2. What
is
READING?
R E A D I N G
According to Virgel Howes,
it is a complex process that
involves sensation,
perception, comprehension,
application and integration.
It is popularly known as an
active dialogue between the
author and the reader and
also the best tool for
learning.
6. READING
REMEDIAL
refers to correcting or
improving deficient
skills in specific subject.
Is a change in
instruction that helps
remedy a weakness in
the area of reading.
7. Research shows that students make significant
gains in reading when teachers provide
interventions that are explicit and intensive;
more specifically, when teachers individualize
interventions to fit the targeted student’s deficit
(Torgesen, 2004).
9. READING
DIFFICULTIES
Congenital auditory
defect is when
partial and
complete hearing
loss.
Kinetic reversal is a
problem in reading
where sequence of
letter in word are
confused, as left for
felt and was for saw.
READING
PROBLEMS
Inadequate Instruction
Lack of Appropriate
Materials
Big Unmanageable
Classes
Poor Attitude Towards
Reading
Conflict with Interests
10. NOTE:
A student who has an IQ level below 90 considered as
slow learner.
When a student can read but will not he could be a
reluctant reader.
12. “Correlation studies have identified phonemic awareness and letter
knowledge as the two best school-entry predictors of how well children
will learn to read during their first two years of school” (NRP, 2000).
PHONEMIC AWARENESS
refers to the ability to hear, identify, and manipulate sounds
in spoken words. Before children learn to print, they must understand
that words are made up of speech sounds, or phonemes
Phonemic awareness instruction should
be focused on multiple skill
sets. These skills include:
Rhyming
segmentation
isolation
deletion
Substitution
blending
Rules to Teach
Phonemic Awareness
• It is not dependent on Print
• Make it Fun (Think Outside the Box)
• Work with Groups
• Play with language (Piglatin)
• Look for Teachable Moments
• Teach across Settings (Generalize)
Note: Once a student has mastered this
skill do not continue teaching.
15. PHONICS
Phonics is the study of sound-symbol correspondence for the
purpose
of learning to read and write. Phonics is essential to a child’s literacy
development. Research shows that young children benefit
significantly
from systematic and explicit instruction in phonics.
Rules to Teach Phonics
• Make it Fun (Think Outside the Box)
• Systematically introduce Decodable
Words
• Explicitly teach Rules
• Teach Syllabication Skills
• Consider Learning Styles and
Preferred Modalities
Note: Repetition
is Key
18. READING FLUENCY
Reading fluency is the ability to read text accurately, quickly, and with
expression. Fluency serves two purposes, it gives students the
opportunity to read and re-read the same text and it provides practice
for students to read while receiving guidance and corrections from a
fluent reader (Reading Rockets, 2012).
Rules to Teach Fluency
• Make it Fun (Think Outside the Box)
• Learn and Study Phrases (Repeated
Reading)
• Use Developmentally Appropriate
Reading Materials
• Chart Student Progress.
Note: Do not focus on grammar.
21. VOCABULARY
A list or collection of words or of words and phrases usually
alphabetically arranged and explained or defined.
Rules to Teach Vocabulary
• Use Multiple Modalities & Have Fun
• Encourage Wide Reading
• Teach Independent Word-Learning
Strategies (context clues/word parts)
• Teach Multiple Meanings
• Do Not Focus on Tier 3 words
Note: Teach Vocabulary directly and
indirectly providing instruction across
subjects.
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23. READING COMPREHENSION
is the ability to understand and interpret what is read.
Rules to Develop Comprehension Skills
• Read & Re-Read
• Explicitly teach comprehension
skills
• Use authentic and informal text
• Group work helps
24. READING COMPREHENSION
activities
RECIPROCAL TEACHING – refers to an instructional activity in which the
students become the teacher in the small group reading sessions.
HOW TO USE RECIPROCAL TEACHING
Put the students in groups of four.
Distribute one note card to each member of the group identifying each person’s unique
role. The Summarizer,Questioner,Clarifier and Predictor
Have the students read a few paragraphs of the assigned text selection.
Encourage them to use note-taking strategies such as selective underlining or sticky-notes
to help them better prepare for their role in the discussion.
