Group 1 presented information on reading skills and techniques for teaching reading. The key reading skills discussed were decoding, phonics, vocabulary, fluency, comprehension, and reasoning. Effective teaching techniques included reading aloud to students, providing opportunities for reading and writing, and using prior knowledge to make connections. Reading activities that help learners comprehend texts better include story sequencing, retelling, close reading, and asking read-aloud questions. The stages of reading in the classroom are pre-reading, through reading, and post reading. Barriers to reading comprehension like lack of concentration can be caused by uninteresting subject matter, lack of motivation, defective reading habits, and indiscriminate dictionary use.

1. Group 1
Members:
Flora Mae Reubal
Joselle Ruth Suguilon
Khryss Andrei Togonon
Joseph Salamanes

2. Reading

3. What is reading?
 Reading is making meaning from print.
 is the process of taking in the sense or
meaning of letters, symbols, etc., especially
by sight or touch

4. Reading Skills
 Decoding
Decoding is the ability to sound out words
children have heard before but haven’t seen
written out. This is a vital step in the reading
process as it forms the foundation for other
reading skills.

5. 1.Phonics
Phonics is the ability to recognize the
connection between sounds and letters they
make. This process of mapping the sounds in
words to written words is a very important
reading skill.
2.Vocabulary
A good vocabulary is a fundamental part of
academic success. This reading skill is
necessary to understand the meaning of words,
their definitions, and their context.

6. 3.Fluency
Fluency is the ability to read aloud with
understanding, accuracy, and speed. It is a skill
needed for good reading comprehension.
4.Sentence Construction & Cohesion
Sentence construction and cohesion may seem
like a writing skill, but it’s an essential reading
skill. Connecting ideas between and within the
sentences are called cohesion, and these skills
are essential for reading comprehension.

7. 5.Reading Comprehension
Understand the meaning of the text – both in
storybooks and information books. In fiction
books, children imagine the characters and
share an emotional and adventurous journey
with them.
6.Reasoning & Background Knowledge
This skill helps the child use the background
knowledge to make inferences and draw
conclusions. Most readers can relate what they
have read to what they know.

8. 7.Working Memory & Attention
These skills are closely related but different and
are part of a group of abilities known as
executive function. When children read,
attention helps them absorb the information
from the text, and working memory allows them
to retain that information.

9. General Strategies for Reading
Comprehension
 Using Prior Knowledge/Previewing
 Predicting
 Identifying the Main Idea and Summarization
 Questioning
 Making Inferences
 Visualizing

10. Teaching and
Reading
Techniques
Reported by:
Khryss Andrei Togonon

11. Teaching and Reading
Techniques
1. Read aloud to students
2. Provide opportunities for students to read, write and
talk about texts
3. Read texts repeatedly to support fluency
4. Teach children the tools to figure out words they
don’t know
5. Provide time for studying spoken language,
including vocabulary and spelling

12. Teaching and Reading
Techniques
6. Use prior knowledge to make connections
7. Predict
8. Teach critical thinking skills

13. Reading Comprehension
Theories on reading
development
SCHEMA THEORY
Schema-based learning development suggests that
learning takes place when new information is
integrated with what is already known (McLaughlin,
2012). The Schema theory thinks that comprehending
a text is an interactive process between the reader' s
background knowledge and the text. Comprehension
of the text requires the ability to relate the textual
material to one' s own knowledge.

14. Reading Comprehension
Theories on reading
development
Dual Coding Theory
This approach proposes the need to build semantic
knowledge through such vessels as abstract models,
relevant vocabulary, and through concrete examples
such as visual images and real life experiences
(G.Winch, 2010).

15. Reading Comprehension
Theories on reading
development
BLOOMS TAXONOMY
Blooms taxonomy designed a set of guidelines to help
students think critically about a text. It enabled
teachers to present a reading comprehension lesson in
a way that enabled students to understand the
meaning behind a text by prompting students with
questions or think points.

16. Reading Comprehension
Theories on reading
development
SOCIAL CONSTRUCTIVIST APPROACH
Comprehension is a cognitive, but also social and
intellectual process which we as teachers need to be
flexible with to cater for students of all capabilities and
backgrounds (Luke, Woods, & Dooley, 2011).

17. Reading
Activities for
Learners
Reported by:
Flora Mae Reubal

18. Reading Activities for Learners
Story Sequencing
Sequencing is another way you can help a little one
gain reading comprehension. Being able to order the
sequence of events in a story is a key component in
understanding plot.
Retelling
Closely related to story sequencing, retelling is also
good practice for achieving reading comprehension.

19. Reading Activities for Learners
Close Reading
Learning to pay careful attention to a text is a skill that
doesn’t always come naturally to beginning readers.
Teaching students to reread a passage slowly and
thoughtfully will help them better comprehend what
they have read.
Inferencing
Learning to infer (draw conclusions) is crucial to
gaining reading comprehension. There are many
subtleties in stories that the author expects readers to
notice; if these nuances aren’t picked up on the reader
may miss important points of the story.

20. Reading Activities for Learners
Read-Aloud Questions
One benefit of reading together is it allows the teacher
to ask questions along the way. Asking questions such
as, “What do you think will happen next?” or “I wonder
why the character did that?” helps the students to
engage with and think critically about the text and
allows the teacher to judge how well the passage is
being comprehended.

21. Stages of
Reading in
classroom
Reported by:
Joselle Ruth Suguilon and
Flora Mae Reubal

22. Stages of Reading in classroom
1. Pre-Reading In the pre-reading stage, a person prepares herself
or himself for the things that they are going to read. Previewing the
text can increase the reader’s involvement with the text.
 These are:
 Setup a purpose- Decide a written or mental goal for your
reading.
 Make Predictions- Use the title or sub-heading to generate an
idea about the book or text. Questions- Ask some questions
before you start reading, which according to you the text will
answer.
 Build Knowledge- In this first of all think about the topic and then
acquaint you with the content. Also, make yourself familiar with
the language, format, topic, issue, and ideas that it will cover.

23. Stages of Reading in classroom
 Scan the Vocabulary- Quickly look over the text
for new words and then try to find their meaning
from the context.
 Skimming- It is a process in which a person just
do a surface level reading and pay attention to the
visuals, sub-headings, and format to govern if the
text gives the information it needs or not.
 Scanning- It simply means that do a quick reading
o the text and look for keywords, ideas, phrases,
visuals, subheadings, and format.

24. Stages of Reading in classroom
2. Through Reading It means to look for clues in the text to obtain the author’s
meaning and purpose for strengthening the skills of the reader.
The order of reading- The order of the text should be according to the order that
we mention below. Also, it helps you to get the universal meaning before you go
through the whole text in details. The order is:
 Heading or title
 Sub-headings
 Head Paragraph
 Final Paragraph
 The first sentence of every paragraph
 Entire text
Joining different elements of the text- Pay attention to what the writer/author is
saying and how she/he expresses it.
Guess- When you get stuck on a word then try to read the whole text and guess
its meaning accordingly. This will help you to learn new ways to use a word.
Silent reading- It is the quality of good readers that they read silently.
Getting answers- Look for the answer to the question that you asked in the pre-
reading stage.

25. Stages of Reading in classroom
3. Post Reading
In this simply go to the pre-reading stages and try to fill the gaps
that you make according to your assumption.
Evaluate- This help in carrying out how effective the writing as if
the writer was successful at its an accomplishment or not.
Map- Create a visual presentation of the text and the different
ideas in it with the main idea in the center.
Discuss- Analyze the language, content, and pattern of the text.
Initial prediction- Check whether your initial prediction was right
or not.
Pre-reading question- Try to answer your entire pre-reading
question.

26. Barriers to
Reading Lack of
Concentration
Reported by:
Joselle Ruth Suguilon

27. Barriers to Reading Lack of
Concentration
 Uninteresting Subject Matter
 Lack of Motivation
 Defective Reading
 Indiscriminate Use of the Dictionary