1. Session : 1
Nature of Reading
DIVISION Training of Grades 4-8 Reading Teachers
on Care for Non-Readers (CNR) Program
2. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Objectives
Gain clearer understanding on the
nature of reading and how children
learn to read
Share experiences in learning how
to read;
1
2
3. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Objectives
Be familiar with some ideas about
reading.
4
Discuss opinions on the meaning
of reading, its importance and
needed skills;
3
4. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Activity
Think over to answer these questions:
1. How did you learn to read when you were
a kid? What skills were taught to you to
help you read?
2. What do you do now when you read a
passage, an article, etc.?
Write your responses on metacards.
5. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Think about it
1. What are the commonalities
in your responses?
2. What insights about
reading did you gain from this
activity?
6. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Think about it
What is reading?
Why is reading important?
What skills does a child
need in order to read?
7. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
What is reading?
“Reading is an active and
complex process that involves
•Understanding written text
•Developing and interpreting
meaning; and,
•Using meaning as appropriate
to type of text, purpose, and
situation.”
(NEAP Framework, 2009)
8. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Reading Process
EXPERIENCE
ORAL
LANGUAGE
WRITTEN/
PRINTED
SYMBOLS
Transfer
A B C
9. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Reading Process
EXPERIENCE
ORAL
LANGUAGE
PRINTED
WORD
TRANSFER
ORAL
LANGUAGE
(L2)
PRINTED
WORD
(L2)
10. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Reading Process
• Oral language is first developed
before one learns to read and write
its printed symbol. It is during the
transfer stage that learning to read
processes happen (PA, phonics,
decoding).
• Reading (circle C) is acquired through
the accumulation of A and B.
• Relationship of the three circles is
reciprocal.
11. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Reading Process
Phonological
Awareness
Print Concepts
Decoding and
Sight-Word
Knowledge
Fluency in
Context
Vocabulary Background
Knowledge
Knowledge of Text
and Sentence Structures
Knowledge
of Strategies
for Reading
Specific
Purposes
for Reading
General Purposes
for Reading
Reading
Comprehension
Automatic Word
Recognition
Language
Comprehension
Strategic
Knowledge
Print Concepts
12. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Why is reading important?
• At first, we learn to read. Then, we read to
learn.
• Reading is the key to all learning.
• Children who are good readers get off to a
good start in school.
• Children who are confident about reading have
a positive attitude toward learning.
• Children with weak reading skills are more
likely to drop out of schools.
13. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Research shows
• 95% of reading failure is preventable - by
using appropriate reading systems and well-
trained teachers.
• The approach prepares pupils to decode words in
an explicit and systematic manner.
• Dr. Samuel Orton and Anna Gillingham developed
a unique method and sequence to significantly
improve the reading and spelling skills of children
and adults with dyslexia way back in the 1930's
which is the Multi-Sensory Approach.
14. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
The numbers say it all!
• 100 enter elementary school
• 33 drop out/fail
• 67 finish elementary school
• 66 enter secondary school
• 19 drop out/fail
• 45 finish secondary school
• 26 enter college
• 19 drop out/fail
• 7 finish college
15. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
What skills does a child need in
order to read?
Emergent Literacy Skills
Knowledge
about the Book
Recognizing the
Alphabet
(Alphabetic
Principle)
16. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
What skills does a child need in order
to read?
Reading
Skills
Phonemic
Awareness
Decoding
(Phonics)
Fluency
Vocabulary
Comprehension
17. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Effective early reading instruction must
build reading skills in five important areas…
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Identifying
words
accurately and
fluently
Constructing
meaning once
words are
identified
18. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Assessment Tools in Reading
EGRA - Early Grades Reading
Assessment (Grades I – III )
Phil IRI – Philippine Informal
Reading
Inventory ( Grades III – VIII )
RARS - Rapid Assessment for
Reading Skills
1
2
3
19. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Reading Levels – Phil IRI
• Independent
- the level at which readers
function on their own with almost
perfect oral reading and excellent
comprehension (Flippo, 2014)
20. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Reading Levels – Phil IRI
•Instructional
-the level at which readers profit
the most from teacher directed
instruction in reading (Flippo,
2014)
21. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Reading Levels – Phil IRI
• Frustration
-the level at which readers find reading
materials so difficult that they cannot
successfully respond to them
(Flippo, 2014)
22. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Conclusion
Good readers and writers aren’t born.
They’re inspired. Inspired by teachers (also
parents) who value reading and writing, as the
keys to knowledge and success. Who read and
write like they breathe…
Continuously, steadily, automatically.
Diks, M. C. (2002). A daughter learns to read.
The Reading Teacher, 56(3).
23. Regional Training of Grades 4-8 Reading Teachers on Care for Non-Readers (CNR) Program
Thank
You!
