all citizens to qualify education at
all levels and shall take appropriate steps to
take such education accessible to all.

Section 2. The state shall establish, maintain,

and support a complete, adequate and
integrated system of education relevant to
the needs of the people and society.
Section 3 (2). All educational institution shall
inculcate patriotism and nationalism, foster
love of humanity respect for human rights,
appreciation of the role of national heroes in
the historical development of the country,
teach the rights and duties of citizenship,
strengthening ethical and spiritual values,
develop moral character and personal
discipline, encourage critical and creature
thinking, broaden scientific and technological
knowledge and promote vocational efficiency.
1982 Educational Act States the Goals
of both Elementary and Secondary

Elementary Education Aims:

*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.
*to provide learning experiences which increase
the child's awareness and responsiveness to the
changes in and just a demand of the society and
to prepare him/her constructional and
effective involvement.
*to promote and intensify the child's knowledge of
identification with and love for the nation and
the people to which he/she belong.
*to promote work experiences which develop the
child's orientation to the world of work and
creativity and prepare him/her to engage in
honest and gainful work.
1983-1984 - DECS launched the program for
Decentralized Education (PRODED) for
elementary education to modify the
curriculum and emphasis on science,
technology, math, reading and writing.

1989- New Secondary Education Curriculum

(NSEC) was employed to replace the 1973
Revised Secondary Education Program (RSEP)
NCEC- major part of the Secondary Education
Development Program (SEDP) that brought
PRODED into the secondary education system,
to effect continuity, to improve quality of
graduates and to expand access to quality
education.
MAJOR OBJECTIVES OF SEDP

*Strengthening of the teaching of science and technology.

*Developing the quality and coverage of basic, non-formal and secondary
education.
*creating on Market-Driven Technical Education and Vocational Training
(TVET) program.
*fortifying the Science and Technology (S and T)
capacity at the tertiary level.

*directing the government's poverty, alleviation

strategy in the education sector.
REPUBLIC ACT NO. 9155

Is an ACT of instituting a framework of governance for basic education,

establishing authority and accountability, remaining the Department of
Education Culture and Sports as the Department of Education and for
other purposes.

2002- The Department of Education came about with new curriculum the
Restructured Basic Education Curriculum or RBEC.
RBEC- term to be a “millennium curriculum” for
this was coincidentally launched two (2) years
after the opening of 21st century.
*implemented in June 2002.
*600,000 teachers from both private and public
schools have been trained in the new
curriculum.

*1998- the Philippine Commission on Education

Reform (PCER) conclude that “focus on basis
in Education must be implemented.
*According to Guzman and Sevillano (2003) RBEC
aims produce mod functionally literate students
by empowering them with life skills and
promoting more ideal teachers that will
perform collaborative teaching in a non-
authoritarian way of instructing.

*RBEC – reduced the number of subjects from an

average of eight to five focusing on Filipino,
English, Science and Math which will prepare
students for global competitiveness.
MAKABAYAN

-fifth subject also called as the “Laboratory of Life“ intends to develop

personal and national identity through adequate knowledge of Philippine
history and its politic-economic system, local cultures, cafts, arts, music
and games.
RBEC- adheres to the direction of the
Congressional Commission on Education
focusing classroom instruction in Science,
Mathematics,Filipino, English and Makabayan.

Ex. Values, history, geography, physical

education, music and practical arts.
DepEd ORDER-2002

-presents the guidelines on the implemetation of the Elementary Basic

Education Curriculum.
Subject and Description for English

ENGLISH- (as subject) is concerned with developing in the learner's

competencies in listening, speaking, reading and writing.

SCIENCE & HEALTH- used as content in English for grades 1 and 2 but not to
the extent of neglecting the content of the English books for the grade.
LISTENING IS AN INFORMATION- processing act
includes skills in auditory discrimination and
cognitive comprehension.

SPEAKING- includes skills in using the language

expressions and grammatical structures
correctly in oral communication.
READING-getting meaning from the printed
page, includes skills for vocabulary
development, levels of comprehension,
literary appreciation and study skills.

WRITING- includes writing readiness, guided

writing, functional and creative writing.

GRADE III-considered the threshold in reading at

the end of the third grade every child is
expected to be a reader.
GOALS OF ENGLISH IN ELEMENTARY
LEVEL
It is the goal of English instruction in the elementary level to provide access
to varied information and creatively use them in spoken and written
forms, communicate fluently and accurately orally and in writing for a
variety of purposes and different social and academic contexts at their
level while carrying out activities in everyday life.
 Specific Objectives:
At the end of Grade I, the leaner's is expected to:
1. recognized differences in speech sounds, word stress, intonation patterns in
sentences heard
2. speak clearly and use appropriate expressions in talking about oneself and the
immediate environment
3. read with ease and understanding beginner's book in English
4. write legibly information about oneself , common works and simple sentences
in manuscript form.
At the end of grade-II, the learner is
expected to:
1. listen critically to 1-2 paragraphs
2. use appropriate expressions in varied situation and about places an topics
of interest.
3. read critically and fluently in correct thought units , texts for information
and request.
4. respond properly to environments prints like signs, posters commands and
entertainment
5. write legibly simple sentences and messages in cursive form
At the end of Grade III the learner is
expected to:
1. listen critically to get information from text heard
2. demonstrate independence in using the basic language structure in oral
and written communication.
3. read with comprehension
 GOALS IN TEACHING ENGLISH
LANGUAGE
Teaching of Language
-is dependent on teachers.
-developing communicative competence
-ability to use the language correctly
-appropriately to communicate effectively
4 communicative competence
as goals of teaching language
1. Linguistic competence
-grammar
-syntax
-vocabulary
Competence asks:
What words do I use?
How do i put them into phrases and
sentences?
4 communicative competences

2. Sociolinguistic Competence
-know how to use and respond to language appropriately, given setting,
the topic, and the relationships among the people communicating.
Competence asks:
 Which words and phrases fit this setting and this topic?
 How do i know what attitude another person is expressing?
 4 communicative competences

3. Discourse Competence

-knowing how to interpret the larger context and how to construct longer
stretches of language

Discourse competence asks:

 How are words, phrases and sentences put together to create
conversations, speeches, email messages, newspaper articles?
 4 communicative competences

4. Strategic Competence
-is knowing how to recognize and repair communication breakdowns, how
to work around gaps in one’s knowledge of language, how to learn more
about the language and in the context
Strategic competence asks:
 What do i say then?
 How do i know when i’ve misunderstood or when someone has
misunderstood me?
 Open-ended list of goals of
language teaching
 Self development -students become in
some way “better” person.

 A method of training new cognitive

processes- learning another language

 A way-in to the mother-tounge –

awareness of their first language is
enhanced
GOALS IN TEACHING ENGLISH LANGUAGE

 Anentree to another culture-

understand other groups and to
appreciate the music and art of
other cultures

A form of religious observance-

second language is part of their
religion
 GOALS IN TEACHING ENGLISH LANGUAGE

 a means of communicating with

those who speak another language-
all need to cope with people from other
parts of the world fro business or
pleasure

 the promotion of intercultural

understanding and peace- to foster
negotiation rather than war or changes in
the society outside the classroom
Goals of Teaching Reading
 Language teachings- is focused
on instruction for
communication purposes
 Reading focuses into pupils who
can apply reading strategies to
maximize their comprehension
of text, identify relevant and
non-relevant information and
develop other developmental
reading skills.
Goals in teaching reading are
identified:
 Developing students awareness of
the reading awareness of the 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
Goals in teaching reading are identified:

 Working with reading tasks in class

 Practice reading strategies in class and
outside of class in the students reading
assignments
 Encouraging students to evaluate their
comprehension and self-report their ruse
of strategies
 Encouraging the development of reading
skills and the use of reading strategies
 Reading specialist in the country explains
that the reading program should enhance
communication skills, create and
developed new interests in pupils,
produce pupils who continue to learn,
even outside institutional setting,
produce pupils who are self-confident and
produce pupils who are able to
acknowledge and respect differences in
cultures, religions, beliefs, values and
interest.
Language Acquisition
 Four-pronged approach---
theoretically based on the principle
and practice of the second Language
Acquisition (SLA).
Stephen Krashen’s hypotheses
about SLA
1. The acquisition-Learning Distinction
2 distinct and independent ways
of developing second language
competence

a. Language Acquisition- speaks of a

subconscious process. It is an implicit
learning of a language
b. Language Learning- conscious
knowledge of a second language. It is
an explicit learning
Stephen Krashen’s hypotheses about SLA

2. The Natural Order Hypothesis

- acquisition of grammatical structures proceeds in a
predictable order

3. The Monitor Hypothesis posits that Language Acquisition

and Language Learning are used in very specific ways.

acquisition- utterances in a second language and is

responsible for our fluency

learning- monitor or editor, to make changes of our

utterance, produces by the acquired system
 Learned Competence
(The monitor)

Acquired output
Competence

Acquisition and learning in Second Language production

Stephen Krashen’s hypotheses about SLA

4. The Input Hypothesis- acquire language by

understanding messages or by receiving
“comprehensible input” only
-learners acquire language by “in-taking”
and understanding language that is a
“little beyond” their current level of
competence
Stephen Krashen’s hypotheses about SLA
5. The affective Filter Hypothesis
-factors include motivation, self confidence and anxiety
-this hypothesis explains that the ‘input’ is the primary causative variable
in second language acquisition and affective variables act to encumber
the delivery on input on the acquisition device
 filter

input Language
Acquired
acquisition competence
device

Operation of the “Input’ and “Affective Filter

Study Skills and Comprehension
in Reading

 The evolution of teaching reading

strategies has brought the
country to different destination
of their education world. This has
been done for the benefits not
only for teachers but for students
to be independent in their
reading. These strategies have
been helping everyone to create
love for reading.
 Reading strategies
1. PQRST Method- focus on studying and
prioritizing the information that
relates directly to how they will use
that information.

Preview- looking at the topic by glancing

over the major headings or the points in
a reading material.
PQRST Reading Strategies

Question- formulating queries that may

answered. Questions are neither specific nor
open-ended.

Read –reading through reading material that

relates to the topic the student wants to learn

Summary- Most flexible part of the method

Test- assessing whether focus has remained

 Reading Strategies
2. Spider Diagram- this links concepts together

Passport Plane
Ticket

Immigration

Department of From one

Foreign Affairs country to
another
Sample of a Spider Diagram
 Reading Strategies
3. SQ4R Method

SURVEY- readers aim is not to go into detail but to develop a general idea
of structure

QUESTION- thinking about the material and asking oneself which serve to
keep the reader more involved with the material
 SQ4R
Reading Strategies
READ- reading carefully and trying to answer questions

WRITE- writing down the answers to the questions formerly raised

RECITE- reciting what has been read

REVIEW- summarizing major points in the chapter and answering questions

while reading
 Reading Strategies
4. PQ4R Method

PREVIEW- surveying the chapter to determine the general topics

QUESTIONS- making questions about the section

READ- reading the section carefully trying to answer the questions one
has made
 Reading Strategies
PQ4R

REFLECT- reflecting on the text as one is reading

RECITE- recall the information. If cannot recall he/she has to read the
portions that trouble remembering

REVIEW- mentally recalling its main points

Reported by:
 PALEN, MARY ANN L.
 MEJIA, REYMON
 GESTOSANI, NILDA
 SENILLO, LHOTIS
 DEMAFILIS, GOERGE