Teaching Reading

Methodologies
Presented by Sesgundo,
Alexis
Teaching
Vocabulary
Teachers can play a very
important role in the
children’s development of
vocabulary and concepts,
says Cox.
Teaching Vocabulary
The vocabulary of a school-
age child may range from
2,500 words to 8,000 words
and it will increase
dramatically through the
elementary years.
EXPERIENTIAL
INTERACTION
-The teacher can initiate
the following activities to
promote vocabulary and
concept develoment through
experiential interaction.
EXPERIENCE THINGS

● Sharing - let children talk about

experiences they had outside of
school.

●Hands-on clasroom experiences- let

them try cooking, science experiments,
READ BOOKS

● Read aloud - Do so every day, even

with upper-grade children.

●Reading alone- Provide time every

day for children to read on their own.
NAME THINGS

● New Word - Introduce new words in

the context of meaningful experiences.

●Word for the day- Let students

choose words that interests them.
SHOW WORDS
● Label things in the classroom :
objects, centers, desk with children’s
names.

●Display list - :Days of the week,

months, colors, seasons, holiday
words.
WRITE WORDS
● Personal dictionaries - Make these
to collect special and useful words,
reserving a page for each letter of the
alphabet.
●Word file - Record special words on
file cards in a box or on small strips of
heavy paper attached to a metal ring.
Semantic Mapping
Semantic maps are
diagrams that help
children see how words
are related to one
another.
To create a semantic map, Johnson and Pearson
suggest using the following:
1. Choose a key word realted to the pupils’ ideas,
interest, or curent studies.
2. Write the word in the middle of the chalkboard or a
large piece of chart paper.
3. Brainstorm other words that are related to the key
word, and classify the new words in categories that
you or the pupils suggest.
4. Label the categories that emerge.
5. Discuss the words and their relationships and their
meanings.
Villamin gives a clearer and simplified
approach using semantic maps.
1. Core question- is the focus of the web and
the purpose of the inquiry.
2. Web strands - are the answers which pupils
give to the core question.
3. Strands supports- are facts, inferences,
generalizations that pupils take from the story.
4. Strand ties- are the relationships that
strands have for each other.
The basic step in the semantic webbing process are as
follows:
1. Set a purpose for reading which encourages the pupils
to use a specific reading thinking strategy. Also decide
what part of the story they will read. Prepare a table of
selected thinking strategies and the reading units that
may be used with each strategy.
2. Formulate a core question based on reading thinking
strategy and the reading unit.
3. Elicit from the pupils possible answers to the core
question.
4. Build the web strand with pupils’ support.
5. Guide the pupils in relating the strands
6. Apply the web to set purposes for further reading of the
The Dimensional Approaches
The dimensional approach in
teaching reading is based on
the principle that learning is
best when it proceeds from the
easiest to the most difficult.
Dimensional ordinary approach- the
level of questions start from the simpliest
to most complex.
Dimensional intensive approach- the
difference lies in the choices of answers
which are provided to aid the slow learner.
4 Dimension of questions
1. Literal Comprehension-
consist of the simpliest
forms of questions that
ask about details of the
story.
First Dimension ( Literal Understanding)
1. Who are the characters in the story?
2. When did the story happen?
3. What is the story about?
4. What was the ant doing one frosty autum
day?
5. Who came limping and half perishing
from hunger?
6. What word describes the ant?
4 Dimension of questions
2. Interpretation - consist
of questions that involve
interpretation or
reasoning.
Second Dimension (Interpretation)
1. Why did the grasshopper ask the ant for
a morsel of food?
2. Do you think the ant and the grasshopper
are freinds?
3. Did the ant help the grasshopper? Why or
why not?
4. Why is it good to be industrious?
5. What do you think will happen to the
grasshopper?
4 Dimension of questions
3. Critical Evaluation - The
reader evaluates,
comments and make
judgements about certain
aspects of the story
Third Dimension (Critical Evaluation)

1. Do you agree with the author

that it is thrifty to prepare today
for the wants tommorow?

2. Does the title suit the story?

4 Dimension of questions
4. Integration - The reader
intergrates into his fund of
experiences the new
insights gained from
reading the story
Fourth Dimension (Application/Integration)
1. Who between the two characters do you
like best, the ant or the grasshopper? Why?
2. If you were the ant, would you have
helped the grasshopper? Why or Why not?
3. Do you have a freind who did not help
you when you needed a help?
4. Are you also industrious? Did it bring you
good? Share with your classmates the
experience.
The Gradual Psychological Unfolding Approach

The gradual psychological unfolding

approach or GPU is a teaching strategy
to develop the pupils’ reading
comprehension. This was developed
and experimented by Manhit at the
University of the Philippines, Diliman
Quezon City .
The steps in the GPU approach follow:
1. Asking the motivation question.
2. Unlocking of difficulties.
3. Presentation of the story.
4. Silent reading of the story.
5. Asking the motive question.
6. Asking questions in sequencial order bit by
bit and gradually until the whole story is
unfolded to the children giving them the
opportunity to savor the joy and thrill of the
Motivation question:
Do you have a brother or
brothers?
How many brothers do you
have?

Unlocking of difficulties:
The meaning of unfamiliar
Presentation of the story:
We are going to read a story
taken from the bible. The title is
“ Story of Two Brothers.”
Motive question:
Whose sons were the two
brothers?
Discussion Questions (GPU)
What were the names of Adam
and Eve’s two sons?
Who was the eldest son?
Who was the younger son?
What was the work of Cain?
How about Abel?
What did the two brothers do
one day?
What did Cain offer God?
What did Abel offer God?
Whose gift pleased God?
How did Cain feel when God
favored Abel’s gift from his?
What were the words spoken by
God? Read God’s words?
What happened afterwards?
Did Abel go with him? Why?
What happened in the field?
Did God learn about this?
What did God do?
What was God’s reply?
What was God’s punishment to
Cain? Read his exact words.
What was Cain’s answer? Read
the exact answer of cain.
How did Cain feel about God’s
pinushment?
Of the two brothers, whom do
you admire more? Why?
Why should brothers and sisters
not quarrel over significant
things?
Storytelling
Storytelling remains to be
fascinating to children despite
the many books available and
the variety of stories that they
see on television .
Cox gives these teaching suggestions:
1. Finding Stories- in addition to
stories about personal experiences
and those heard told by others,
traditional folk literature is an
excellent source for storytelling. Young
children enjoy timeless tales such as
The Three Billy Goats Graff, The Three
Pigs, and other tales.
Cox gives these teaching suggestions:
2. Starting a Storytelling File. Start
a story file on a 5’’x7’’ cards or on a
loose leaf notebook. Write down the
name of each story and its source.
Also identify the appropriate audience,
props, resources (musics) and related
stories. Include space for an anecdotal
record of responses and ideas for
Cox gives these teaching suggestions:
3. Telling Stories. Ross gives some
teaching suggestions for storytelling:
●Read the story aloud several times. Get a feel for its rhythm
and style.
●Outline the major actions in the story, identifying where one
ends and the other starts.
●Pictures the characters in the story carefully. Describe them to
yourself.
●Picture the setting. Make a map of it in your mind.
●Search for phrases in the story that you would like to work into
telling it.
Cox gives these teaching suggestions:
3. Telling Stories. Ross gives some
teaching suggestions for storytelling:
●Start to tell the story aloud to yourself. Try different ways of
saying things.
●Practice gestures that add to the story.
●Prepare an introduction and conclusion before and after the
actual setting.
●Practice telling the entire story-complete with intonation,
colorful phrases, gestures, and sequence- in a smooth and
natural fashion. Time your telling of the story.
Cox gives these teaching
suggestions:
4. Props. Even though props are
not necessary, some teacher like to
use them for storytelling, especially
with younger children. Props might
be picture cards, flannel boards,
puppets or objects like a handful of
beans for telling Jack and the
Cox gives these teaching
suggestions:
5. Costumes. When used with
props, costumes can create an
impact. Simple costumes like
hats and shawls can be used in
many creative ways.
Parayno states that storytelling can
be enriched with the use of pictures.
This is a variation of the plain and
direct storytelling. Pictures help
create a series of incidents out of the
story. Pictures enrich meaning when
there is a word or something not
easily understood by the listeners.
There are principles involvedin the use of
pictures:
●Pictures should be authentic.
●They should truly represent the thing, object,
place, person or situation.
●Pictures should be simple and clear in detail.
●They explain something and inspire ideas
●Pictures should challenge the imagination.
●Pictures should have color, harmony, and beauty
of design.
Directed Reading Thinking Activity(DRTA)
A directed reading thinking activity
(DRTA) is a variation of the directed
reading activity (DRA), such as those
used in basal reading instruction.
The DRTA focuses on active
involvement with the text, as students
make prediction and verify them as
they read.
Directed Reading Thinking Activity(DRTA)
The steps in a DRTA:
1. Prereading
●Introduce the selection: show the cover or an
illustration and read the title.
●Ask for predictions about the story. What do you
think the story about? Why?
●Ask what students already know about the subject.
●Write ideas and predictions on the chalkboard or
chart paper
Directed Reading Thinking Activity(DRTA)
The steps in a DRTA:
2. Reading
●Direct children to read to verify their predictions.
●Ask: What will happen next? Why do you think so?
3. Post reading
● Discuss verification of students’ ideas and predictions.
●Encourage children to find and read sections that prove or
disprove predictions.
●Encourage discussion of those predictions that can neither
be proved nor disproved directly by the text but can be
inferred.
Reading Aloud
Sulzby states that the benefit of
reading aloud to children are well
established. Young children whose
parents have read to them gain in
language development and literacy
through expanded vocabulary,
eagerness to read, and success in
The following are read-aloud do’s:

1. Remember that the art of listening is an

acquired one and must be taught and cultivated
gradually.
2. Vary the length and subject matter of reading.
3. Follow through with readings. Don’t leave the
class dangling for several days between chapters
and expect children’s interest to be sustained.
4. Stop at a suspended spot each day.
5. If reading a picture book, make sure the
children can see picture easily.
The following are read-aloud do’s:

6. After reading, allow time for discussion and

verbal, written, or artistic expression .
7. Don’t turn discussion into quizess pry
interpretation from the children.
8. Use plenty of expression in reading, and read
slowly.
9. Preview books before reading them to the class.
10. Bring the author to life by adding a third
dimension when possible.
Trelease has also suggested
selection criteria for a good read-
aloud book, as follows:
1. A fast-paced plot, which quickly
hooks the children’s interest
2. Clear, well-rounded characters
3. Crisp, east-to-read dialogue.
4. Minimal long, descriptive
passages.
Sustained Silent Reading(SSR)
Sustained silent reading (SSR), is based on
the constructivist idea that children learn
to do things by doing them. SSR means a
period of uninterrupted reading of self-
selected books and other reading
materials in the classroom. Other
acronyms for SSR include
USSR(Uninterrupted sustained silent
reading) and DEAR (drop everything and
Crawford explains the steps she
used to initiate SSR in her first-
grade classroom each year.
1. Provide Reading Materials.
Varied reading materials should be
made available to the children such
as picture books, poetry,
nonfiction, magazines and
Crawford explains the steps she
used to initiate SSR in her first-
grade classroom each year.
2. Introduce Books to the
Whole Class. Put a pile of books
within the children’s reach.
Introduce each book to them by
giving them a short explanation
Crawford explains the steps she
used to initiate SSR in her first-
grade classroom each year.
3. Introduce Approach. Get one
book and tell the children that they
are going to select one book and
sustain themselves in silent
reading.
Crawford explains the steps she
used to initiate SSR in her first-
grade classroom each year.
4. All Select Books. The children
may grab one book from the pile of
books introduced by the teacher
and go to the corner in the room to
do some sustained silent reading.
Crawford explains the steps she
used to initiate SSR in her first-
grade classroom each year.
5. All Read Silently. No one can
interrupt anyone, including the
teacher. All the children must stay
in places they have selected.
Crawford explains the steps she used to
initiate SSR in her first-grade classroom
each year.
6. Share Books. The teacher signals end of
the SSR. She shares her experiences with
the book she had read-what she thinks
about the book, read a passage aloud,
share interesting words, phrases, ideas or
illustrations or tell how she felt about
reading.
Language Experience Approach(LEA)
The language experience approach uses
language experience charts, which are
composed orally by the children and
recorded by the teacher on a piece of chart
paper. Language experience charts based
on interesting, shared experiences become
part of the classroom print environment and
student-composed text for reading and
rereading.
The steps in the language experience
approach follow:
1. Use experience to develop language and
concepts.

* Use experiences as the basis for thinking

and talking.
* Develop concepts through talking,
clustering ideas, and semantic webbing.
The steps in the language experience
approach follow:
2. Build vocabulary.

* Focus on words children already know

and use during discussions and add new
words along the way.
* Record and display these words on word
strips or chart paper.
The steps in the language experience
approach follow:
3. Children compose and teacher records on
chart paper.
* Choose a focal topic, such as an
interesting classroom experience.
*Discuss the topic and create a title.
Record the title on top of the chart.
*Continue to discuss, encourage children’s
comment, record them in the chart .
The steps in the language experience
approach follow:
4. Children read the language experience
chart.

* Read the chart with the children,

pointing to the words.
* Take volunteers to read parts or all of the
chart.
* Let another child point to the words
The steps in the language experience
approach follow:

5. Integrate skills.

* Skills can be taught in a meaningful

context, as children read their own words.
The steps in the language experience
approach follow:

6. Publish.
* Writing through language experience is
published instantly, as it recorded by the
teacher.
* Display charts on bulletin boards and
walls and bind them together, creating
class books for further reading and
Dialogical-Thinking Reading Lesson(D-TRL)
The D-TRL was developed in 1991 by
Michelle Commeyras, an Assistant
Professor at the University of
Georgia and an investigator at the
National Reading Reasearch Center.
Dialogical-Thinking Reading Lesson(D-TRL)
The D-TRLs encourage the pupils to
return to the text to verify or clarify
information, to consider multiple
interpretations, and to evaluate the
acceptability and relevance of
competing or alternative
interpretations.
D-TRL two phases:

The reading phase. An important

element in D-TRL is the story to be read
and discussed. It is important to select a
story that lends itself to discussion of an
issue or question that can be considered
from more than one perspective and
that the pupils will find it significant or
intriguing
D-TRL two phases:

The discussion phase. The discussion

phase of each lesson consumes . If all
the reasons have been filtered through
the teacher’s judgement, the pupils will
be denied the opportunity to evaluate
their own thinking.
Drawing conclusion. At the end of
each D-TRL the pupils are always
given opportunity to say what they
believe about the central question
given all the thinking they have done
on the topic.
The Fan Technique
The fan technique, first introduced
by Swaby in 1984, is an outgrowth of
semantic webbing procedure. This
became known in the country in
1988 after it was published by Javier
in one of the professional magazines
for teachers.
The components and steps in using the fan
technique as a visual strategy follow:

1. Components
1.1 It starts out with the making of a
crescent, shaped like a moon in it’s first
quarter in which the title of the selection is
written. Emerging from the title are the
major facts and concepts in the selection.
 1.2 Two semantic strands and webs are
drawn and hung below the crescent.
1.3 The first core question written inside
the first web extends to the text. In this
process, the pupils think divergently about
the material read and thus extends the
text’s information.
1.4 The question written in the second
web extends to the pupils’ experiences in
2. Steps
2.1 Draw a crescent in which the title of
the selection is written.
2.2 Draw lines to form a fanshape from
the crescent.
2.3 Let the pupils read the selection
silently.
2.4 The teacher requires the pupils to
close their books after reading selection.
2.5 The teacher begings to ask the entire
2. Steps
2.6 Draw the semantic strands and webs
below the crescent.
2.7 Provide the first core question inside
the web.
2.8 Elicit responses from the pupils
representing both literal and inferential
aspects of the text.
2.9 Provide the second core question in
the second web.
2. Steps
2.10 Elicit responses from the pupil’s
extending experiences.
2.11 Evaluate the pupil’s reading
comprehension levels. Useful question
frames for content are materials are
provided such as the following:
Main Idea: What does the information
point out?
 Supporting Information: What information
does the author provide to support the
statement?
Casual Relationship: What effect does it
give?
Reactions: What are some of the things
that you can learn about the topic?
How do you feel about the
event/practice/idea?
What is your opinion concerning what the
Phono-Visual- RAP
The phonovisual method (PVM) in
teaching beginning reading has
three stages involved, namely.
1. hear, see, say stage
2. sounding blending stage
3. meaning stage
Phono-Visual- RAP
The phono-visual- rap way introduce
by Atencio in her colloqium titled
Teaching Beginning Reading the
Phono-Visual-Rap (PVR) Way.
The teaching procedure for the PVR
follows:
1. The phono-visual-rap way starts
with the sounds. Sound sequencing
follow:
1.1 Vowels: a, e, i, o, u
1.2 Consonant:
* ascending letters: b, d, h, l, t
* descending letters: g, j, p, q, y
* one-space letters: c, m, n, r, s, v,
w,z
2. Upper case and lower case letters are
introduced simultaneously. Words are
formed by blending the initial consonant
sounds with word families such as:
at family an family
bat pat ban man
cat rat can Dan
fat sat pan ran
hat mat fan tan
 Other words families are: ad, ar, air, ell,
ill, ear, oor, are, ane, and others. Only
meaningful words are presented.
3. Phrases and sentences are formed by
introduction of service words, service
words or function words are articles,
conjunctions, pronouns, prepositions,
dolch 200 basic sight words, and the 95
most common noun.
4. Critical consonant sounds are also
introduced:

● /f/ vs. /ph/ ● c as /k/ in cake

● /b/ vs. /v/ ● c as /s/ in city
● /s/ v.s /z/ ● g as /j/ in gender
● /th/ vs. /dh/ ● g as /g/ in good
5. Critical vowels sounds are also
introduced:

● /e/ vs. /iy/

● /ae/ vs. /ey/
● /o/ v.s /u/
● /i/ vs. /ay/
6. Cooperative learning by groups is a key
factor.
7. All throughout, meaning is attached
to whatever is presented to develop
comprehension of the pupils.
8. Picture stories are presented to
develop the comprehension of the
pupils.
9. For practice and drill exercises of
sounds and words learned, the rap
exercise is prepared by the teacher.
10. example of rap exercises:
c as /k/ and c as /s/
a cat
a coke
a cat and a coke
a cat with a coke
Have you ever seen a cat with a coke in
the city?