Chapter 6 - Developmental Reading II

1. Developing a Genuine
Love for Reading
Reported by:
Darvey Exzy Mae C. Abines

2. Rationale and Objectives of GLR
Rationale
 Developing Genuine Love for Reading
is focused on the idea of letting
students appreciate the story selection.
 This focuses on the first few stages of
the reading lesson.

3. Objectives of GLR
 Aims to trigger the schema of the
learners
 Establish proper mind set, activates the
student’s schemata, introduces the
theme and motivates them to read the
passage.

4. Pre-reading Activities
Motivation
Motive Question
Vocabulary Building
Developing Genuine
Love For Reading

5. Pre-reading Activities
 It is done before the actual reading the
text.
 These activities includes:
 establishing the proper mind set
 activating the learner’s schemata
 introducing the theme and
motivating the learners to read the
text.

6. Motivation
 an aim-seeking art defined as the
stimulus to create and sustain
intentions.
 It is important because it determines
the extent of the learner’s active
involvement and attitude towards
learning.
 It is the first part of any lesson.

7. Motivation
 Influences the arousal, selection,
direction and maintenance of all
human behavior.
 Is the energy to study, to learn, to
achieve and to maintain these positive
behaviors all the time.
 It stimulates students to acquire,
transform and use knowledge (Groccia,
1992, p.62.).

8. Motivation
 is an emotion in motion.
 Research shows that with proper
motivation,learning is quicker . More
areas of the cortex become involved
(Smith, 2002).
.

9. In Smith’s article, he summarized the
motivation theory. A child motivation can be viewed as
maturing through four (4) phases.
Self-interest
Pleasure
Competition
Immersion
4 Phases of Child’s Motivation

10.  Weller (2005) provides general principles of
motivation in any learning situation.
 Basic principles of motivation are applicable
to learning in any situation
1. The environment can be used to focus the student’s
attention on what needs to be learned.
2. Incentives motivate learning.
3. Internal motivation is lasting and more than self-
directive than is external motivation, which must be
repeatedly reinforced by praise or concrete rewards.
4. Learning is most effective when an individual is
ready to learn, that is, when one wants to know
something.
5. Motivation is enhanced by the way in which the
instructional material is organized.

11. Motive Question
Is a query that is left hanging until the
last part of the reading proper.
The question usually centers on an analysis
of the entire reading selection or on
question that generalizes the entire reading
selection.

12. Vocabulary Building
Language expert, W.B. Elley, states “a rich
vocabulary is a valuable asset and an
important attribute of success in any walk of
life.” In other words, vocabulary plays a great
role in determining if you will succeed in life
or not.

13. Vocabulary Building
National Institute for Literacy (2002) states
that knowledge of word meanings is the most
important single factor in reading or listening
comprehension.
Lewis (1993) as quoted by Moras (2001)
argue that vocabulary should be at the center
of language teaching, because ‘language
consists of grammatical lexis, not lexicalised
grammar’.

14. Vocabulary Building
IDEA (Institute for the Development of
Educational Attainment) identifies two ways
Of presenting a vocabulary items to learners.
These are :
Contextual Analysis
Morphemic Analysis.

15. Contextual Analysis
A strategy which readers use to infer or
predict a word from the context in which it
appears.
Morphemic Analysis
A strategy in which the meanings of words
can be determined or inferred by examining
their meaningful parts.