Tsapter 2

MGA KAUGNAY NA PAG-AARAL AT LITERATURA

INTRODUKSYON

May mga estudyante tayong ayaw magbasa, ayaw makipag-usap sa iba, tahimik lagi at
walang sigla, makulit ngunit walang masabi kung natawag magsalita. Madalas, sila ang nagiging
dahilan kung bakit umiinit ang ulo natin dahil pilit natin silang pinapalabas sa kanilang madilim
na lungga. Ang mga pangyayaring ito ang nagpamulat sa ating mga isipan na huwag ipawalang-
bahala ang sitwasyon na nangyayari sa kasalukuyan. Para mahasa ang pagbabasa, maraming mga
estratehiya ang makatutulon ng sa pagdebelop ng kanilang kakayahan sa pagbasa.

Walker suggested teachers ask children what they already know.

This includes assigning reading and writing activities based on prior
knowledge. Walker encourages giving opportunities for students to
discuss stories with peers. “Struggling readers often receive extensive
skills instruction in isolated situations in which their only interaction
is with the teacher about the correctness of their responses” (Walker,
2002, p. 28).

Ang mga frustration readers ay binibigyan ng masaklaw na estratehiya na nakahiwalay sa

mga mag-aaral na kailangang busisiin ng mga guro sa pagbasa. Ang pagpapahusay sa pagbabasa
ang pangunahing kasangkapan para sa tagumpay ng bata. Nangangailangan ang pagbasa ng
maraming katangian sa pagpapaunlad tulad ng atensyon, memorya, wika at motibasyon. Ang
pagbasa ay bahagi ng gawaing sosyal. Ang ma

Reading is required for many developmental accomplishments

such as attention, memory, language, and motivation. Reading is a
necessary part of social activity. According to Gredler et al. (1998),
“Being a good reader in English means that a child has gained a
 functional knowledge of the principles of the English alphabetic writing
system

Layunin ng Pag-aaral

Snowling and Hulme (2015), cited in Brooks (2016) note that children who respond poorly to
literacy intervention tend to have oral language weaknesses and that it is possible to improve oral
language skills by interventions focusing on developing listening skills, vocabulary and narrative
skills.

In order to master reading, children are presented with many building blocks that help them
develop the ability to read. These include talking and listening, opportunities to see prints and
books, phonological awareness, letter, recognition, and opportunities to hear books read aloud

(Gradler, Snow, Burns, & Griffin, 1998).

Essential Components of Effective Strategies for Struggling Readers

There are many essential components to help struggling readers. Many authors have ways to change
struggling readers into developing readers.
Guidelines for Instructing Struggling Readers
In Walker’s Supporting Struggling Readers, she identified guidelines for instructing struggling
readers. Walker suggested that teachers must focus on what children can do, “Because struggling
readers unconsciously shift away from weakness and rely on what they can do, sensitive teachers
create literacy activities that encourage them to build on the successful strategies they already
possess” (Walker, 2002, p. 25). Walker also suggested focusing on making sense. The purpose of
reading is to understand the text. Teachers can use nonverbal cues, questioning, and responses to help
students grasp the text.
Discussions allow students to share opinions and think about the text with one another.