1.

Oral Language ( Wikang Binibigkas)

2. Phonological Awareness (Kamalayang
Ponolohiya)
3. Book and Print Orientation ( Kaalaman sa Aklat at Limbag)
4. Alphabet Knowledge ( Pagkilala ng mga Letra/Titik sa Alpabeto)
5. Phonics and Word Recognition (Palabigkasan at Pagbasa ng Salita)
6. Fluency ( Matatas na Pagbasa)
7. Spelling (Pagbaybay)
8. Writing and Composition ( Komposisyon)
9. Grammar Awareness and Structure ( Gramatika o Kayarian ng Wika)
10. Vocabulary Development ( Pag-unlad sa Talasalitaan)
11. Listening Comprehension ( Pag-unawa sa Napakinggan)
12. Reading Comprehension ( Pag-unawa sa Binasa)
13. Attitude towards Language, Literacy, and Literature ( Pagpapahalaga sa
Wika, Literasi at Panitikan
14. Study Skills ( Estratehiya sa Pag-aaral)
a. OMISSION: an omission error occurs when the reader omits a unit of written language,
such as a word, parts of words, several words or a sentence
Possible Causes:
• The reader reads fast that he unconsciously omits reading a word, part
of a word, phrase or a sentence.
• The reader does not know how to read the word, part of a word, phrase
or sentence so he consciously omits it.
Suggested Intervention:
first cause:
• the teacher advises the reader to slow down in reading so that he/she
may be able to see and read each word.
• the reader may be advised to use a marker while reading so he/she
can track the lines.

second cause:
• An indication that the student has a problem reading the words which
are expected to be read in his grade level
 b. SUBSTITUTION: a substitution error is noted when a real word or words is substituted
for the word in the text

Possible Causes:
• The reader can’t decode the whole word but he recognizes some letters
in it; he/she guesses the word
Example:
text: The children are playing in the ground.
reader: The children are plating in the group.

* Group is very similar to ground so the reader

substitutes ground to group. (G R O U ) 1st 3 letters
• The reader does not know the word but he can read the other words in
the sentence; hence, he/she substitutes the unknown word in the
sentence with a word that will fit the context.
Example:
text: There is a parrot in the cage.
reader: There is a monkey in the cage.
Both cases change the meaning of the sentences.

First cause: was based on the graphic similarity of the word ground-group;
apparently he/she can’t decode ground but he/she
recognizes some letters in it
Second cause: based his substitution in context; a monkey could be in a cage

Suggested Intervention:

First cause: reader may have a problem with decoding; he/she should
be encouraged to look carefully at the details in a word.
Second cause: reader may be advised to slow down, look at each word
carefully and avoid guessing
Possible Causes:

• due to regional interference

* in some regions, short e sounds like long e in their Mother
Tongue
* however, since the Grade 3 children have enough exposure
reading in Filipino, while Grade 4 children have enough
exposure in reading English, these mispronunciations are
considered as miscues.
• the reader is reading the English words phonetically
* it should be noted that the pupils started reading in the MT
and Filipino where the words are phonetically consistent
( Kung ano ang baybay, ganoon din ang bigkas) when a
reader reads in English he/she may read the same manner.
Suggested Interventions:
first cause: teacher should emphasize correct pronunciation of words when
reading in Filipino and English
second cause: teacher should note that the pupil should be given extra
instruction in reading English
d. INSERTION : insertion miscue results when a word or words is/are inserted in the
passage

Possible Causes:

• he/she reads fast that he/she anticipates some words that are not
actually part of the text
• it is common for some pupils to insert the article in the sentences
example: The children are in school.- The children are in the
school.
Suggested Intervention:

In both cases, the teacher should call the reader’s attention to look
carefully at the text.
e. REPETITION : occurs when a word or phrase is repeated

Possible Causes:
• in order to give him time to recognize the next word which he/she finds
difficult to decode
• he/she needs to fully understand what he reads
Suggested Intervention:
• the problem of the first reader could be on word recognition
• the second reader may have problem on comprehension
f. TRANSPOSITION/REVERSAL : occurs when the order of the word in the text is reversed
or transposed

When does a reader reverse the order of words in a phrase?

• Sometimes the reader recognizes a familiar word at the end of a
sentence, so he reads it first.
• Sometimes he intends to omit a difficult word in a sentence, then
goes back and tries to read it.
Why does he/she reverse the order of letters in words?
• It is likewise common for a reader to read the saw as was; on as no ;
dear as read because the second word is more common or easier to
read.

Suggested Intervention:

The teacher should ask the reader to reread the sentence or word. If
problem persists, there could be a problem on word recognition.