This document discusses multi-faceted literacy strategies that incorporate two or more literacy techniques to improve skills in multiple areas of reading. It describes strategies like repeated reading, questioning, story mapping, and imagery that can improve both oral reading fluency and reading comprehension. Research studies have found that combining effective practices for fluency and comprehension into a multi-faceted approach can produce good results in both areas. More research is still needed on developing multi-strategic literacy techniques.

1. MULTI-FACETED
LITERACY THRUSTS
Presented by: Jeaninne Joy G. Mendeoro

2. A multi-faceted literacy strategy
 incorporates two or more literacy strategies that are
taught and used simultaneously to improve skills in more
than one area of reading. It is based on the presumption
that teaching two or more effective strategies
simultaneously is much more time efficient than
interventions that instruct only one strategy at a time.

3. WHAT IS ORAL READING FLUENCY?
 Fluency is defined as the ability to read with speed, accuracy, and proper
expression. In order to understand what they read, children must be able to read
fluently whether they are reading aloud or silently. When reading aloud, fluent
readers read in phrases and add expression appropriately. Their reading is smooth.
There are literacy strategies that improve oral reading fluency
and comprehension…

4. What is Reading Comprehension?
 Reading comprehension is the ability to process information that
we have read and understand its meaning. This is a complex
process with three levels of understanding: literal meaning,
inferential meaning, and evaluative meaning.

5. There are literacy strategies that improve
oral reading fluency and comprehension…
 Therrien et al. (2006) conducted a study that represented a true multi-
faceted literacy strategy. Their work showed that combining effective
practices for oral reading fluency and reading comprehension can produce an
effective multi-faceted literacy strategy.
 a. Repeated Reading and Questioning…
 B. Story Mapping
 C. Imagery

6. a. Repeated Reading and Questioning…
Another study by Therrien and Hughes (2008) compared repeated reading and
question-generation on students’ reading fluency and comprehension. Repeated
reading consisted of students rereading passages aloud until they reached a
performance criterion. Question generation consisted of students reading passages
purposefully in an attempt to adapt and answer story structure prompts. Results
indicated that repeated reading improved student’s fluency on passages that were
reread and when reading instructional level material, repeated reading was more
effective at improving factual comprehension than question generation.

7. B. Story Mapping
provide students with the framework to aid their comprehension because they
become actively involved with the text through a purpose for reading. Readers who
are explicitly taught a strategy that engages them in intentional thinking during their
reading, ultimately gain more from the text, thus improving their comprehension
(Williams, 2005).

8.  C. Imagery is language used by poets, novelists and other writers to create
images in the mind of the reader. Imagery includes figurative and
metaphorical language to improve the reader’s experience through their
senses.

9.  More research must still be conducted on multi-strategic literacy
strategies; that will provide teachers with more ideas to help students
improve two or more areas of difficulty in reading (Oral-Reading Fluency
and Reading Comprehension).

10. References:
 https://www.google.com/search?q=examples+of+story+map&rlz=1C1CHBF_en
PH992PH992&tbm=isch&source=iu&ictx=1&vet=1&fir=IBLpxWu9v24cBM%252CY
LR5gh0YEI4VoM%252C
 https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/58324/Kelly_H
iggins_Masters_Project_January2012.pdf;sequence=1
 https://literaryterms.net/imagery/
 https://www.google.com/search?q=what+are+the+kinds+of+imagery&rlz=1C1
CHBF_enPH992PH992&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjQiaCszpD5
AhWr-
zgGHTtfDFoQ_AUoAXoECAEQAw&biw=1536&bih=754&dpr=1.25#imgrc=5c7PZm
25NAByEM

11. Thank you for listening!