Module Inteaching Reading in The Elementary Grades (ENGLISH 12) - PRELIM DVendero

TEACHING READING IN THE
ELEMENTARY GRADES
ENGLISH 12
DAREEN P. VENDERO, LPT
OSMEÑA COLLEGES College of Teacher Education

Aspire…Achieve…Advance!
THE READING PROCESS
MODULE 1
WEEK 1
OVERVIEW
As you read this module and do the activity, you are going to discover the different reading process that
the children undergoes and factors that affects their development in reading.
LEARNING OUTCOMES
After studying this module, the student should be able to:
 Synthesize the definitions of reading by the different authorities in the field;

 Explain the different facets of reading;
 Describe reading as a perceptual process;
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES
ACTIVITY
Answer the following questions. Write your answers on the self-assessment activities (SAA)
sheet on the following pages.
ANALYSIS
1. What is Reading?
2. What are the trends in teaching reading?
3. Can teaching reading be easy?
4. What common problems do you encounter in teaching reading?

ABSTRACTION
Reading Defined
The enhancement of basic and much more special reading skill in the child is fundamentally
important. Such skills are decisively important to the child in all areas of learning.
According to smith and Dechant, reading is a key to success in school, to the development of out-
of-school interests, to the enjoyment of leisure time and to personal and social adjustment. It helps him to
adjust to his age mates, to become independent of parents and teachers, to select and prepare for an
occupation and to achieve, social responsibilities. This conceptual definition of reading held many years
back is still true today. Reading is truly a very important skill that without it or lack of it will greatly
affect an individual’s adjustment in life.
Villamin considers reading as the key that unlocks the door to the world of enlightenment and
enjoyment and the basic tool for learning in the content field.
However, while the development of reading skills is considered important, teaching such skills is
considered important, teaching such skills is not an easy task. Oftentimes, reading teachers are faced with
insurmountable difficulties in teaching not only in such phases as decoding language symbols, word
recognition bu also in teaching comprehension skills.
It is then imperative that the teachers understand well the things expected of them – what they are
to do, how they are going to do it, and when and with whom they are going to perform the task of
teaching the reading skill. A basic understanding of what reading is all about is imperative.
 Reading has been conceptualized and defined by reading experts through the years. The most
significant conceptual definitions follow:
 Reading typically is bringing meaning to rather than the gaining of meaning from the
printed page. Horn points out that the author does not really convey ideas to the reader;
he merely stimulates him to construct them out of his own experiences.
 Reading involves much more than recognition of the graphic symbol; it includes even
more than the arousal of meaning or the gaining of meaning from printed symbols.
Effective reading includes experiencing, learning, and thinking. It frequently requires
reflection, judgment, analysis, synthesis, selection, and the critical evaluation of what is
being read. The reader is stimulated by the author’s words with his own meaning. The
reader must select one specific meaning from the numerous meanings that he has
required.
 Reading is the process in which information from the text and the knowledge possessed
by the reader get together to produce meaning.
 Reading consists of two major components: recognizing and analyzing words, often
referred to as decoding, and understanding words and ideas often called comprehension.
Thus, reading is a combination of being able to recognize and analyze words almost
instantly and to understand what the words mean when they are strung together in a
sentence, a paragraph, or a longer passage.
 These definitions of reading will initially provide the teacher with a background knowledge of
what reading is all about in preparation for more varied and significant concepts about it.

APPLICATION
1-3. Give at least 3 definitions of reading. (You can search it in the internet)
4. What insights have you gained from the many definitions of reading?
SELF-ASSESSMENT ACTIVITIES (SAA) SHEET
ANALYSIS
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APPLICATION
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KEY POINTS
 Reading is a key to success in school, to the development of out-of school interest, to the
enjoyment of leisure time to personal and social adjustment.
 It is the key that unlocks the door to the world of enlightenment and enjoyment and the basic tool
for learning in the content field.
 Reading has been conceptualized and defined by reading experts through the years.
SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

ANALYSIS
1- 4. Answers may vary ( to be checked by the instructor)
APPLICATION
1-4. Answers may vary ( to be checked by the instructor)
ACTIVITY
READING MODELS
 Make a graphic organizer of the different models of Reading.
ANALYSIS
1. What are the different models of reading that you know?
2. What is bottom up model?
3. What is top down model?

4. What is interactive model?
ABSTRACTION
Theoretical Models of Reading
Theoretical models describe and explain how readers construct meaning from written texts. Many
reading experts have attempted to explain what happens during the reading act and successfully came up
with theoretical models.
Murray’s Interactive Theory postulates that reading is an interaction involving the reader and the
text being read. Meaning is not only in the mind of the person during the reading act nor is it only in the
text being read. it is instead the interaction between the text read and the reader’s various sources that
determine the amount and type of comprehension that takes place.
Ehri enumerates the various information sources as:
1. Knowledge of language which enables the reader to organize sentences and
 Syntax or the way in which words are put together to form phrases, caluses,
sentences, harmonious arrangement of parts or elements;
 Semantics or the study of meaning;
 Pragmatics or the practical use of language
2. Knowledge of the world/background knowledge including both encyclopedia and

experiential knowledge which supply readers with background for understanding ideas
and filling in parts that are left implicit (assumed known) rather than stated explicitly in
the text.
3. Metacognitive knowledge which enables readers to monitor their own comprehension to

ascertain whether the information makes sense and meets specific purposes.
Metacognitive knowledge about corrective strategies such as reading and questioning the
self enables the reader to remedy comprehension failures;
4. Knowledge of the alphabetic-phonemic (letter-sound) systems involves knowing how the

spelling system represents speech, including how to transfer graphemes into phonemes,
the smallest unit of sound. Lexical knowledge refers to the reader’s dictionary of words
held in memory including words known by sight. All of these knowledge can contribute
to comprehension. Memory is important for linking the meaning of a text previously read
text as well as for integrating it with information from the other knowledge source.
There has been much debate about how to best represent the nature of the processing that occurs during
reading. Recently, three conceptualizations on how the reading process occurs have received considerable
attention: bottom-up, top-down, and interactive.
 The essential element in Gough’s bottom-up model is the text rather than what the reader brings
to the text. The reader pays close attention to words and words parts, synthesizes them and gets
the meaning of what he is reading by putting the words together.
 Goodman’s top down model focuses attention on the reader. Readers bring information based on
past experiences with language and their world to the act of reading. A fluent reader brings more
information to the next than the text itself provides. Thus, he does not need to read every letter

and word to get meaning. Instead, the reader uses different sources and relies more on the
information in his head to predict meaning as he reads.
 The Interactive Model postulated by Rumelhart is a combination of the bottom-up and top-down
views of reading. Fluent readers use both text features and what they bring to the printed page
(experiential/conceptual background about language and their world in order to get meaning. A
reader may be top-down if he is reading familiar material and bottom-up when reading unfamiliar
information.
Thus, these two concepts of reading are interacting with each other. The reader does not rely solely on
one or the other.
Hermosa made a synthesis on how these three models work:
1. The bottom-up model views that reading starts with some graphic input (print). This model
shows that reading begins with the synthesis of letters into words, words into sentences and so on
until a large enough unit of language is perceived. Then, as the bottom up theorist conclude, the
reader understands what the author has written.
2. The top- down model show that reading begins with the reader’s cognitive structures. In this
view, the reader can understand what is on the page only if the ideas are already present in the
readers mind. Reading begins with the reader’s prior understanding and proceeds to the
reconstruction of the author’s message. Whole words and entire sentences are the input – not
individual letters.
3. The interactive (also called transactive ) model shows that reading draws from the top and
bottom simultaneously. In general, the interactive and top- down models have more in common
with each other than with the bottom-up model.
APPLICATION
1. What theoretical models have you learned that describe and explain how readers construct
meaning from written texts?
2. Differentiate the theoretical models of reading using Venn diagram.
ANALYSIS
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APPLICATION
1. ______________________________________________________________________________
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2. Write your answer in the space provided below.
KEY POINTS
 Theoretical models describe and explain how readers construct meaning from written texts.
 Meaning is not only in the mind of the person during the reading act nor is it only in the text
being read.
 The essential element in Gough’s bottom-up model is the text rather than what the reader brings
to the text.
 Goodman’s top down model focuses attention on the reader.
 The Interactive Model postulated by Rumelhart is a combination of the bottom-up and top-down
views of reading.
 The bottom-up model views that reading starts with some graphic input (print).
 The top- down model show that reading begins with the reader’s cognitive structures.
 The interactive (also called transactive ) model shows that reading draws from the top and
bottom simultaneously.

ANALYSIS
1. Answers may vary
2. The bottom-up model views that reading starts with some graphic input (print). This model shows that
reading begins with the synthesis of letters into words, words into sentences and so on until a large
enough unit of language is perceived. Then, as the bottom up theorist conclude, the reader understands
what the author has written.

3. The top- down model show that reading begins with the reader’s cognitive structures. In this view, the
reader can understand what is on the page only if the ideas are already present in the readers mind.
Reading begins with the reader’s prior understanding and proceeds to the reconstruction of the author’s
message. Whole words and entire sentences are the input – not individual letters.
4. The interactive (also called transactive ) model shows that reading draws from the top and bottom
simultaneously. In general, the interactive and top- down models have more in common with each other
than with the bottom-up model.
APPLICATION
1-2. Answers may vary
The Perceptual Nature of

Reading
ANALYSIS
1. What is perception?
2. Differentiate perception to interpretations.
3. How does reading works?
ABSTRACTION
The Perceptual Nature of Reading
Certainly, the printed symbols and the sense of sight are necessary elements in reading, according
to Smith and Dechant. They are by no means the only elements, nor even the first elements requisite to
reading. Experience is the basic prerequisite. For the printed symbols to arouse meaning, recognition and
perception must occur. Gray suggests that the reading act includes such dimensions as perception,
understanding, reaction, and integration. Thus, reading is a responsive and interpretative process.
Interpretation requires both recognition and perception.
The critical element in the reading act is the reader’s meaningful response to the written symbol.
Such a response requires perception. In reading, the critical element is not what is seen on the page
(sensation) but, rather what is signified (meaning) by the written symbol. This is perception.
This can be concretized by the following example. For instance, a child is shown a “chair”.
Seeing the physical appearances of the “chair” – its size, the material used, the color, the texture, etc.
would constitute sensation. When the child associates the “chair” with the one they have at home, say, a

similar chair which they use to sit on while eating, or other “chairs” made of other materials such as
plastics or sit on while relaxing, are perceptual processes involving meaning and interpretation. It is
through perception that the graphic symbols achieve meaning.
Perception, says Lange, is a very personal thing. If a group of persons were to look at the same
object there would be as many interpretations (perceptions) of the object as there were viewers.
Summarily, the stress in the reading act is on perception rather than sensation and on meaning
rather than on the symbol. The printed word itself possesses no meaning. The perceiver’s reaction to the
word depends on the quality and number of his prior experiences, his ability to reconstruct and combine
these experiences, and the general nature of the culture in which he has lived.
Perception always involves an interpretation. This is so because words can only “stand for”
experiences; they are substitutes that must be interpreted in terms of the perceiver’s experiences. The act
of perceiving gives meaning to the printed symbol. Without perception or meaning, there is no reading.
APPLICATION
1. Distinguish sensation from perception.
ANALYSIS
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KEY POINTS
 Experience is the basic prerequisite in reading.

 Reading is a responsive and interpretative process.
 It is through perception that the graphic symbols achieve meaning.
 Perception always involves an interpretation.
END OF MODULE ASSESSMENT
Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. On every module’s “End of Module Assessment” (this
part), write your answers on separate sheet/s provided. (See separate sheets for the questions.)

ANALYSIS
1-3. Answers may vary
APPLICATION
1. Answers may vary
LOOKING AHEAD
Congratulations for making it till the end of this module! If you aced the assessments, I am happy for
you. If you have not reached your desired level of competence, just keep going! The next topic will deal
on the Learning Principles and the Reading Process! Happy learning!
SELF AND MODULE

This part requires you to rate the quality of the module to help you continuously improve the
development of this learning module. This also asks you to rate your learning experience for each of
the modules.
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

The learning module: 1 2 3 4
Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed
SELF-EVALUATION
Rate the extent of your learning in this module using the scale below. Check the column corresponding to
your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.

3-I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.
My learning: 1 2 3 4
I can now

 Synthesize the definitions of reading by the different authorities in the field;
 Explain the different facets of reading;
 Describe reading as a perceptual process;
REFERENCES
Tejero. G. E. (2010). Teaching Reading Methodologies. National Book Store..
END OF MODULE ASSESSMENT (Answer Sheet)
Please do not forget to provide information on this part)

Name: _____________________________________________ Course& Year:_____________
Module Number and Title: ______________________________________________________
Contact number & email (if any):_______________________________
Date accomplished: ________________________

I.
1. Do the following to ensure mastery of the big ideas presented in this module.
a. Give your own meaning of reading.
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b. According to Smith and Dechant, what is reading?
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2. Fill in the blanks with the correct answer.

Theoretical Models of Reading
 The essential element in Gough’s bottom-up model is the ___________ rather than
what the reader brings to the text. The reader pays close attention to
________________, synthesizes them and gets the meaning of what he is reading by
putting the words together.
 _____________________________model shows that reading draws from the top
and bottom simultaneously. In general, the interactive and top- down models have
more in ______________ with each other than with the bottom-up model.
 Perception always involves an ___________________. This is so because words can
only “stand for” ______________________;
II. Identify the models of reading. Write TDM for bottom-up model, BUM for top-down model, and
IM for interactive model. Write your answer in the space provided before the number.
_______1. It is the brain of the reader and not the words on the page
_______2. Words (guessing the meaning of unfamiliar words based on context)
_______3. Readers learn by reading actual texts that they choose and begin to decode
_______4. Letters (this includes recognizing letters and correctly applying phonics).
_______5. Reading is a psycholinguistic guessing game (focus on the reader).
_______6. Grammar (identifying the grammatical role of a word - subject, verb, adjective,
etc.)
_______7. Reading is a process of constructing meaning from text through the use of both
bottom-up and top-down processes
_______8. Reading is a decoding process (focus on the text).
_______9. The interaction between two kinds of cognitive
skills: identification and interpretation.
______10. The interaction between the reader and the text.

Learning Principles and the Reading Process
MODULE 1
WEEK 2
OVERVIEW
LEARNING OUTCOMES
 Cite learning principles related to the reading process;  Identify the

 Explain the psychological underpinnings of readiness in reading; and different
developmental stages in reading

ABSTRACTION
Learning Principles and the Reading Process
Reading is a process that must be learned. The laws of learning and the facts concerning such topics as
motivation, reinforcement, practice, interference, transfer and conditioning apply to learning to read.
Hilgard formulated fourteen principles of learning. Added to these were the ideas of Thorpe and Allen.
They are as follows:
1. In deciding who should leant what, the capacities of the learner are very important. Blighter people
can learn things less bright ones cannot learn; in general, older children can learn more readily than
younger ones; the decline of ability with age, in the adult years, depends upon what it is that is being
learned. In teaching reading, developrnental stage at which the child is in should be considered. The
reading materials should be suited to their level of development.
2. A motivated learner acquires what he learns more readily than one who is not motivated. Learning
proceeds most effectively and tends to be most permanent when the leaner is motivated, that is,
when he has a stake, as it were, in the activity being undertaken. This is why there is a need for
the teacher to motivate the children before every lesson is undertaken such as the use of pictures,
songs, verses, stories, or any activity which will arouse the interest of the learners.
3. Motivation that is too intense (especially pain, fear, anxiety) may be accompanied by distracting
emotional states, so that excessive motivation may be less effective than moderate motivation for
leaning some kinds of tasks, especially those involving difficult discriminations. The kind of
motivation to be used will be those which will be pleasurable to the learners to prod them to
undertake whatever activities may be done later on.

4. Learning under the control of reward is usually the control of preferable to learning under
punishment. Correspondingly, learning motivated by success is preferable to learning motivated by
failure. This implies that in teaching reading, the students should be in a tension-free atmosphere and
motivated by praise, not threat. The teacher should also consider other forms of rewards like giving
"stars" to children who can accomplish reading tasks well.
5. Learning under intrinsic motivation is preferable to interest to learning under extrinsic motivation.
learn should come from within the child. No matter what the teacher does will be futile unless he is
able to reach out into the inner feelings of the children.
6. Tolerance for failure is best taught providing/ a backlog of success that compensates for experienced
failure. There should be more instances of success that the child should experience so that future
failures will not have a negative impact on him. The assurance that he will do better and succeed next
time will make failure easier to accept.
7. Individuals need practice in setting realistic goals for themselves, goals neither so low as to elicit
little effort nor so high as to foreordain failure. The teacher oftentimes should involve the pupils in
deciding what they prefer to do and how much they can do so that they can determine what they can
successfully do in the long run.
8. The personal history of the individual, for example, his reaction to authority, may hamper or enhance
his ability to learn from a given teacher. A pupil who, in the past, has had a sad experience with a
certain teacher will have a hampered learning than one who has never encountered such an
experience.
9. Active participation by a learner is preferable to passive reception when learning, for example, from
a lecture or motion picture. The pupil should be personally involved in his own learning. There is
more learning when the pupils actively perform the learning experience themselves.
10. Meaningful materials and meaningful tasks are learned more readily than nonsense materials and
more readily than tasks not understood by the learner. Materials that are within the level of the pupil's
ability are more appealing and more meaningful to them than difficult and unfamiliar ones.
11. There is no substitute for repetitive practice in the over learning of skills. Drill and practice are
necessary for more permanent learning. Repetitive practice in reading makes the pupils more
proficient in doing it.
12. Information about the nature of a good performance, knowledge of his own mistakes, and knowledge
of successful results, aid learning. Letting the pupils know their reading performance will be good
motivation to improve more.
13. Transfer to new tasks will be better, if, in learning the learner can discover relationships for himself,
and if he has experience during learning of applying; tile principles within a variety of tasks. When
the pupil truly learns a reading skill, he will have no difficulty applying or using that skill in other
learning contexts.

14. Spaced or distributed recalls are advantageous in fixing material that is to be long retained. This is
why review is part of every lesson. Before a new lesson is started, the teacher conducts a review of
the past lesson to make connections and associations with the new lesson.
15. Learning is encourage when it takes place under conditions that enhance the personality adjustment
of the learner. Conducting learning activities that cater to the different personalities of the learners
will prove more fruitful and encouraging to them.
APPLICATION
1. What learning principles apply to reading?
2. How does these learning principles help the child’s reading progress?
APPLICATION
1. ______________________________________________________________________________
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2. ______________________________________________________________________________
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KEY POINTS
 Reading is a process that must be learned. The laws of learning and the facts concerning such
topics as motivation, reinforcement, practice, interference, transfer and conditioning apply to
learning to read.
 Hilgard formulated fourteen principles of learning.
 In teaching reading, developrnental stage at which the child is in should be considered. The
reading materials should be suited to their level of development.
 This is why there is a need for the teacher to motivate the children before every lesson is
undertaken such as the use of pictures, songs, verses, stories, or any activity which will arouse the
interest of the learners.

APPLICATION
1- 2. Answers may vary (to be checked by the instructor)
Factors That Affect Reading

Physiological Factors. Reading makes constant use of the eyes.
Studies on eye movements’ show - that the eyes should move rhythmically
and regularly along the printed line if reading is to be effective:
In reading English and the Philippine languages, according to Salazar, the eyes move from the
beginning of one line (L) to the end of the line (R), then make the return sweep. As the eyes move, they
note likenesses and differences in size, shape, and combinations of letters. Likewise, the reader develops
skills in auditory and visual discrimination, eye-hand coordination, and motor skills to perform all the
mechanical skills associated with reading. Some technical term related reading to takes place are defined:
Fixation is made when the eyes stop. Good readers have fewer fixations than poor readers.
Interfixation movements are caused by the eyes which move from one stopping point to
another.
Return sweeps refer to the quick swinging back of the eyes from the end of the line to the
beginning of the next line.
Regressions are backward or right-to-left movements made in a reverse direction. Readers

usually regress as a result of habit, although some do so to double-check a point. Even good
readers make some regressions, but they are usually fewer than those made by the poor ones.
Span of recognition or perception span is the number of words taken every time the eyes stop. It
is synonymous with the length or distance recognized within one fixation.
Duration of fixation is the length of time the eyes pause. Most readers make an average of four
eye stops per second, but poor readers require more time to pause in order to see accurately. A
person who makes fewer fixations has a longer duration.
Intellectual Factors. The innate capacity to learn, intelligence, and mental maturity affect
reading performance. The higher the IQ, the better the reading skills.
Psychological Factors. Feelings about self and others affect reading performance. Emotional
stability leads to better concentration; interesting topics and attractive presentational style
promote the desire to read.
Linguistic Factors. To read well, the reader must understand sound-symbols relationships,
intonation, stress, rhythm, and pauses. Reading efficiency is dependent on context meaning,
usage, and sentence structure.

Sociological Factors. Reading is a social process affected by attitudes, loyalties, conflicts and
prejudices. Reading ability is enhanced by social acceptance, self-reliance, and cooperation in a
group.
Reading as a Developmental Task

A developmental task is a specific responsibility that
the individual faces at certain stages of life in order to be well-adjusted.
It grows out of the interaction of physical maturity, social demands, and
the values and aspirations of the individual. It implies that a person
performs skills on materials of increasing difficulty.
Learning how to read undergoes several stages corresponding to the developmental
stages
of the child until maturity. This is termed as developmental reading. Developmental reading refers to a
comprehensive reading program which consists of several periods or stages that usually coincide with
the individual's stages of growth, as follows• reading readiness, beginning reading, rapid growth, and
refinement and wide reading.
Reading readiness refers to the period when the child is getting ready to read. This starts with the
preschool years.
Beginning reading is the stage at which the child starts to recognize certain symbols, words, phrases and
sentences that stand for ideas. This covers Grades I and II.
Period of rapid growth is the stage at which most children have mastered the techniques of reading such
as basic sight vocabulary, use of pictures, action, and configuration clues (shape of the word), use of
phonetic and structural analyses, and use of context clues. This covers Grades III to Grade VI.
Period of refinement. This period is characterized by wide reading where learners are ready to interpret
selections more intensively. Reading becomes a tool for more purposeful reading. The learners use varied
skills such as reading for pleasure, critical/ analytical reading or oral reading for problems in science,
math, and interpretation for the pleasure of others. This covers the high school years up to college.
APPLICATION
1. What are the factors that affect reading?
2. What are the periods or stages in developmental reading?
APPLICATION
1. ______________________________________________________________________________
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2. ______________________________________________________________________________
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KEY POINTS
 Reading is a process that must be learned. The laws of learning and the facts concerning such
topics as motivation, reinforcement, practice, interference, transfer and conditioning apply to
learning to read.
 Physiological Factors. Reading makes constant use of the eyes. Studies on eye movements show
-that the eyes should move rhythmically and regularly along the printed line if reading is to be
effective:
 A developmental task is a specific responsibility that the individual faces at certain stages of life
in order to be well-adjusted.
 Learning how to read undergoes several stages corresponding to the developmental stages
of the child until maturity. This is termed as developmental reading.
 Developmental reading refers to a comprehensive reading program which consists of several
periods or stages that usually coincide with the individual's stages of growth, as follows• reading
readiness, beginning reading, rapid growth, and refinement and wide reading.
APPLICATION
LOOKING AHEAD
on the Teaching Emergent Literacy! Happy learning!
SELF AND MODULE

the modules.

2- Disagree
3- Agree
4- Strongly agree

was engaging
SELF-EVALUATION

I can now

 Cite learning principles related to the reading process;
 Explain the psychological underpinnings of readiness in reading; and
 Identify the different developmental stages in reading
REFERENCES


Name: _____________________________________________ Course& Year:_____________
I.
1. Do the following to ensure mastery of the big ideas presented in this module.
a. How does the fourteen principles of learning help the child’s reading improvement?
________________________________________________________________
________________________________________________________________
________________________________________________________________
II. IDENTIFICATION. Write your answer in the space provided before the number.
____________________1. What factor makes reading constant use of the eyes?
____________________2. It is the backward or right-to-left movements made in a reverse
direction.
____________________3. It is made when the eyes stop.
____________________4. It pertains to the length of time that the eyes pause.

____________________5. What stage of growth does the child starts to recognize symbols, words
phrases and sentences that stand for ideas?
____________________6. It refers to a quick swinging back of the eyes from the end of the line to
the beginning of the next line.
____________________7. Reading is a process of constructing meaning from text through the use
of both bottom-up and top-down processes
____________________8. What period covers high school years up to college?

____________________9. Whose idea where added in Hilgard’s fourteen principles of learning?
___________________10. It refers to the period when the child is getting ready to read.
III. ENUMERATION
 Give the different factors that affect reading.

 Give the individuals stages of growth.
Teaching Emergent Literacy

MODULE 1
WEEK 3
OVERVIEW
LEARNING OUTCOMES
 Explain the concept of reading readiness

 Discuss the theories on readiness
 Differentiate the reading readiness perspectives from emergent literacy perspectives;
 Discuss the procedures in teaching the readiness skills of the emergent reader; and
 Explain the ways in teaching critical thinking skills to the emergent readers
ACTIVITY
ANALYSIS
1. What are the things that needs to be done to get the
child ready for reading?
2. What is reading readiness?

ABSTRACTION
Reading Readiness
Reading readiness is a complex of many skills, understandings and interest, each of which
contributes in some measure to the process of learning to read. It refers to the period when the child is
getting ready to read. It starts in the home where the child acquires a functional listening and speaking
vocabulary from parents and older members of the family. It becomes .more organized when he is under
the guidance of his teachers in school, in nursery, or in kindergarten. He engages in varied activities using
real or concrete objects like toys, tools, and other equipment. He acquires auditory, visual, motor-ocular
coordination, and critical thinking.
Theories on Readiness
Charles Fries, a linguist, has explained how a child acquires knowledge of written and printed syrnbols.
He says that this process has three stages:
Stage 1: The transfer Stage. The first stage in learning the reading process is the "transfer
stage". It is the period during which the child learns a new set of signals the visual symbols
(letters, spelling, patterns, punctuation marks) Chat stand for the auditory symbols (the oral
language) that he already knows. Before transfer takes place, the child shall have already learned
to speak and understand, through listening; a language. This means, he has acquired a sizable
vocabulary, and has learned the grammatical structures of the language well enough that he is no
longer conscious of their use.
This stage is called learning to read period.
Learning to read, says Fries, means developing a considerable range of habitual responses to a
specific set of patterns of graphic shapes. These habits develop only out of practice. His advice is
not to look at the teaching of beginning reading to children in terms of imparting new knowledge.
The one thing the child is learning is a new set of symbols. Thus, this period should be looked at
in terms of giving children opportunities for practice in responding to this set of visual symbols.
Stage 2: The productive stage. This is the period during which the child's reading becomes
fluent and automatic that he no longer pays conscious attention to the shapes and patterns of the
letters on a page. Since he no longer exerts much effort in decoding, he can now pay more
attention to the construction of meaning beyond the literal information of the text. For instance,
he can now focus on inference making, analysis and synthesis, for more productive reading.
Stage 3: The vivid imaginative realization of vicarious experience (VIRVE). This occurs
when the reading process becomes so automatic that reading is used equally with, or even more
than live language in the acquiring, and developing of experience. In short, reading is now used
for different purposes and as a tool for learning a broad range of information. This stage is the
most advanced form of reading. Adult reading is expected to be of this type.
Reading Readiness and Emergent Literacy
According to Cox, views of how children I overcome literate have changed over Children become
literate have changed over the years. She cited many studies concerning the old concept of reading
readiness. These studies concluded that children needed to reach the mental age of 6 1/2 years before they
could learn to read. The so-called readiness teaching methods were supposed to prepare them to read.
Prerequisites included a range of skills, from knowing letter names to being able to walk on a balance
beam. Children's writing was virtually ignored, as it was assumed that children had to be able to read
before they could write. According to Chis perspective, children could read if they could accurately say

the words in a simple basal preprimer or primer. Until then, they were merely prereaders getting ready for
real reading.
This readiness view was not challenged until the 1960s and the 1970s when studies of children
who were early natural readers and writers showed that literate behavior does not begin at a particular age
but emerges continually. Clay stated that literacy development begins with children's first experiences
with print in the home and continues through preschool and the first few years of formal schooling. This
research laid the groundwork for the emergent literacy perspective of how children learn to read and
write. Sulzby defines emergent literacy as the reading and writing behaviors of young children that
precede and develop into conventional literacy.
Cox compares the basic principles governing the reading readiness perspective and the emergent
literacy perspective, as follows:
Now: Emergent Literacy

Then: Reading Readiness
1. Reading and writing are language
1. Reading instruction should begin only processes and thus learned like spoken
when children have mastered a set of language; through active engagement and
prerequisite skills. the construction of meaning.
2. Children should learn to read before they 2. Young children have been actively
write. engaged in functional reading and writing
3. Reading is a subject to be taught, involving experiences in real-life settings before
a sequenced mastery skills. The focus coming to school.
should be on teaching the formal aspect of 3. The literacy experiences of young children
reading; its functional uses are generally vary across families, social classes,
not relevant. racial/ethnic groups, and age groups.
4. It is not important what children know 4. Young children actively construct concepts
about language before formal teaching and about reading and writing.
practice of a sequence of skills begin. 5. Reading and writing are interrelated and
5. Children should move through a scope and develop concurrently.
sequence of readiness and skills, and their
progress should be measured with regular,
formal testing.
Reacting to these statements, it can be said

that this emergent literacy perspective may hold true to children whose first language (the language used
in the home and in social context) is the same as the language of instruction in school. The second
principle of the emergent literacy perspective which says that "young children have been actively engaged
in functional reading and writing experiences in real- life settings before coming to school" will only be
true for children whose medium of Instruction school is the same as their language at home and the social
milieu. Filipino children first language whose (Filipino or any of the Philippine dialects) is different from
their language of instruction (English) do not have the chance to engage themselves in the functional use
of the language in real-life settings.
Thus, the principles of reading readiness as had been practiced in the traditional way would still apply to
the Filipino child who is just learning to read. Other children coming from more affluent homes which
will have a socio-cultural environment similar to that of their American or English counterparts will best
learn how to read based on the emergent literacy perspectives.
Indicators of Readiness

Gray has listed indicators to gauge the child's readiness to read.
1. General mental ability
2. Background of previous experiences
3. Range of speaking vocabulary
4. Accuracy of pronunciation and related speech habits
5. Ability to express oneself clearly to others
6. Habit of observing details and forming associations with things seen or heard
7. Ability to perceive likenesses and differences
8. Ability to recognize relationships
9. Ability to keep in mind a series of events or other items
10. Ability to think clearly and in sequence
11. Ability to make choices and decisions
12. Good health
13. A well-nourished body
14. Freedom from fatigue
15. Visual efficiency and discrimination
16. Auditory efficiency and discrimination
17. Emotional balance
18. Social adjustment and feeling of security
19. Ability to focus on specific learning activities
20. Ability to follow directions
21. Ability to work effectively in a group
22. Interest in pictures and the meaning of written printed symbols
23. A desire to learn to read
Skills of the Emergent Reader
Left-to-Right Progression. Most children are right-handed, that is, the dominant part of their
brain is the left hemisphere. So, in reading, they proceed from the left-to-the-right. Left-to-right
progression in reading means reading which starts from the left of the page going to the right. Children
should be trained to read from left- to-right. On the other hand, left – handed children have the right
hemisphere of the brain as the most dominant. In reading, they tend to read from the right going to the
left. Whatever is the hand and brain dominance, children should be trained to read properly. There is a
psychological precept that says left-handed children should not be forced to change their natural
handedness inasmuch as these may result in some distortions in their capacity to learn. Left-handed
children may tend to read from the right to the left such as reading “saw” as “was”. This error in the
reading is called reversal. Children should also be trained to read from top- to – bottom.
Visual discrimination is differentiate differences in size, shape, color, to said that children who
can discriminate shapes, colors and sizes are ready to read. This skill can be best taught by; letting the
children identify things and actual objects with emphasis on color, size, and shape discrimination.
Auditory discrimination is the ability to differentiate differences in the sounds that they hear
such as animal sounds, sounds of different musical auditory discrimination is the ability to differentiate
differences in the sounds that they hear such as animal sounds, sounds of different musical of sounds of
different means instruments, transportation, sounds that people produce, and other sounds that the
children may hear in their surroundings.
Sounds and Letter Names. The sounds of the letters of the alphabet are introduced first. The
children should master the phoneme-grapheme (sound-letter) relationships. The sequence in the
introduction of the sounds is done by groups. This is done to make it easier for the children to remember.

For instance, the vowels a, e, i, o, u are introduced as the five little sisters. The first sister, vowel "a", is
the one who is always smiling. The teacher sounds the "a". The second one is "e", the one who hardly
hears. Say “e”. The third sister is “I”, the one who is fond of shouting, open your mouth and say “i ”. The
fourth sister is the one who pouts with her mouth open.
shouting, Open your mouth and say "i". The fourth sister is "o", the one who pouts with her mouth open.
The fifth sister is "u", the one who always panics. Say “u". The teacher can invent any story just to make
the teaching more enjoyable to the children. Learning the vowels will be more remembered by the
children because of the story. The consonants are grouped into four. The first group are the ascending
letters or the letters with "handles". The second group are the descending letters or the letters with "tails".
The third group are the one-space letters. They neither go up nor down. The fourth is the special letter "f'.
This is the letter that has a handle and a tail. The sequence in the introduction of the sounds follows:
Vowels : a, e, i, ou
Consonants :
a. Ascending letters : b, d, h, k, l, t
b. Descending letters : g, j, p, q, y,
c. One-space letters : c,, m, n, r, s, v, w, x, z
d. Special letter :f
Sound blending is introduced such as the consonant blends (gr, fl, tr, sh, etc.) and the consonant
clusters (thr, str, spr, etc.). When the children have mastered all the sounds, the letter names are
introduced. The alphabet is taught in jumbled order first and later in alphabetical order.
Comprehension Skills of the Emergent Reader. Comprehension lessons of the emergent
learners may start with skills in classifying pictures that are similar, shapes that are similar or different,
colors that are the same and those that are different.
The skill in sequencing pictures may also be caught which picture should come first, then the next, which
should come last? Another skill is grouping pictures under one main heading.
Other comprehension skills which can be taught to the emergent reader include noting details,
sequencing ideas, organizing ideas, classifying ideas, summarizing, and other critical thinking skills.
Young as they are, the emergent readers are capable of assimilating higher-order thinking skills (HOTS).
This can best be done when stories are read to them Story reading from a book will have a positive effect
on them. They will be more encouraged to learn how to read with the thought that they can read more on
their own when they eventually learn how to do it. After the story reading, questions are asked, starting
from the details of the story such as the characters of the story, where the story happened, description of
places and characters, and other similar questions, Then the questioning can proceed into higher levels
such asking the why, the how, in what way, and so on. This now involves analysis, synthesis, and
generalizations. The children can now be asked whether they liked the story and why, the character whom
they liked best and why. The "if' questions can also be asked such as "If you were the____ what will you
do? Why? Questions like these should always be followed by the "why" to develop their reasoning
abilities. These are critical thinking questions which even a two-year child can answer. Teaching higher-
order thinking questions are not exclusive for bigger children. They should be taught as early as possible.

APPLICATION
1. What are the theories on readiness?
2. How do the old concept of reading readiness differ from the emergent literacy perspectives?
3. What are the readiness skills of the emergent reader?
 Using a VENN DIAGRAM differentiate reading readiness then and emergent literacy now.
ANALYSIS
1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
APPLICATION
1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 VENN DIAGRAM

KEY POINTS
 Reading readiness is a complex of many skills, understandings and interest, each of which
contributes in some measure to the process of learning to read. It refers to the period when the
child is getting ready to read.
 Charles Fries has explained how a child acquires knowledge of written and printed symbols. He
says that this process has three stages:
 Studies concluded that children needed to reach the mental age of 6 1/2 years before they could
learn to read. The so-called readiness teaching methods were supposed to prepare them to read

ANALYS
IS
APPLICATION
LOOKING AHEAD
on the Teaching Beginning Reading! Happy learning!
SELF AND MODULE

the modules.

2- Disagree
3- Agree
4- Strongly agree

was engaging
SELF-EVALUATION


I can now

 Explain the concept of reading readiness
 Discuss the theories on readiness
 Differentiate the reading readiness perspectives from emergent literacy
perspectives;
 Discuss the procedures in teaching the readiness skills of the emergent
reader; and
 Explain the ways in teaching critical thinking skills to the emergent
readers
REFERENCES

Name: _____________________________________________ Course& Year:_____________
I.
Do the following to ensure mastery of the big ideas presented in this module.
a. How reading readiness does helps the child’s improvement?
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________1. What is called to the error when left-handed children may tend to read
from the right to left such as reading “saw” as “was?”

____________________2. This is the period during which the child’s reading becomes fluent and
automatic?
____________________3. Who is the linguist that has explained how a child acquires knowledge
of written and printed symbols?
____________________4. What stage is called as learning to read period?

____________________5. What is ability to differentiate differences in size, shape, color, etc.?
III. TRUE or FALSE. Write your answer in the space provided before the number.
____________________1. Most of the children are left-handed, that is, the dominant part of their
brain is the left hemisphere.
____________________2. Studies concluded that children needed to reach the mental age of 3
before they could learn to read.
____________________3. Reading readiness refers to the period when the child is getting ready
to read.
____________________4. Cox is the one who listed indicators to gauge the child’s readiness to
read.
____________________5. VIVRE occurs when the reading process becomes so automatic that
reading is used equally with, or even more than live language in the acquiring, and developing of
experience.
IV. COMPLETE THE SEQUENCE:

Vowels : __, ___, ___, ____, ____
Consonants :
a. Ascending letters : ___, ___, ___, ___, ___, ___
b. Descending letters : ___, ___, ___, ___, ___,
c. One-space letters : ___, ___, ___, ___, ___, ___, ___, ___, ___
d. Special letter : ___
Teaching Beginning Reading

MODULE 1
WEEK 4
OVERVIEW

LEARNING OUTCOMES
 Teach the alphabet

 Teach word recognition or word attack skills
 Describe the strategies for teaching vocabulary
 Teach comprehension skills to the beginning reader
ACTIVITY
ANALYSIS
1. How will you teach the alphabet?
ABSTRACTION
Teaching the Alphabet
The alphabet is best taught only after all the sounds have been mastered. It is first
presented in jumbled order to ascertain that the children are really able to associate the sound
(phonemé) and the graphic shape (grapheme). Then the letters are presented in alphabetical order.
For mastery, the alphabet is taught with songs such as the alphabet song or rhymes and jingles.
Children should be made to sound each letter as letters cards are presented.
They should be drilled on what comes before a letter and what comes after. Using letter
cards, the children may asked to arrange the letters in alphabetical order, identifying the sound of
each letter name. The capital letters (uppercase letters) and the small letters (lowercase letters)
should also be introduced. Matching 'uppercase letters and lowercase letters will be a good
learning activity.
Teaching Word Recognition
Word recognition refers to the ability to identify, read, and analyze the meaning attached
to the word. It is a basic foundation skill in reading upon which learning of advanced reading
skills depends. Teaching word recognition skills using the word families will be much easier for
the teacher. This may be done after all the sounds of the alphabet have been mastered. Only
meaningful words should be taught with the use actual objects and pictures. The word families
are:
at family - bat, cat, fat, hat, mat, pat, rat, sat,

an family - ban, can, Dan, fan, man, pan, ran, tan, van,
ad family - bad, Dad, fad, had, lad, mad, pad, sad, wad,
ar family - bar, , car, far, mar, par, war
ed family - bed, fed, led, red, Ted, wed,
en family - Ben, den, hen, men, ten, yen
in family - bin, fin, pin, sin, tin, win
it family - bit, fit, hit, kit, pit, sit, wit,
ili family - bill, fill, hill, kill, mill, sill, till, will,
ell family - bell, dell, fell, hell, sell, tell, well, yell
air family - fair, hair, pair,
ear family - bear, dear, fear, hear, gear, near, rear, tear, wear, year
et family - bet, get, jet, let, met, net, pet, set, wet, yet
oat fan-lily - boat, coat, goat,
ore family - bore, core, fore, more, sore, tore, wore
et family - bet, get, jet, let, met, net, pet, set, wet, yet
oat family - boat, coat, goat,
ore family - bore, core, fore, more, sore, tore, wore
one family - bone, cone, done, gone, lone, tone
ate family - date, fate, gate, hate, Kate, late, mate, rate,
at familv an family en family in family

b at c an h en p in
c at D an b en t in
f at m an m en w in
h at p an p en f in
Teaching the Service Words

After the children are able to read words, the service words of the basic sight words are
taught to enable the children to read phrases and sentences.
The service words include the following:
a) articles: a, a, the
b) pronouns: he, . she, it, I, my, mine, our, ours, they, them, etc.
c) prepositions: on, in, for, to, under, over, by, with, etc.
d) conjunctions: and, but, etc.)
e) verbs: has, have, do does, done, etc.
There are five main categories of word analysis or word attack skills:
1. Configuration clues the overall clues give characteristics of how a word looks (e.g. length of
word ascenders and descenders); lowercase letters that rise above (e.g. I ) or below ((g), the
one-space letters, double letters (goose, week), and overall word form.
house

2. Context clues come from the meaning of the word as it is used in a sentence (semantic clue) or
from guessing what word is coming next according to the way a reader often uses oral language
(syntactic clue).
Examples:
a. The barking ____________ chased the cat.
(goat, dog, pig)
b. How much capital do you need?
1) money invested for business
2) most important town or city of a province
3) higher case or big letters
3. Phonetic analysis, also called phonics, is the study of sound-symbol or phoneme-grapheme
relationships as they apply to the teaching of reading, usually used in beginning reading. This
includes the understanding and application of:
a. Phonetic principles that govern the articulation of consonants in English
Example:
Some consonants have more than one variety of sound:
c - (hard c, heard as / k/)
- (soft c, heard as / s/ )
b. Phonetic principles that govern articulation of vowel sounds.
Example:
Every vowel has a long and short sound
a - able (long), apple (short)
e - evil (long), elephant (short)
c. Syllable generalizations
Example:
When two consonants exist between two vowels, a division takes place between
consonants.
spartan spar-tan
letter let-ter
d. Stress rules
Examples:
If a root has two syllables, the first is usually stressed
mother MOTH er
summer SUM mer
e. Other principles that govern the articulation of consonant clusters; blends or

digraphs and vowel digraphs
Examples:
l) When two or more consonants appear in succession in a word, they are referred to as
consonant clusters.
(paragraph)
2) When the consonant cluster is sounded as one, it is called a consonant digraph.

(think)
4. Structural analysis usually refers to the analysis of larger meaning-bearing parts of such as
word endings, root words, suffixes, prefixes, apostrophe (for possession), compound words, and
contractions. It may include syllabication, since dividing of words into syllables often deals with
prefixes and suffixes that carry meaning. Structural analysis is often referred to as morphology, a
study of morphemes or meaning-bearing units of a language.
Reading Phrases and Sentences
The words and the service words are joined to form phrases and sentences. Use pictures
and actual situations or actions to develop meaning.
Phrases
on a mat the pen a pan and a can
a fat cat Dan and Ben a hat and a bat
in a box a pet rat under the table
Sentences.
The man has a hat.. Ben can run.
A cat sat on a mat. My cat is fat.
Her father is a doctor. The girl is pretty.
Teaching Comprehension Skills to the Beginning Reader

Comprehension lessons of the beginning readers may start with simple stories. The following
stories aim to develop comprehension skills of the beginning readers
Skill: Getting the Main Idea:
(Read the story to a child and let them answer the following question. Have a
documentation of the said activity.)
Encircle the letter of the answer
PAMELA
Pamela is a sweet little girl. She loves to dance and sing. She talks like an adult and
knows how to reason out. She helps her mother take care of her little sister. She helps in
whatever her mother does. Her mother and father loves her very much.
Answer the following questions:

1. The story talks about
a. a baby. b. a family c. a little girl.
2. Pamela is
a. a good girl b. a Papa's girl c, a bad girl
Skill: Inferring Meaning:

KHALIL and KIER
Khalil and Kier are twin brothers. They are seven years old. They live near the
sea. They go there during Saturdays and Sundays to swim. Their parents, brothers and
sisters go there, too.
Answer YES or NO:
_______________________1. Khalil and Kier were born on the same day.
_______________________2. They love to swim in the sea
_______________________3. They are a happy family.
______________________4. They go to the sea when there are no classes.
Skill: Identifying Words That Describe

WINSTON
Winston is a handsome boy. He is tall for his age of two years. He has dark
complexion. His legs are long and his feet are big.
Underline the words that describe Winston:
1. Winston has the following:
feet (small, long, big)
legs ( long, thin, short)
complexion (light, dark)
height (short, medium, tall )
2. Winston is (bony, ugly, handsome)
APPLICATION
1. What are the steps in teaching word recognition?
2. What are the comprehension skills of the beginning reader?
3. What are the word attack skills?
ANALYSIS
1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

APPLICATION
1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
KEY POINTS
 For mastery, the alphabet is taught with songs such as the alphabet song or rhymes and jingles.
Children should be made to sound each letter as letters cards are presented.
 Word recognition refers to the ability to identify, read, and analyze the meaning attached to the
word. It is a basic foundation skill in reading upon which learning of advanced reading skills
depends.
 There are five main categories of word analysis or word attack skills
 Comprehension lessons of the beginning readers may start with simple stories.

ANALYS
IS
1. Answers may vary (to be checked by the instructor)
APPLICATION
LOOKING AHEAD
on the Teaching Basic Comprehension Skills! Happy learning!
SELF AND MODULE

the modules.
2- Disagree
3- Agree
4- Strongly agree

was engaging
SELF-EVALUATION


I can now

 Teach the alphabet
 Teach word recognition or word attack skills
 Describe the strategies for teaching vocabulary
 Teach comprehension skills to the beginning reader
REFERENCES

Name: _____________________________________________ Course& Year:_____________
I.
Do the following to ensure mastery of the big ideas presented in this module.

 Search from internet different strategies of teaching beginning reading.
 How are you going to teach reading to a beginner child?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________1. What is the study of sound-symbol or phoneme- grapheme as
relationships as they apply to the teaching of reading, usually used in beginning reading?
____________________2. When two consonants exist between two vowels what takes place
between consonants?
____________________3. It refers to the ability to identify, read, and analyze the meaning
attached to the word.
____________________4. What is taught to enable children to read phrases and sentences?
____________________5. It comes from the meaning of the word as it is used in a sentence.
____________________6. It gives the overall characteristics of how a word looks.
____________________7. How many categories are there in word analysis?
____________________8. Where should beginning readers start for comprehension lessons?
____________________9. What is best taught only after all the sounds have been mastered?
____________________10. What can be used in order to develop meaning?


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TEACHING READING IN THE

DAREEN P. VENDERO, LPT

OSMEÑA COLLEGES College of Teacher Education

After studying this module, the student should be able to:

 Synthesize the definitions of reading by the different authorities in the field;

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

2. What are the trends in teaching reading?

3. Can teaching reading be easy?

4. What common problems do you encounter in teaching reading?

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

 Make a graphic organizer of the different models of Reading.

2. What is bottom up model?

3. What is top down model?

OSMEÑA COLLEGES College of Teacher Education

2. Knowledge of the world/background knowledge including both encyclopedia and

3. Metacognitive knowledge which enables readers to monitor their own comprehension to

4. Knowledge of the alphabetic-phonemic (letter-sound) systems involves knowing how the

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

OSMEÑA COLLEGES College of Teacher Education

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

The Perceptual Nature of

2. Differentiate perception to interpretations.

3. How does reading works?

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

OSMEÑA COLLEGES College of Teacher Education

 Experience is the basic prerequisite in reading.

END OF MODULE ASSESSMENT

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

SELF AND MODULE

OSMEÑA COLLEGES College of Teacher Education

Please check appropriate column

4- I’m an expert. I understand and can teach a friend about it.

Please check appropriate column

Tejero. G. E. (2010). Teaching Reading Methodologies. National Book Store..

END OF MODULE ASSESSMENT (Answer Sheet)

Please do not forget to provide information on this part)

OSMEÑA COLLEGES College of Teacher Education

2. Fill in the blanks with the correct answer.

OSMEÑA COLLEGES College of Teacher Education

After studying this module, the student should be able to:

 Cite learning principles related to the reading process;  Identify the

developmental stages in reading

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

OSMEÑA COLLEGES College of Teacher Education

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

Factors That Affect Reading

Regressions are backward or right-to-left movements made in a reverse direction. Readers

OSMEÑA COLLEGES College of Teacher Education

Reading as a Developmental Task

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET