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Republic of the Philippines                          Bulacan Agricultural State College                           Pinaod, ...
CHARACTERISTICS OF THE READING PROCESS-   1. Reading is an intricate process. Once reading performance is affected by a nu...
IS THERE AN OPTIMAL WAY TO TEACH READING AND WRITING? 1. Part-Centered (Code Emphasis )Methods    (Includes phonics approa...
Short vowels       VC or CVC                 it, hot       r-controlled       Vowels        Vr or CVr              art, ca...
SAMPLE ACTIVITIESPart-Centered (Code Emphasis )Methods       With the letters given below, give words based upon the examp...
Characteristics of the reading process lyn m. fabores
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Characteristics of the reading process lyn m. fabores

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Characteristics of the reading process lyn m. fabores

  1. 1. Republic of the Philippines Bulacan Agricultural State College Pinaod, San Ildefonso, Bulacan A Written Report In English 135 (Remedial Instruction in English) Group 3 (Reading) May 18, 2012Submitted by:Fabores, Lyn M. BSEd-II-English Submitted to : Dr. Alicia S.P. Gomez Instructor
  2. 2. CHARACTERISTICS OF THE READING PROCESS- 1. Reading is an intricate process. Once reading performance is affected by a numb of connections son that it is not easy to explain why an individual’s reading capacity may be satisfactory or otherwise. 2. Reading is a two- way process- between the author and the reader 3. Reading is a greatly a visual process- good eyesight is required in good reading 4. Reading is an active process- a thinking process, the reader usually reacts physically, emotionally, or intellectually with what he reads. 5. Effective reading is most likely dependent on the reader’s previous knowledge or experience.Michaelis, et al outlined some development phases of reading as follows: 1. Prereading phase- where the individuals are engaged in a program of experiences intended to enhance his oral language development to a level equal to or greater than the level of materials for beginning reading. - Develop his mental, physical; emotional, and social readiness for reading. 2. Initial Reading Phase- makes the individual begin to use picture,context and guide to recognize words and goes on to begin instruction in phonetic and structural analysis techniques. 3. Rapid Progress Phase- the reader expands his use of a variety of word recognition techniques ( use of dictionary-meaning, spelling, and pronunciation) -extends his vocabulary and comprehension skills. 4. Extended Reading experience and Increasing Reading Efficiency Phase.-individual uses -recognition techniques routinely. 5. Phase of Enhancement in Reading Abilities, Attitudes, and Tastes – the reader has attained independence in establishing and utilizing a number of materials. Some Assumptions We Make about Print Pictures go with text (Posters, Banners, Tarpaulin and others..) We read from left to right, front to back, top to bottom. Words are written separately from each other. Quotation marks mean that someone is speaking. Punctuation marks separate notions or ideas from each other. Written language has different rules and conventions from oral language.
  3. 3. IS THERE AN OPTIMAL WAY TO TEACH READING AND WRITING? 1. Part-Centered (Code Emphasis )Methods (Includes phonics approaches- so-called linguistics approaches , a sight word approach, and a basal reader approach. In Phonics approach- children are explicitly taught sound symbol patterns Consonants © 1. For which there is a single sound b,d,f,j,k,l, m,np,r ,s ,t,v, z Examples: bed, dog, fig, jog, key, lop, man, not, pet, rat, sit, tan, vase, zap 2. For which there is more than one sound c, g,h,w,y Examples: cashier, going, hello, water, yawning 3. Which occur in two-letter combinations, or “blends” With l: bl,cl,fl,gl,pl,sl Examples: blade, clap, flag, gland, place, slide With r: br,cr,dr,fr,gr,pr,tr Examples: breeze, craze, drop, frog, grape, praise, treat With s:sc,sk,sm,sn,sp,st,sw, Examples: scissor, skim, smell, snap, spoon, stay, sway 4. Which occur in three letter blends Scr,spr,str,squ Examples: Scrap, spring, strap, squash 5. Which combine to form a new sound, or digraph Ch, sh, th, wh, gh, -nk,-ng Chat, shot, thigh, which, ghost, blink, singingVowels (V) Long vowels CV be CVe ate, like, rote CVVC paid, boat
  4. 4. Short vowels VC or CVC it, hot r-controlled Vowels Vr or CVr art, car, her digraph / diphthong VV saw, book; boil, outLinguistic Approach- utilizes a scientific knowledge of languageSight word or look-say- teaches children to recognize whole words, commonly using flashcards or othertechniques.Basal Reader Approach-based upon the notionSOCIO-PSYCHOLIGUISTIC (meaning Emphasis) Approaches 1. Language Experience Approach ( LEA)- builds upon the notion that if children are given material to read that they are already familiar with, it will help them learn to read. 2. Literature Based Approach – is one that uses children’s literature with the intention of focusing on meaning, interest and enjoyment while addressing individual children’s needs in teaching them to read 3. Whole Language Approach- is a philosophy of learning . - Proponents of WL believe that they are not just teaching reading; develop as independent readers, writers and learners. GOALS 1. To use communication situations to express ideas and feelings 2. To foster love of reading for enjoyment References: English Macro Skills by Nielo,Et.al.,2009 Teaching English as a Second or Foreign Language by Marianne Celce-Murcia.,2003
  5. 5. SAMPLE ACTIVITIESPart-Centered (Code Emphasis )Methods With the letters given below, give words based upon the examples above in a time of ten minutes.Consonants © 1. For which there is a single sound that begins in b,d,f,j,k,l, m,np,r ,s ,t,v, z, 2. For which there is more than one sound c, g,h,w,y 3. Which occur in two-letter combinations, or “blends” With l: bl,cl,fl,gl,pl,sl 4. With r: br,cr,dr,fr,gr,pr,tr 5. With s:sc,sk,sm,sn,sp,st,sw, 6. Which occur in three letter blends Scr,spr,str,squ 7. Which combine to form a new sound, or digraph Ch, sh, th, wh, gh, -nk,-ng Follow the Code to answer Vowels (V) Long vowels CV CVe CVVC Short vowels VC or CVC r-controlled Vowels Vr or CVr digraph / diphthong VV

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