The document outlines a four-pronged approach to teaching beginning reading that focuses on: 1) Developing a genuine love of reading, 2) Developing critical and creative thinking skills, 3) Grammar and oral language development, and 4) Transferring reading skills. It also briefly describes several other common approaches to teaching beginning reading such as the basal reader approach, literature-based approach, language experience approach, and balanced approach. The goal is to help students progress from acquiring basic reading skills to comprehending full texts through different methods that engage students and develop various literacy abilities.
The document outlines a four-pronged approach to teaching beginning reading that focuses on: 1) Developing a genuine love of reading, 2) Developing critical and creative thinking skills, 3) Grammar and oral language development, and 4) Transferring reading skills. It also briefly describes several other common approaches to teaching beginning reading such as the basal reader approach, literature-based approach, language experience approach, and balanced approach. The goal is to help students progress from acquiring basic reading skills to comprehending full texts through different methods that engage students and develop various literacy abilities.
The document outlines a four-pronged approach to teaching beginning reading that focuses on: 1) Developing a genuine love of reading, 2) Developing critical and creative thinking skills, 3) Grammar and oral language development, and 4) Transferring reading skills. It also briefly describes several other common approaches to teaching beginning reading such as the basal reader approach, literature-based approach, language experience approach, and balanced approach. The goal is to help students progress from acquiring basic reading skills to comprehending full texts through different methods that engage students and develop various literacy abilities.
The document outlines a four-pronged approach to teaching beginning reading that focuses on: 1) Developing a genuine love of reading, 2) Developing critical and creative thinking skills, 3) Grammar and oral language development, and 4) Transferring reading skills. It also briefly describes several other common approaches to teaching beginning reading such as the basal reader approach, literature-based approach, language experience approach, and balanced approach. The goal is to help students progress from acquiring basic reading skills to comprehending full texts through different methods that engage students and develop various literacy abilities.
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The passage discusses the Four-Pronged Approach to Teaching Beginning Reading which includes Developing a Genuine Love for Reading, Developing Critical and Creative Thinking Skills, Grammar and Oral Language Development, and the Transfer Stage.
The four prongs are: Developing a Genuine Love for Reading, Developing Critical and Creative Thinking Skills, Grammar and Oral Language Development, and the Transfer Stage.
The goals of the prongs are: to inculcate enduring love and pleasure for reading, to cultivate reflective, critical and creative acumen, to advance grammatical competence and oral language proficiency, and to advance phonetic awareness, decoding, and encoding skills.
The Four-Pronged Approach to
Teaching Beginning Reading
The Four-Pronged Approach to Teaching Beginning Reading: 1. Developing a Genuine Love for Reading (GLR) 2. Developing Critical and Creative Thinking Skills (CT) 3. Grammar and Oral Language Development (GOLD) 4. Transfer Stage (TS) GLR focuses on eliciting emotional response from the readers – love for reading – and skills development (vocabulary development, listening and comprehension) The use of pre-reading activities that activates the readers’ prior knowledge and help them unlock their difficulties, goal setting, story reading, and guided comprehension play an important role here. CT aims to imparting the very message of the reading text. The teacher tests and retests the reader’s understanding through comprehension questions that harness their critical thinking skills. Creative reading exercises may be given to further heighten the reader’s interpretative and intuitive skills GOLD implicitly exposes students to forms of structures – lexical, and syntactic – that are evident in the texts read, thus allowing students to gain mastery of structures (grammar awareness) of either Filipino or English and oral language proficiency. TS ensures that the child is prepared for beginning reading instruction of the transfer stage. It focuses on word recognition, vocabulary expansion, spelling and writing. The use of differentiated instruction is of value in this prong for each learner or group of learners has differing needs and varying levels of understanding PRONG GOAL Developing a Genuine Love for To inculcate enduring love and Reading pleasure for reading Developing Critical and Creative To cultivate the readers’ reflective, Thinking Skills critical and creative acumen Grammar and Oral Language To advance the readers’ Development grammatical competence and oral language proficiency Transfer Stage To advance readers’ phonetic awareness, decoding, and encoding skills Other Approaches to Teaching Beginning Reading 1. Basal Reader Approach – This is also known as skills based approach. It aids readers to progress from the part to the whole by advocating the acquisition of competencies in a systematic order. - Directed Reading Activity (DRA) is the usual procedure followed in teaching: 1. preparation, motivation, vocabulary 2. guided silent reading 3. comprehension development 4. oral reading 5. follow up practice. 2. Literature-based Aproach – This individualistic approach puts premium on reading fiction and non fiction literature. - it promotes the use of full-length literary pieces chosen by the readers themselves. The selection comes from different genres and students are advised to discuss with their classmates the pieces they have read after receiving the discussion prompts from their reading teachers. 3. Language Experience Approach – This approach takes into account the reader’s experiences as bases for choosing reading materials. The readers are expected to write – either individually or collectively - their own stories that are product of their experiences. - this approach underscores reading as only one part of the language arts process. 4. Balanced Approach – This fuses skills development with literature and language arts activities. It directs its attention to the use of literature as anchor of classroom teaching. The teacher’s task is to carefully plan and to choose literature themes that fits the learner’s reading ability that will help him/ her activate prior knowledge and connect it to the text. Write it Down:
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