The document outlines a four-pronged approach to reading instruction consisting of developing a genuine love of reading, critical thinking skills, mastery of language structures, and applying reading skills in other contexts. It provides details on developing various reading comprehension skills such as understanding at the micro, integrated, macro, elaborative and metacognitive levels. It also describes teaching oral and silent reading, factors that influence comprehension, and taxonomy of cognitive and affective dimensions of reading.

1. The Four-Pronged Approach
in
Reading Instruction
GROUP 1

2. The Four-Pronged Approach
I. GENUINE LOVE FOR READING
II. CRITICAL THINKING
III. MASTERY OF THE STRUCTURES OF THE
(FILIPINO/ENGLISH) LANGUAGE
IV. TRANSFER STAGE

3. The Four-Pronged Approach
I. GENUINE LOVE FOR READING

4. GENUINE LOVE FOR READING
teachers have a greater role in motivating the child to
love reading. The choice of the materials should take
into consideration suitability to the age, interests and
vocabulary of the children.
method of presentation should be encouraging so as
to create and desire to read.

5. OBJECTIVES:
a. to structure experiences so that the child feels
accepted
and develops desirable attitudes toward reading and
self;
b. to provide for group participation, development of
verbal
facility, listening ability, and auditory and visual
discrimination;
c. to teach left-to-right sequence; and

6. ARTS TO READING
1. Oral Reading
2. Silent Reading

7. ARTS TO READING
1. Oral Reading
– in which a child reads aloud in order to convey
information or pleasure to an audience.
2. Silent Reading
– in which listening while following the text, sight-reading
to a coach or with partners, rehearsing and
reading aloud for an audience.

8. DEVELOPING READING COMPREHENSION
- comprehension is a creative, multifaceted process in which
students engage with the text.
FACTORS THAT INFLUENCE COMPREHENSION
1. Background Knowledge
2. Text
3. Purpose

9. 1. Background Knowledge
- readers bring to the reading process influence
how
they understand the text.
2. Text
- author’s ideas and how the ideas are organized
and
presented also affect comprehension.
3. Purpose
- readers vary the way they read according to

10. Five Sub-processes of
Comprehension:
1. Microprocesses
2. Integrative Processes
3. Macroprocesses
4. Elaborative Processes
5. Metacognitive Processes

11. Microprocesses
- chunk ideas into phrases and select what is
important from the sentence to keep in short-term
memory.
Integrative Processes
- deal with the semantic and syntactic
connections and relationships among sentences.

12. Macroprocesses
- recognizing the structure of text and selecting
the most important information to remember.
Elaborative Processes
- to activate their background knowledge and
make connections with the book they are reading or
listening to as it is read aloud.

13. Metacognitive Processes
- both readers and writers use metacognitive
strategies to monitor and evaluate their comprehension.

14. TAXONOMY OF COGNITIVE AND
AFFECTIVE DIMENSIONS OF READING
COMPREHENSION
Literal Comprehension
Reorganization
Inferential Comprehension
Evaluation
Appreciation

15. Literal Comprehension
- focuses on ideas and information which are
explicitly stated in the selection.
Reorganization
- requires to analyze, synthesize and/or organize
ideas or information explicitly stated in the selection.
Inferential Comprehension
- demonstrated by a student when we use the
ideas and information explicitly stated in the selection.

16. Evaluation
- requires responses by the student which indicate
that he has made an evaluating judgment by comparing
ideas presented in the selection with external criteria.
Appreciation
- involves all the previously sited cognitive
dimensions of reading for it deals with the psychological
and aesthetic impact of the selection on the reader.

17. Reading Skills
- information-processing techniques that readers
and writers use automatically and unconsciously as they
construct meaning.
1.Comprehensi
on
2. Decoding and Speaking
Skills
3. Language
Skills
4. Reference
Skills
5. Study Skills

18. Comprehension
- in conjunction with reading and writing
strategies.
- used when are reading in order to understand
and
summarize.
Decoding and Speaking Skills
- identify words when reading and many of the
same skills
to spell words when writing.

19. Language Skills
- focus on particular words during word study
activities
and their knowledge influences reading and writing. Reference
Skills
- they read informational books, do research
and
write reports and other types of expository
wSrittiungd.y Skills
- they review and prepare for tests.