WHY TEACH THEORY?By

MELODY FAUSTINO

GUTKNECHT AND KEENAN (1978)

- Competent reading instructors were able to do more than just follow explicit directions in reading materials.

THE KNOWLEDGE BASE MUST BE BASED ON THE FOLLOWING: Definition reading An awareness of the reading process A strong linguistic background which

includes developmental nature of both children and language

A complete awareness and acceptance of the interrelatedness of reading and other languages arts.

THORNDIKE (1920)- READING IS REASONING

William S. Gray (1939)- Reading consisted of four hierarchical steps or skills

GOODMAN & SMITH (1978)-AN INTERACTION OF THREE BASIC CUING SYSTEMS AND THE READERS’ ACCURATE FIRST GUESSES ABOUT A SYSTEM.

3 Cuing Systems are:1. The grapho-phonemic or sound symbol

system2. The syntactic or word order system3. Semantic or meaning based system

PSYCHOLOLINGUISTIC THEORISTS- READING TOOK PLACE IN THE READER’S HEAD WHERE THEY SAMPLED THE PRINT AND MADE PREDICTIONS ABOUT WHAT THE AUTHOR WOULD SAY NEXT

Two distinct advantages: They would be able to organize instruction

based on the systems that readers to read They should be able to more quickly spot the

place at which the reading process broke down and then be able to provide the necessary instruction.

GRAY’S MODELOF THEREADING PROCESS

By:RHEA LOUISE APARICIO

Gray’s model is also called a PROCESS MODEL for it attempts to explain what goes on in the readers head while reading

Not completely accurate, it is also not completely wrong

Children will construct/ develop their own discrimination skills as they read, write and print words and pictures.

PSYCHOLINGUISTIC READING MODELS

By:LOIDA ADLAON

THE PSYCHOLINGUISTIC MODEL OF READING IS THE MARRIAGE OF TWO DISCIPLINES:

PSYCHOLOGY- the study of how mind works

LINGUISTICSThe study of language and how it develops

THESE LED TO THE FOLLOWING CONCLUSIONS: Good readers construct a scenario as

they read and predict what the author will say.

Good readers will use all three cuing systems simultaneously without mediation.

The task of reading is more difficult than that of the writing of the printed piece because the reader must assign the appropriate meaning to the passage.

There is no reading without comprehension.

Good readers bring wealth of world knowledge as well as language knowledge to the printed page.

Reading is an active process where readers contribute as much if not more than the author.

FRANK SMITH (1973)- STATED THAT READING AS A PROCESS OF COMMUNICATION TRANSFERS AND INFORMATION FROM A TRANSMITTER TO A RECEIVER.Goodman (1976)- Define reading as a psycholinguistic guessing

game where the reader reconstructs a message which has been encoded by an author as a graphic display.

INTERACTIVE READING THEORIES

By:CONCHITA CAMPOREDONDO

DURKIN (1992)- CALLS THE COMMONSENSE APPROACH TO TEACHING READINGREADING- As an interactive activity where the reader

samples from the txt, language, knowledge, background of experiences and their own schema for a topic or narrative leads to teach in interactive manners.

LEVELS OF ANALYSIS: Skills Reasoning Decoding Hypothesis generation Conformation or rejection

PRINCIPLES OF READING INSTRUCTION: Reading and writing are language processes. Literacy learning is a developmental process. Literacy and writing are interrelated and interactive

process and literacy instruction. Early in the reading process, the learner must

acquire ways of recognizing words independently. The use of quality literature should be an integral of

literacy instruction throughout the school curriculum.

Literacy instruction needs to be an integral component in all content areas.

Teachers need to fosters learners’ abilities to reason and critically evaluate written ideas.

Proper literacy instruction depends on the ongoing assessment of each learner’s reading strengths and weaknesses.

Any given technique is likely to work better with some learners than with others.

Motivation contributes to the development of literacy.

The key to successful literacy instruction is the teacher not the material or the technique.

Teachers must provide for the needs of exceptional children in regular classroom instruction.

Teachers must be able to create, manage and maintain an environment conducive to learning.

Teachers of literacy must forge partnerships with the home and community to promote reading growth.

BALANCE READINGAPPROACHES

By:JANILYN MEJORADA CABATAN

Balance Reading Program- may look different in various classrooms and school districts

COMMON ELEMENTS ( TOMPKINS) Literacy is viewed comprehensively

( reading & writing) Literature is the heart of the program Skills and strategies are taught both directly and

indirectly Reading instruction involves learning word

recognition and identification, vocabulary and comprehension

Writing instruction involves learning to express meaningful idea and use of conventional spelling, grammar and punctuation to express ideas.

Pupils use reading and writing as tools for learning in the content areas.

The goal of a balanced reading program is to develop lifelong readers and writers.

BASIC TRUTH: Readers need to know how to decode

printed symbols into meaningful words. Readers need to be able to assign

meaning to words based on the context.

Readers need to read in meaningful texts that are free of artificial constraints such as limited to phonological controls or restricted vocabulary.

Readers need to have prior knowledge of text topic or content in order to easily comprehend the reading material.

Readers need more opportunity to read text and less fragmented “practice” of a drill nature.

THE IMPLICATIONFOR

INSTRUCTION

*All forms of decoding SHOULD be taught to readers. Both direct and indirect method of teaching are appropriate.

Phonics Sight words Use of context clues Structural analysis Dictionary and glossary skills

PSYCHOLOGY OF READING

By:MAY ANN ALFANTE

Dechant and Smith (1977)

– stated that there were certain principles of psychology of reading that teachers need to be aware of and use when planning and implementing reading instruction.

The following is a summary of those findings:

Reading is a sensory process. As a sensory process it is influenced by perception, growth, visual readiness, auditory readiness and maturation.

Reading is a perceptual process. Perceptions of the graphic symbols of our language are dependent upon the pupil’s background of experiences .Words suggest meaning rather than transmit exact messages.

Reading is response. The performance of reading is influenced by motivation, fatigue, physical well being and habit. Consequently, teachers need to carefully observe pupils to monitor such factors.

Reading is learned process. As a learned process reading ability influences the degree of interpretation; frequently and accuracy of responding and associating; efficiency in organizing level of cognitive learning and reasoning ability.

Reading is a growth process. Growth in reading is dependent upon both hereditary and environment factors. The child’s unique intellectual, emotional, physical and social developments have a bearing on the child’s reading development.

In summary:-the factors that seem to influence the learning of reading are the child’s general intelligences, socio-economic level, language facility/ability, motivation to read, physical and social development and opportunity to practice.

Generally brighter students learn more than less bright students do.

Pupil’s who come from homes which have provided them with opportunities to do and see the community or world will have an advantage over pupils who come from homes that have not provided such opportunities.

Pupil’s who have advantage of being healthy, well-fed, and rested will be able to achieve more in reading than pupils who do not have that advantage.

Pupil’s who come from homes that have read to them and have print materials around and about the home are more likely to be motivated to learn reading.

Pupil’s who have been read to and allowed to have their own books are more likely to be ready to learn than students without these advantages.

READING MODELS

BY:

FRELYN LIMOSNERO

Reading Models

A graphic attempt “ to depict how an individual perceives a word, processes a clause and comprehends a text”.

Kinds of Reading Models

1. Top-down Emphasizes what the reader brings to

the text, such as prior knowledge and experiences.

Suggest that processing of a text begins in the mind of the readers with meaning-driven processes or an assumption about the meaning of the text.

Comprehension- Begins in the mind of the reader,

who already has some ideas about the meaning of the text; proceeds from whole to part.

- The basis for decoding skills not a singular result, and meaning is brought to print, not derived from print.

Views of some researchers about the top-down reading models;

Frank SmithA journalist turned reading researcher, stated that reading is not decoding written language to spoken language; reading does not involve the processing of each letter and each word.

Reading is a matter of bringing meaning to print, not extracting meaning from print.

The goal of reading is constructing meaning response to text

2. Bottom-up Emphasizes the written or printed text. It proceeds from part to whole.

In the beginning stages it gives little emphasizes to the influences of the reader’s world knowledge, contextual information, and other higher-order processing strategies. (Dechant 1991)

Proponents of the bottom-up reading model:

1. Flesch 19552. Gough 19853. LaBerge and Samuels 1985

Some views of researchers about the bottom-up reading model:

Leonard BloomfieldThe first task of reading is

learning the code or the alphabetic principle by which “ written marks.. Conventionally represent.. Phonemes”

Emerald DechantBottom-up models operate on the

principle that the written text is hierarchically organized and that the reader first processes the smallest linguistic unit, gradually compiling the smaller units to decipher and comprehend the higher units ( sentence syntax).

Charles FriesThe reader must learn to transfer

from the auditory signs for language signals.. To a set of visual signs for the same signals. (1962)

Philip B. GoughReading is a strictly serial process:

letter-by-letter visual analysis, leading to positive recognition of every word through phonemic encoding.

3. Interactive Reading ModelA reading model that recognizes the

interaction of bottom-up and top-down processes simultaneously throughout the reading process.

Attempts to combine the valid insights of bottom-up and top-down models.

Attempts to take into account the strong points of the bottom-up and top-down models.

Some proponents of the Interactive Reading model:

1. Rumelhart, D. 19852. Barr, Sadow, and Blachowicz 19903. Ruddell and Speaker 1965

Views of the Researchers about the Interactive Reading Model:

A. Emerald DechantThe reader construct meaning by

the selective use of information from all sources of meaning.

Simultaneously uses all levels of processing even through one source of meaning can be primary at a given time.

B. Kenneth GoodmanOne which uses print a input and

has meaning as output.C. David E. Rumelhart

Reading is at once a perceptual and a cognitive process. Process which bridges and blurs these two traditional distinctions.

INTERACTIVE INSTRUCTION

PROGRAM

By:RISTEL JOY OSORIO

An interactive instructional program is a program for teaching reading and writing. It focuses on teacher-directed interaction between whole language and phonics activities.

Reading Theories:1. Readers construct meaning from texts by

selective use of information from a variety of sources of meaning such as:a. Prior Knowledgeb. Experiencec. Printd. Context

2. A reader can choose to draw more heavily on any source of meaning at any time.

Theoretical Orientation:

1. Plenty of interesting texts which people are highly motivated to read.

2. A phonics or syllable-based primer w/lessons linked to meaningful texts,

3. A teacher’s guide listing the sounds or syllables to be taught.

Parts of the Program:1. Reading readiness2. Language experience activities or themes3. Shared reading experiences4. Primer lessons5. Writing lessons to teach letter formation6. Writing lessons to encourage process

writing7. Opportunities to develop fluency

Features The major focus of the reading program is to assist readers to construct meaning from texts.

LEARNING THEORIES THAT SUPPORT EARLY

LITERACY DEVELOPMENTJEAN PIAGET'S

COGNITIVE DEVELOPMENT

By Fatima Sultan

HOW CHILDREN LEARN A central component of Piaget’s

development theory of learning and thinking is that both involve the participation of the learner. Knowledge is not merely transmitted verbally but must be constructed and reconstructed by the learner. The learner must be active; he is not vessel to be filled with facts.

Reading approach- It is emphasizes that children cannot learn something until maturation gives the child certain pre-requisites.

Intellectual growth involves three fundamental processes:a. Assimilationb. Accommodationc. Equilibrium

BEGINNING READINGBy

Maecar Ramos

Children must study grammar in order to write correctly and to help them make full use of all the parts of speech in composition and in order to read with appreciation.They are not ready for rules and definition but by using the materials provided, they are led to understand them. A color has been chosen for each part of speech. Each part is given the corresponding color.

Noun- black preposition- greenVerb- red conjunction- mauveAdjective- royal blue pronoun- pinkAdverb-orange interjection- light blue

Regular Word MeaningBeginning decoding (phonological recoding) is the ability to a. Read from left to right simply, unfamiliar wordsb. Generate the sounds for all lettersc. Blend sounds into recognizable words

Decodable text- text in which majority of words can be identified using their most common sounds.

THE FOLLOWING ARE TERMS TO REMEMBER IN WORD READING IN TEXT.1. Decoding- the process of using letter-sounds correspondences to recognize wods.2. Nonsense or psuedoword- a word I which the letters make their most common sounds but the word has no commonly meaning.3. Phonological recording- translation of letters to sounds to words to gain lexical access to the word.

4. Regular word- word in which all the letters represent their most common sound.5. Sight word reading- the process of reading words at a regular rate without vocalizing the individual sounds in word- reading words the fast way6. Sounding out- the process of saying each sound that represent a letter in a word without stopping between sounds.

HOW TO TEACH BEGINNING

READERSBy

James Romiel Cabrera

There are several ways to teach beginning readers. First is initiate instruction by teaching the alphabet. More than a few beginning readers have experienced difficulty decoding words due to a strong association established between letters of the alphabet and their corresponding names.

ESSENTIAL COMPONENTS FOR BEGINNING READING INSTRUCTION (CAVERLY, 2008)Children have opportunities to:1. Expand their use and appreciation of oral language.2. Expand their use and appreciation of printed

language.3. Hear good stories and information books read aloud

daily.4. Understand and manipulate the building blocks of

spoken language.5. Learn about and manipulate the building blocks of

written language.6. Learn the relationship between the sounds of

spoken language and the letters of written language.

7. Learn decoding strategies.

8. Write and relate their writing to spelling and reading.9. Practice accurate and fluent reading in decodable stories.10. Develop new vocabulary through wide reading and direct vocabulary instruction.11. Read and comprehend a wide assortment of books and other texts.12. Learn and apply comprehension strategies.

HOW TO TEACH BEGINNING

READERSBy

Analiza Lumanas

1. Initiate instruction by teaching the alphabet.

For example, when such learners are presented with the word bat, the letters fail to trigger the anticipated response because what the child perceives as “bee-aye-tee: sounds nothing at all like the desired /ae/.

2. Phonemic awarenessThis starts by practicing and manipulation of individual phonemes—firmly establishing their foundational letter—sound associations.

3. Five-Step Decoding SystemIt enables learners to determine when to use a long or short vowel sound based on the most common vowel patterns.Readers learn the remaining forty-two sounds, including diagraphs, diphthongs and r-controlled vowels.

4. Mastery of a two-part syllabication technique.Enables learners to break words into syllables and apply the five-step decoding system in order to sound out words of any legnth.

ESSENTIAL COMPONENTS OF RESEARCH-BASED PROGRAMS FOR BEGINNING READING INSTRUCTION (CAVERLY, 2008). Children have opportunities to:1. Expand their use and appreciation of oral

language.2. Expand their use and appreciation of printed

language.3. Hear good stories and information books read

aloud daily.4. Understand and manipulate the building blocks of

spoken language.5. Learn about and manipulate the building blocks of

written language.6. Learn the relationship between the sounds of

spoken language and the letters of written language.

7. Learn decocting strategies.8. Write and relate their writing.9. Practice accurate and fluent reading in decodable stories.10. Develop new vocabulary through wide reading and direct vocabulary instruction.11. Read and comprehend a wide assortment of books and other texts.12. Learn and apply comprehension strategies as they reflect upon and think critically about what they have read.

FOUNDATIONS ON EMERGENT

LITERACYBy

Mary Rose Camansi

The following are ideas that help form sound concept of literacy development.1. The child is innately predisposed to learn language,

and reading and writing are natural extensions of language acquisitions.

2. 2. Children’s language acquisition and interest in extending language that includes reading and writing is determined in large measure by the nature of their interactions with their environments.

3. To urge language and literacy development, adults essentially need only to provide a print rich environment, and ton interact with children in ways that draw attention to print and print artifacts (Robinsion, 1991).

4. Efforts to understand and guide emergent literacy should be sensitive to other aspects of child development.5. Emergent literacy is a period of early learning which when properly nurtured can strengthen teaching and learning throughout schooling.

SCHEMA THEORY;

EMERGENT LITERACYBy

Daphne T. Secretaria

SCHEMACan be defined as a personal

framework of information about a topic.It can be thought of, metaphorically, as a kind of “net” in which each thread is a bit of information that contributes to the pattern of the whole in a certain way. The more threads of information a person has about a topic, the more finely woven is the “net.” The more finely woven the net is, in turn, determines how capable it is of “catching” new bits of information related to the topic.

EMERGENT LITERACY Refers to “the reading and writing behaviors that precede and develop into conventional literacy. Emergent literacy is concerned with the earliest phases of literacy development, the period between birth and the time when children read and write conventionally. The term emergent literacy signals a belief that in a literate society, young children even one and two-year-old are in the process of becoming literate.” (Williams (2002))

GROSSEN (1997)Suggested the following to address the literacy needs of emergent and early readers.1. Use developmentally appropriate literacy

practices.2. Read to children daily allowing them to take turns

“reading the material to each other.3. Use a wide range of literacy materials in class.4. Take time to listen to children to determine their

interests, language skills, and areas of need.5. Use children’s home cultures and languages as

literacy resources.6. Provide multiple re-readings of stories for pleasure

and explorations.7. Create literacy-rich classroom environment.

8. Ensure that the school provides appropriate writing materials for children.9. Encourage children to compose stories and informational articles in emergent forms10. Provide writing experiences that allow the flexibility to use non-conventional forms of writing at first.11. Provide balanced reading instruction as children begin to read conventionally.12. Sharing ideas with parents and caregivers on

creating an optimal environment.13. Participate in professional development activities .

EMERGENT LITERACYBy

July Piedad

GROSSEN (1997)Suggested ways to prevent reading problems, teachers should:1. Begin teaching phonemic awareness directly at an

early age (kindergarten)2. Teach each sound-spelling correspondence explicitly.3. Teach frequent, highly regular sound-spelling

relationships systematically4. Show children exactly how to sound out words5. Use connected, decodable text for children to

practice the sound-spelling relationships they learn6. Use interesting stories to develop language

comprehensive7. Balance, but don’t mix.

INTERNATIONAL READING ASSOCIATION (IRA)Recommends the following to address reading problems.1. A comprehensive, consistent system of early

childhood preparation and ongoing professional development.

2. Sufficient resources to ensure adequate ratios of qualified teachers to children and small groups for individualizing instructions

3. Sufficient resources4. Policies5. Appropriate assessment strategies 6. Access to regular, ongoing health care for

every child.

FOLLOWING CHARACTERISTIC OF A COMPLETE READING PROGRAM1. Includes the development of language and thinking skills2. Address reading as one of several aspects of literacy3. Builds on the cultural and linguistic diversity4. Provides for the reading success of all pupils5. Involves all of the child’s teachers, including parents and

resources in the community6. Provide teachers with the instructional and assessment

tools7. Aims to raise the achievement of the pupils8. Acknowledge that reading, like all cognitive skills is linked

to the physical well-being of children9. Is built on a wide range of significant research and thinking

related to both the theory and practice of reading instruction

10. Incorporates findings of research related to several factors in reading.

CAVERLY (2008)1. The reader makes a contribution to the reading process.2. Word recognition is necessary but not sufficient3. A strong correlation exist between vocabulary development

and reading comprehension between, developing vocabulary does not necessarily improve reading comprehension

4. Pupils interest in, motivation for, and attitude toward reading are vital for success

5. Text is organize into a super-ordinate, coordinate, subordinate ideas

6. Text has a variety of relationships that can be taught to improve comprehension

7. Reading in a study situation is much a strategic process as it is comprehending process

8. Good readers use metacognitive strategies to prepare for, monitor and assess their progress

9. Strategic reading must vary depending on the task demand.

CUNNINGHAM AND ALLINGTON (2009) Guided Reading (30-35 minutes daily) Self-Selected Reading (30-35 minutes

daily) Word Study (30-35 minutes daily) Writing (25-30 minutes daily)

EMERGENT READING VS. READING READINESS Three Elements:1. Letter formation and other mechanical

aspects of writing 2. Children dictating experiences and

stories to the teacher who recorded these for them to read

3. Basal type stories dictated to children who were expected to write these down to sharpen their spontaneous transfer of oral language back to code with good handwriting, spelling, and punctuation skills.

FIVE STAGES 1. Scribbling2. Drawing3. Non-phonetic lettering4. Phonetic (but nit conventionally

correct) spelling5. Conventional spelling

COGNITIVE PROCESS OF

READINGBy

Jinky Leigh Lamique

Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and /or constructing meaning.

Caverly (2008) presented the following best practices in reading.Teachers: Provide explicit instruction, build word knowledge, and

directly teach skills and strategies for word analysis with and without use of text.

Routinely monitor and assess the reading levels and progress of individual learners. This ongoing evaluation directs and informs instruction.

Plan instruction considering three phases: before, during and after reading.

Teachers routinely self-reflect and collaborate on instructional practices and pupil progress within school.

Teachers facilitate conceptual knowledge. Pupils have opportunities for sustained reading (oral and/or

silent) everyday to increase fluency and vocabulary.

Pupils have: Broad reading and writing experiences. Opportunities to read at their

instructional level every day. Extensive opportunities to read for a

variety of purpose and to apply what is read every day.

Used discussion and writing to organize their thinking, and they reflect on what they read for specific purposes.

GENUINE LOVE FOR READINGSome ideas for helping your child develop a love for reading: Read to your child from a very young age. Be the role model and let your child see you as

a reader. Help your child make the connection that

reading is everywhere. Visit a library at least once a week. Buy favorite books and set up a bookshelf for

your child to display their favorite books. In elementary school, it is important that you

are aware of your child’s independent reading level.

Use your child’s elementary teacher as a valuable resource.

Visit a bookstore, once you have determined your child’s reading level and try to interest your child in a reading series.

Provide a time each day where reading is focus. In middle and high school, students may not

have the time for pleasure reading, as their time is often spent reading current for classes.

Successful people are readers. Keep the favorite books of your child during the

different stages of their lives.

THANK YOU! Goup 1 Members:Melody FaustinoRhea AparicioLoida AdlaonConchita CamporedondoJanilyn CabatanMay Ann AlfanteFrelyn LimosneroRistel Joy OsorioFatima SultanMaecar RamosJames Romiel CabreraAnaliza LumanasMary Rose CamansiDaphne SecretariaJuly PiedadJinky Leigh Lamique