• Background knowledge

- students activate their world and literary

knowledge to link what they know to what they reading.
• Background knowledge
- enables readers to choose between multiple
meaning of words
 words have multiple purposes and meanings, and
their meanings in particular instances are cued by the
reader’s domain knowledge
• Vocabulary
- students recognize the meaning of familiar words
and apply word-learning strategies to understand what
they’re reading.
• Fluency
-the ability to read a text accurately,
quickly, and with expression.
-it provides a bridge between word
recognition and comprehension.
• Fluency
- students have adequate cognitive
resources available to understand what they’re
reading when they read fluently.
- reading with fluency allows students to
retain information with accuracy, expression
and increased speed.
• Active Reading
beginning readers often rely on skilled
readers to guide them through a text. As they
develop, they will be able to monitor their own
reading comprehension.
• Critical Thinking
students can actively respond to a text
more efficiently when they possess critical
thinking skills.
 students can actively respond to a text
more efficiently when they possess critical
thinking skills.
the higher the IQ, the better the reading
skills.
 reading is a social process affected by
attitudes, loyalties, conflicts & prejudices.
Reading ability is enhanced by social
acceptance, self-reliance, and cooperation in a
group.
 to read well, the reader must understand
the sound symbol relationships intonation,
stress, rhythm and pauses. Reading efficiency is
defendant on context meaning usage, and
sentence structure.
Genres – have unique characteristics and
students’ knowledge of them provides a
scaffold for comprehension.
Text Structures – students recognize the
important ideas more easily when they
understand the patterns that authors use to
recognize text.
Text features – students apply their knowledge
of the conventions and literary devices used in
text to deepen their understanding.

Some text is organized in a way students easily

make sense of. Using features such as
headings, bullet points or bold words.
A child who grows up in a home where reading
is supported, viewed as important and where
reading material is available may often develop
stronger reading skills as well as a love of
reading.
Feelings about self and others affect reading
performance. Emotional stability leads to
better concentration; interesting topics and an
attractive presentational style promote desire
to read.
Jireh Melody Paculanang
Lycha Mae Tiongco
Agnes Plone