DECODING

AND
DIRECT INSTRUCTION

Marie M. Sera Joseph

MAED - SPED
 Direct Instruction
It is a teaching method developed in the United
States in the 1960.
Focused particularly on the needs of children
with learning difficulties.
Direct Instruction breaks each learning task
down into its smallest component and requires
mastery of simpler skills before proceeding to
more difficult skills.
Students are grouped according to their
achievement, teachers are provided with closely
scripted lesson plans, students respond to the
teacher orally and as a group, and the group
does not move on until everyone understands the
Decoding Instruction: Aims
 The phase in the reading lesson
wherein the child learns the rudiments
of word reading.
 Follows a systematic, multi-sensory
and sequential approach to word
reading development.
Decoding Instruction:
1. Uses a variety of instructional
materials with emphasis on more
manipulative materials as well as
worksheets for practice and mastery
exercises.

2. Exposes the pupils to a wide range of

ways by through which print is met –
books, textbooks, workbooks, labels of
commodities, street signs, etc.
PRINCIPLE: SCAFFOLDING
Based on Vygotsky’s “zone
of proximal development.”
The teacher teaches,
guides, providing support
until the student can do the
skill on his own.

5
KEY COMPONENTS OF
EFFECTIVE READING TEACHING
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonemic awareness
is the capacity to break words
down into sound units
(phonemes): H/A/T; SH/I/P.
Some children learn this
before they go to school from
book reading with parents and
from playing rhyming games.
Activities to develop phonemic awareness
Poem recitation by the whole class, by
groups, by individual pupils
Rhyme detection
Syllable detection
Explicit teaching
Do they rhyme?
How many syllables?
What is the beginning sound? the
ending sound?
Phonemic Awareness
ability to notice, think about,
and work with individual
sounds (phonemes) in spoken
words.
Activities to Develop Phonemic
Awareness
Phonemic Isolation – requires
recognizing individual sounds in
words.

What is the first sound in sun?

What is the last sound in sun?
Phoneme identity – recognizing
the common sound in different
words.

Which are the same in these words?

bag, bed, bird, box

hop, step, map, lip

Phoneme categorization –
recognizing the word with the odd
sound in a sequence of three or four
words.

Which word does not belong?

mat, man, bat, map
Phoneme blending – listening to a
sequence of separately spoken
sounds and combining them to form
a recognizable word.

What word is /h/ /a/ /t/ ?

Phoneme segmentation –
breaking a word into its sounds by
tapping out or counting the sounds.

How many sounds (phonemes) do

you hear in bell? in sheep/ in
check?
Phoneme manipulation /
Phoneme substitution

a. Stating the word that remains

when a specified phoneme is
removed.
What is smile without the s?
b.Stating the word that is formed
when a specified phoneme is added.
What is pot with an s at the
beginning?
 PHONICS
The ability to recognize, name,
and sound out all the upper and
lower case letters of the
alphabet.
It allows readers to decode
new written words by sounding
out the phonemes rather than
memorizing whole words.
A beginning reader should be able to do the
following:
1. Identify the letters of the alphabet.
2. Know the sound of each letter.
3. Match the upper with the lower case
letters.
4. Write all the letters of the alphabet, both
the upper and the lower case.
5. Give the letter that begins (ends) the name
of a given object/picture.
6. Identify the letters in given words.
 Fluency
The ability to read orally with
speed, accuracy and proper
intonation.
This is often developed by
guided oral reading, repeated
reading aloud with feedback
and guidance from teachers,
develops fluency in reading
from: The / man/ has/ a/ hat.
to: The man / has a hat. bat
cat
recognizes patterns in words pat
rat
fat
hat
checks for meaning and sense.
The fog /barks. to The dog / barks.

knows a stock of
sight words
the is are for by from
which
 Vocabulary
Knowledge of words and their meanings
in both oral and print representations.
Development is essential to skilled
reading. It can be taught directly, by
introducing and defining new words, as
well indirectly by teaching word-
learning strategies such as word roots,
dictionary use and context clues.
The child should understand the words that s/he
decodes.
There are
three eggs in
the nest.

FELICITAS E. PADO, PhD

Identify the English equivalent of words in the Mother Tongue
or in Filipino
Classify common words into conceptual categories (e.g.
animals, foods, toys)
Recognize root words and their inflections (e.g. look, looks,
looked, looking).
Identify some words that comprise contractions (e.g. can’t
cannot, it’s=it is aren’t= are not)
Begin to see that some words mean the same (synonyms
Recognize that some words have opposite meaning
(antonyms)
Recognize that some words represent part of a whole
(meronyms – part of (e.g. finger – part of a hand)
Determine what words mean based on how they are used in a
sentence
 Comprehension
Is the goal of reading teaching.
 It involves making meaning by
connecting what the reader
already knows with what has been
read, using strategies such as
answering questions, generating
questions and summarizing.
Identify connections between text listened to and personal
experience
Activate prior knowledge based on new knowledge formed
Identify story elements (characters, setting, plot, ending) from
the text listened
Make predictions about stories based on the cover or title,
pictures, details in the text
Use an understanding of characters, incidents and settings to
make prediction
Validate ideas made after listening to a story
Ask and answer simple questions (who, what, where, when, why,
and how) about text listened to
Retell and/or reenact events from a story
Ask and respond to questions about informational texts listened
to (environment, health, how-to’s, etc.)
Determine whether a story is realistic or fantasy
Follow one-step directions
 Marungko Method
m s a i o b
 Salita :
baso basa abo iba baba
mabisa masiba bomba
 Parirala:
iba ang abo
ang mga baso
bomba sa baso
 Marungko Method

 Pangungusap: (m s a i o b)
Ang mga baso ay basa.
Babasa si Sam.
Ang baba ni Sisa ay basa.
Iba ang aso sa oso.
Masiba ang mga aso.
Marungko Method
m s a i o b e u t k l y n
Salita :
noo kuna kain ibon niyog mani
manok tiyan manika lansones
Parirala:
mata ng ibon
lobo sa mesa
bola sa ilalim ng kama
 Marungko Method
 Pangungusap:
(m s a i o b e u t k l y n)
Ang manok ay kay Ben.
Kakain ng kakanin si Tina.
Kulay itim ang tiyan ni Ben.
Nasa kuna ang manika.
Takot ako sa leon.
Pangungusap at Tanong:

Ang manok ay kay Ben.

Kanino ang manok? __________
Kakain ng kakanin si Tina.
Sino ang kakain ng kakanin? _________
Kulay itim ang tiyan ni Len.
Ano ang kulay itim? _________
Marungko Method
Pangungusap at Tanong:

Nasa kuna ang manika.

Nasaan ang manika? ___________

Takot ako sa leon.

Saan ako takot? _____________
Maikling Kuwento:
(m s a i o b e u t k l y n)
May lobo sa loob ng kotse.
Kay Bambi ang asul na lobo.
Masaya si Bambi sa lobo niya.
Kanino ang lobo? ______
Anong kulay ang lobo? ________
Sino ang masaya? __________
Nasaan ang lobo? ___________