Republic of the Philippines

Province of Pampanga
Mabalacat City

MABALACAT CITY COLLEGE

INSTITUTE OF TEACHER EDUCATION
Second Semester A.Y. 2018 – 2019

Presented to:

Ms. RUBY B. SICAT

Instructor I

Prepared By:

Maridol P. Salamante

BEED-3Preschool
Approaches to Teaching Reading: A Philippine Perspective
Four Macro skills

 LISTENING
 SPEAKING
 READING
 WRITING

The goals of both ELEMENTARY and SECONDARY Education framework

 To provide the knowledge and develop the skills

 To provide learning experiences
 To promote and intensify the child’s knowledge
 To promote work experiences

Subject Nomenclature and Description for English

English as a subject is concerned with developing competence in listening,

speaking, reading and writing.

- Listening - is an information-processing act.

- Speaking – is language expressions and grammatical structures
- Reading - is getting meaning from the printed page
- Writing - is a writing readiness skills, guided writing, and creative writing

Goals of English in Elementary level

 to provide access to varied information and creatively use them in spoken

and written forms.
 To communicate fluently and accurately orally and in writing.

Goals in Teaching English Language

The four communicative areas:

1. Linguistic Competence - is knowing how to use grammar, syntax, and

vocabulary of a language. Linguistic competence asks: What words do I
use? How do I put them into phrases and sentences?
2. Sociolinguistic Competence - is knowing how to use communicative and
respond to language appropriately, given the setting, the topic and the
relationships among the people communicating.
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.
4. Strategic Competence - is knowing how to recognize and repair
communication breakdowns, how to around gaps in one's knowledge of
the language, an learn more about the language and in the context.
Lists of the Goals of Language teaching

 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

Goals of Teaching Reading

 Developing students awareness of the reading process and reading

strategies • Allowing students to practice the full repertoire of reading
strategies
 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 use of strategies
 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:

Study Skills and Comprehension Skills in Reading

1. PQRST methods- focus on studying and prioritizing the information

P – preview (looking at the topic)

Q- question (formulating queries that may be answered)

R- read (reading through reading materials)

S- summary (allows individual students to put together information)

T- test (answering the Question set for in

2. Spider diagram- determine theme relatives to the other concepts

3. SQ4R method

S- survey (general idea of the structure or the general understanding)

Q- Question ( asking oneself questions)

R- read ( reading carefully)

Write (writing down the answers to the questions)

 Recite ( recalling main headings and ideas)

Review ( figuring out what one knows and what one needs to
concentrate on)

4. PQ4R method

P- preview (surveying the chapter to determine the general topics)

Q-question ( making questions about the section)

READ, REFLECT, RECITE, REVIEW

Language Acquisition

The four-pronged approach is theoretically based on the principle and

practice of the Second Language Acquisition (SLA). This is especially true
in the Philippine context since this country takes English as a second
language.

Discussions on theories of SLA are wide in ESL professional papers. Indeed,

it is inescapable to include Stephen Krashen's hypotheses about Second
Language Acquisition as discussed below:

1. The Acquisition - Learning Distinction. There are two distinct and independent

ways of developing second language competence. First, Language

Acquisition which speaks of 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. In other
words, this is implicit learning of a language. Second, Language Learning which
is referred as conscious knowledge of a second language, knowing the rules,
being aware of them and being able to talk about them. This is usually called
"explicit learning."

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.

3. The Monitor Hypothesis posits that Language Acquisition and Language

Learning are used in very specific ways. Acquisition initiates our utterances in a
second language and is responsible for our fluency. Learning has only one
function, that is, as a monitor or editor, to make changes in the form of our
utterance, after it has been "produced” by the acquired system.
 Learned competence
(The monitor)

Acquired Output
Competence

Fig. 9 Acquisition and Learning in Second Language Production

THE FOUR – PRONGED APPROACH

HISTORY & BACKGROUND

A systematic literature based approach to teaching beginning reading that is

composed of 4 distinct parts that address each of the requisites for learning to
read, write and comprehend among young readers. Developed by Prof. Basilisa
Manhit.

THE FOUR – PRONGED APPROACH

GENUINE LOVE FOR READING

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.

MASTERY OF THE STRUCTURES OF THE FILIPINO/ENGLISH LANGUAGE

Literature is an excellence source of examples of good language. The children

will catch this language and use it in their conversation in and out of the school.
The story/poem gives the children experiences that they can talk about.
Besides, the content of the story/poem helps the children to learn new
languages and its structures.

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/