Republic of the Philippines

Department of Education
REGION XII- SOCCSKSARGEN
DIVISION OF GENERAL SANTOS CITY

Seminar-Workshop on
Enhancement of School
Balanced Reading Program
February 2-4, 2024
Sabrina Panoramic View, Barangay Tambler, General Santos City
 Republic of the Philippines
Department of Education
REGION XII- SOCCSKSARGEN
DIVISION OF GENERAL SANTOS CITY

DepEd Memo. No.173, s

2019; “Hamon: Bawat Bata
Bumabasa”(3Bs Initiative)
 Republic of the Philippines
Department of Education
REGION XII- SOCCSKSARGEN
DIVISION OF GENERAL SANTOS CITY

Training Objectives
a. Foster a comprehensive understanding of the Balanced
Reading Program , serving as a fundamental tool to empower
learners in acquiring the necessary competence across
diverse content areas.

b. Elevate instructional competence to fortify and refine teaching

skills, promoting effective and engaging pedagogical
practices; and
 Republic of the Philippines
Department of Education
REGION XII- SOCCSKSARGEN
DIVISION OF GENERAL SANTOS CITY

Training Objectives

c. Heighten knowledge levels to advance through

literacy conventions crucial for proficient reading,
ensuring a robust foundation for sustained academic
success.
 Republic of the Philippines
Department of Education
REGION XII- SOCCSKSARGEN
DIVISION OF GENERAL SANTOS CITY

Developmental Reading

NELISA M. ORINGO
District Reading Coordinator
 TERMINAL OBJECTIVE

At the end of this session, participants will be able to:

• Demonstrate a comprehensive understanding of the

Structure of the School Balanced Reading Program, its
components; and Teaching Strategies thereby
enhancing ability to improve students' reading skills.
 SESSION OBJECTIVES
a. Demonstrate understanding of the components of School
Balanced Reading Program: Developmental Reading

b. Analyze the Structure of Developmental Reading Components and

its Strategies.

c. Apply various methods and teaching strategies to effectively

address learning difficulties associated with developmental reading,
and improved reading skills among learners.
Anticipation Guide
Your belief and what you know affect how you teach your learners. Study each
statement below and respond to it by writing “Agree” or “Disagree”

________1. Developmental reading components for gradual development of skills

from preschool to graduate level.

________2. Teaching beginning reading, word meaning must be emphasized rather

than words or manner of reading.

________3. Period of rapid growth or expanding power, children have mastered the
techniques of beginning reading.

________4. Developmental reading has the components of readiness, beginning

reading, rapid ,growth and refinement.

________5. Developmental reading emphasizes skills in vocabulary, comprehension,

literary appreciation and study skills.
What is Developmental
Reading?
METAPHOR READING
YOUR 3 MINUTES STARTS NOW!

SOCCSKSARGEN REGION
 Share your thoughts!
How is developmental
reading affects the School
Balanced Reading Program
(SBRP) and learners
reading development?
 Four Reading Periods
(Teaching Strategies : Alcantara, Et Al)
1. Period of Reading Readiness
-getting-ready- Period covers
for-maturing the years
period before the
child comes to
school.

And a part or
all of his first
year in school.
2. Period of Beginning Reading or Initial Reading
-getting It includes the first
experiences with
acquainted with formal reading from
some idea or pre-primer charts
experience and
seeing how this Primer period or 61/2
years old mentally
combination of before entering this
symbols looks to period
distinguish it
from other
combinations
3. Period of Expanding Power or Rapid Growth
-most children It covers earlier
have mastered books, first and
second readers
the techniques
in beginning
reading Or perhaps an
easy third reader
4. Period of Growth in the Use of Reading Tools
-systematic It begins about 3rd
work on a given and 4TH grade
readers
level, much
reading of It continues
interesting throughout the
materials to elementary years ,
help increase high and college
speed and
smoothness
 Brainstorming!

What are the Major Skills

which are needed in the
Content Fields and are
Gradually Developed through
the Four Reading Periods.
 The Major Skills…

1. Word Perception
2.Comprehension
3. Literary Appreciation
4. Study locational skills
5. Dictionary skills
METAPHOR READING
Learning to Read as Developmental Process: Chall, Jeanne
Learning to Read as Developmental Process and Its Characteristics: Chall, Jeanne
Learning to Read as Developmental Process and Its Characteristics: Chall, Jeanne
Learning to Read as Developmental Process and Its Characteristics: Chall, Jeanne
Learning to Read as Developmental Process and Characteristics: Chall, Jeanne
Learning to Read as Developmental Process and Its Characteristics: Chall, Jeanne
Learning to Read as Developmental Process and Its Characteristics: Chall, Jeanne
Learning to Read as Developmental Process and Its Characteristics: Chall, Jeanne
 Activity:
Oral Language

National Reading Panel

National Reading Panel
 Challenges
A Flashback
faced by non-
at some
Reading
fluent readers Methods and
Approaches

National Reading Panel

 Challenges
1. Alphabet Method
2. The Phonic or Sound Method
faced
3.The by non-
Syllabic method
fluent
4. readers
Word Method
5. The Phrase Method
6.The Sentence Global Method
7. The Story Method
8. The Eclectic Trend
National Reading Panel
Linguistic Approaches to Reading

1. Challenges
Bloomfield Approach
faced by non-
2. Fries Approach
3. The Gibson-Richards Linguistic Approach
fluent readers
4. Alphabetical Method
5. Phonic Approach
6. Phonovisual Method
7. The Carden Method
8. The Montessori method
9. Language Experience Approach
National Reading Panel
 Challenges
Instructional
faced by non-
fluent readers
Strategies

National Reading Panel

1. Model Fluent Reading
A teacher reads aloud to
Challenges
his/her students daily. When
faced by non-
a teacher reads effortlessly
fluent readers
and with expression, he or she
models for his/her students
how a fluent reader sounds
during reading.
National Reading Panel
2. Use a PEER When You Read Aloud
P: Prompt your child with a question about the story.
Challenges Point to something in the picture, for example, a balloon. "What is that?"

faced
E: Evaluateby
yournon-
child's response.
fluent readers "That's right! That's a balloon."

E: Expand on what your child said

That's a big, red balloon! We saw one of those in the grocery store yesterday.“

R: Repeat or revisit the prompt you started with, encouraging your child to
use the new information you've provided.
"Can you say big, red balloon?" Each time the book is reread, the expanded vocabulary words are verbalized again.

National Reading Panel

3. Repeated Reading
• Repeated reading of text is one of the most effective ways
to improve reading fluency.
• An evidenced based strategy that increases reading
fluency and comprehension among readers (Therrien,
2004).
• Reading text a second or
third time improves
students’ ability to read
difficult words with
confidence and to read
with expression.
National Reading Panel
4. CHUNKING
• Tiny pause between subject and verb
Every woman/ in the world wants be beautiful
• Pause with comma after an opening clause or phrase
Hopefully, you will be on time for the job.

• Pause before and after a prepositional phrase.

Every door/ in the house/ is wide open.

• Pause with comma in a compound sentence.

She wants the keys to the car,/ and her mother lets her have
them.

National Reading Panel

5. PARTNER READING
• Allows small groups or an entire
class to work in pairs.
• Each pair reads and
receives feedback
from each other
and/or the
teacher.
National Reading Panel
6. Choral Reading

Challenges
• Students read along as a group with a
teacher
faced by(or non-
another fluent adult reader)
three to five times total (though not
fluent readers
necessarily on the same day).
•This continues until students
are able to read the text
independently.
National Reading Panel
7. Cloze Reading

•Similar to choral
reading, except that
the teacher does most
of the oral reading
while the students
read along silently.
National Reading Panel
7. Cloze Reading

•Once or twice every few

sentences, the teacher omits
an important vocabulary or
content word, not a simple
sight word, and the students'
job is to read it aloud as a
class.

National Reading Panel

8. Jazz Chant
•Texts used for Jazz Chant usually have repetitive
Challenges
words and phrases (target words).
faced by non-
•Poems with lines that have uniform measure and
fluent readers
can be recited following a STEADY BEAT and
RHYTHM may be used for Jazz Chant.

National Reading Panel

 TASK
Story creating and completing
Task.
1. Create a group of 10 members
2. Prepare members
3. Leader will give the Title to start story
4. Member will complete the story line… add..
5. Give the title of the story for ending
6. Ask the participants to tell the complete story
 WORDS TO PONDER
“Teachers don't just teach; they become
champions of resilience, believing in
their students' abilities even when the
words on the page seem daunting. In
their classrooms, every 'I can't'
transforms into 'I will.’”
—Unknown
Thank You
Speaker Bionote

Graduated Bachelor of Science in Industrial Education

Graduated Master of Arts in Education in 2013
Now Currently completing again her Masters Degree in
Educational Management at Notre Dame of
Dadiangas University
School Reading Coordinator/Writer of the
Approved School Balanced Reading Program
South District Reading Coordinator
Division Trainer and Writer BUGSAY Contextualized
Learning Package
Writer Radio-Based and Television-Based Script
Division Trainer Early Language Literacy and Numeracy
Regional Trainer Early Language Literacy and Numeracy

NELISA M. ORINGO
Master Teacher 1