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, 2012
Submitted by:Fabores, Lyn M.
BSEd-II-English
Submitted to : Dr. Alicia S.P. Gomez
Instructor

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. 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, singing
Vowels (V)
Long vowels CV be
CVe ate, like, rote
CVVC paid, boat

4. Short vowels VC or CVC it, hot
r-controlled
Vowels Vr or CVr art, car, her
digraph / diphthong VV saw, book;
boil, out
Linguistic Approach- utilizes a scientific knowledge of language
Sight word or look-say- teaches children to recognize whole words, commonly using flashcards or other
techniques.
Basal Reader Approach-based upon the notion
SOCIO-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. SAMPLE ACTIVITIES
Part-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