Download as PDF, PPTX
![Based on the result of the study: The most dominant
adjustments in the teaching of reading are the
.According to Bhatti [35],
―using technology like computers in reading
instruction generated a lot of interest among the
students for reading comprehension.
Views of the Experts as a result of studies:](https://image.slidesharecdn.com/research-basedreadinginterventionstrategies2-230212060502-db6d5f8e/85/research-based-reading-intervention-strategies-2-pdf-17-320.jpg)
![The separation of fluent readers to those who
are not is supported by Briggs in Abadiano and
Turner [36], when ―fluent readers do not have to
concentrate on decoding words, they focus on
what the text means. They recognize words and
comprehend at the same time. Nonreaders focus
their attention on figuring out the words leaving
them little attention for understanding the text‖](https://image.slidesharecdn.com/research-basedreadinginterventionstrategies2-230212060502-db6d5f8e/85/research-based-reading-intervention-strategies-2-pdf-18-320.jpg)
![* The most dominant
is using flash cards and drill cards.
=using vocabulary flash card facilitates their
involvement by sharing answers, trying to
participating, paying attention, giving the
examples, as volunteers, interacting with each
other in a low-risk, warm-up activity [41]](https://image.slidesharecdn.com/research-basedreadinginterventionstrategies2-230212060502-db6d5f8e/85/research-based-reading-intervention-strategies-2-pdf-20-320.jpg)
![31
Finding Appropriate
Reading Material
Field Dependent
[field sensitive] –
Full Screen](https://image.slidesharecdn.com/research-basedreadinginterventionstrategies2-230212060502-db6d5f8e/85/research-based-reading-intervention-strategies-2-pdf-31-320.jpg)
research-based reading intervention strategies#2.pdf
- 1. RESEARCH - BASEDREADING INTERVENTION STRATEGIES Prepared by: Nora R. Valencia PIS English Teacher Department of Education Region IV-A CALABARZON Division of Calamba City PUNTA INTEGRATED SCHOOL Punta, Calamba City Address: Purok 6, Brgy. Punta Calamba City Laguna Telephone Number: (049) 549-6384 Email: puntaintegratedschool@gmail.com
- 2. SESSION OBJECTIVE: 1. DetermineEffective Strategies in reading Intrvention
- 3.
- 4. Quick-write… What evidences inthe classroom do we use in order to formulate intervention strategies?
- 6. REBUS GUESSING GAMESTRATEGY: HOW MIND WORKS? vPoint to specific part of image: Visualizing vWord association: making meaning connection to prior knowledge: SCHEMA vFiguring out the position of the letters for exact result: analysis vAnalysis on color and symbol representations: understanding vThat is how a mind reader works
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- 10. 10 2. Proven Strategies by researchin handling non-readers
- 16. 16 3. Voice of the Expertsfor effective strategies on remedial reading
- 17. Based on theresult of the study: The most dominant adjustments in the teaching of reading are the .According to Bhatti [35], ―using technology like computers in reading instruction generated a lot of interest among the students for reading comprehension. Views of the Experts as a result of studies:
- 18. The separation offluent readers to those who are not is supported by Briggs in Abadiano and Turner [36], when ―fluent readers do not have to concentrate on decoding words, they focus on what the text means. They recognize words and comprehend at the same time. Nonreaders focus their attention on figuring out the words leaving them little attention for understanding the text‖
- 19. * Another adjustmentthat is featured by the teacher informants are the exposure to reading materials, basic vowel sounds, and collaboration with peer. *
- 20. * The mostdominant is using flash cards and drill cards. =using vocabulary flash card facilitates their involvement by sharing answers, trying to participating, paying attention, giving the examples, as volunteers, interacting with each other in a low-risk, warm-up activity [41]
- 22.
- 25. 25 5. Techniques for helping nonreaders realtiveto reading materials
- 26. 26 Finding Appropriate Reading Material •Readability • Variety • Interest
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- 28. 28 Finding Appropriate Reading Material Simplified versions Word:Autosummarize Abridged
- 29.
- 30. 30 Finding Appropriate Reading Material Usinga computer showing an eBook, a video projector and a screen, teachers can create their own digital big books.
- 31. 31 Finding Appropriate Reading Material FieldDependent [field sensitive] – Full Screen
- 32.
- 33. 33 Type Description Examples RHYMEMatching the endings of words cat, hat, bat, sat ALLITERATION Producing groups of words that begin with the same initial sound ten tiny tadpoles SENTENCE SEGMENTATION Segmenting sentences into spoken words The dog ran away. 1 2 3 4 SYLLABLES Segmenting words into smaller parts moving to syllabication /mag/ /net/ /pa/ /per/ /el/ /e/ /phant/ ONSETS AND RIMES Blending and segmenting the initial consonant or cluster (onset) and the vowel and consonant sounds spoken after it /m/ /ice/ /sh/ /ake/ PHONEMES Blending phonemes into words, segmenting words into individual phonemes and manipulating phonemes in spoken words VC, CV, CVC, CCVC, CVCC /k/ /a/ /t/ /sh/ /i/ /p/ /s/ /t/ /o/ /p/
- 34. By age 4,attention span increases to about 8 to 12 minutes. By age 5, your child’s attention span would likely be 10 to 14 minutes. By age 6, 12 to 18 minutes by age 7, 14 to 21 minutes by age 8, 16 to 24 minutes by age 9, 18-27 minutes by age 10, 20 to 30 minutes by age 11, 22 to 33 minutes by age 12, 24 to 36 minutes https://www.kids-houston.com/2020/08/21/what-are-normal-attention-spans-for-children/ Attention Span That learner most likey to listen
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- 37. To assess thestudents reading ability to focus instruction development teacher must know these core in reading development
- 38. Existing Problems atthe current reading interventions at PUNTA IS 1. Lack of standard intervention materials validated by the experts/master teachers 2. Lack of Parents’ Cooperation 3. Student’s attendance consistency 4. Transportation difficulty due the place mode of service in transportation 5. Lack of food allowance 6. Teacher’s conflict schedule 7. No available condusive rooms for non readers *Propse actions to the problems will be solicited suggestions from the participants * The school must stablish reading support system via conducting special classes to struggling readers with special teacher’s aide. (stand for debate/suggested alternatives)
- 39. Spell out thenumbers and letter to form the phrases F 2 F
- 40. Teaching Reading strategies: We must know the weak points of the kids in reading, in that way we can conceptualize and design lesson appropriate to their needs across the learning areas. According to the experts: There is no specific BEST teaching strategy… It can only be labeled as best, if it FITS to the needs of the learners & cater engaging and meaningful learning experiences.
- 41.
- 42. References: https://youtu.be/QtDEMHMRd8E?t=23 https://www.theedadvocate.org/teaching-literacy-across-the- curriculum/ https://youtu.be/cUoiZl-ep7E?t=2 https://www.researchgate.net/publication/305409778_Effective_ Teaching_Practices_in_Handling_Non_Readers https://eric.ed.gov/?id=EJ1266182 Frederick S. Perez’slecture Xavier School Nuvali Reading Association of the Philippines fredericksottoperez@gmail.com
- 43. Thank you so muchfor listening!