Six Elements of

Reading
Instruction
“ Reading is the gateway for
children that makes all other
learning possible.”
Former US President, Barack Obama
 Instructions

⊳ Think 3 positive descriptions about yourself

and write it on the paper given to you.
⊳ Introduce yourself by reading the words
written in your paper.
⊳ Say, “I am _ _ _. Thank you.
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Pre-Test

5 Write / if the statement is

true and X if the statement is
not.
 “
1. Before learning to read, a learner
should have learned how to divide
syllables into separate sounds.

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 “
2. Phonological awareness and phonics
mean the same.

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 “
3. Marungko Approach is a strategy to
develop reading comprehension.

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 “
4. In stage 0 - Birth to preschool, the
child pretends to read, retell a story
when looking at pages of a book
previously read.

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 “
5. Storytelling is one of the best
techniques that develop learners oral
language and communication skills.

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 Activity! Sentence Chains

⊳ 1. Each group will be given a big card with questions in it.

⊳ 2. When the facilitator say, “Start’ the group has to write the
answer on it. When the facilitator Says, “Stop’ the group has to
stop working regardless if the group has done it or not.
⊳ 3. The group has to give the big card in a clockwise manner of
rotation.
⊳ 4. When all-big cards have been answered by all the groups,
facilitator will call participants to read all the responses. 10
Analysis

⊳ 1. How was your experience doing the activity?

⊳ 2. What are the parts of the activities you
would like to change?
⊳ 3. What have you noticed with your responses?
⊳ 4. What are your realizations?
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 “
⊳SIX ELEMENTS
OF READING
INSTRUCTION
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 At the end of the session, the participants will
be able to:

⊳ Identify and explain the elements of reading and its

importance to improve learner’s reading proficiency.

⊳ Provide activities that will help develop the elements of

reading.

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 At the end of the session, the participants will
be able to:
⊳ Prepare reading materials or activities that will best help
learners be able to read in this challenging times.

⊳ Demonstrate how these elements can be integrated

throughout the reading process

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 Session Coverage
Introduction of Oral Language
⊳ Oral Language
⊳ Language Acquisition
⊳ Language Learning
⊳ Learning to Read
⊳ Stages of Reading
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 Session Coverage
Phonological Awareness
⊳ Definition of phonological awareness
⊳ Phonological Awareness Tasks
⊳ Relating phonological awareness and word
recognition
Reading
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 Session Coverage
Phonics and Word Recognition
⊳ Definition of phonics and word recognition
⊳ Marungko Approach
⊳ Fuller Technique in Reading

Reading 17
Oral Language
 Oral Language-Focus Questions

⊳ 1. What is oral language?

⊳ 2. What are the stages in oral language development?
⊳ 3. How does oral language relate to learning to read?
⊳ 4. What should teachers do to develop oral language
in this time of the pandemic?
⊳ 5. How would you develop oral language?
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 Activity

A running storytelling
⊳ 1. Think of a sentence, idea, or event that will add the
story details.
⊳ 2. To keep the story running, keep thinking and be
ready to speak when you’re ask to speak.

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⊳ Oral
“
language refers to one’s
knowledge and use of the
structure, meaning and uses of the
language.

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 “
⊳ Oral language is the system through which
we use spoken words to express knowledge,
ideas, and feelings. Developing oral
language means developing the skills and
knowledge that got into listening and
speaking.

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. A child acquires a language naturally at
home and in his/her immediate
environment.

.The home language is also termed the

child’s first language or L1.

.Good models at home help a child acquire

a language well. 23
How do children learn to talk?
. Good speaking and literacy models.

. Interactive environment.

. Exposure to literature, books, and

games.
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. When a child comes to school. S/he is a
speaker in his home language.
. The use of MT as the first language of
literacy capitalizes on strength of a beginning
reader. The learner learns to read first in the
language that s/he knows.

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 Language Learning

It is the process of acquiring another language in a

more formal way.
Learning another language usually
happens in school.

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 Language Learning

The beginning learner learns a second and / or third

language and learns to read and write in that
language.

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 Language Learning

. Various approaches are employed in school for

the learner to learn another language.

. Constant use of language in meaningful

activities helps in learning it.

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Language Learning

* Oral language development

* Lots of opportunities for listening and

speaking in the target language.

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Learning to Read

How do young learners learn to read?

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Instructions:
Write at least 3 things that young learners do to read in the
following stages.

Stage 0 Stage 1 Stage 2

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 Stages of Reading Development
Chall, 1983, Cited in Hermosa. 2002
Stage Grade/ Age Range
Stage 0 Preschool
PREREADING (Age 6 months to 6 years)
Stage 1 Grade 1 and beginning Grade
INITIAL READING AND 2 ( Age 7-8 Years)
DECODING
Stage 2 Grades 2 and 3
CONFIRMATION AND ( Ages 8-9)
FLUENCY
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 Stages of Reading Development
Rosko et. Al, 2010
Stage Grade/ Age Range
Stage 0 Birth to Preschool
Emergent Literacy
Stage 1 Beginning Grade 1
DECODING
Stage 2 End of Grade 1 until Grade 3
CONFIRMATION AND
FLUENCY
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STAGE 0: BIRTH TO PRESCHOOL
 Recognize/ name letter of
the alphabet; recognize
some environmental signs
 Print own name

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STAGE 0: BIRTH TO PRESCHOOL
 “Pretend” to read, retelling story
when looking at pages of book
previously read to them; they rely
on pictures in text
STAGE 0: BIRTH TO
PRESCHOOL
 Gain control of oral language

 Play with books and pencil

 Recognize rhymes

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 How are these literacy skills
acquired?

o Being read to by an adult ( or older child) who

responds to and warmly appreciates the child’s
interest in books and reading

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 How are these literacy skills
acquired?

o Being provided with books, paper, pencil,

blocks and letters (features of a print-rich
environment)

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 Relationship of Reading to listening

• Most preschoolers can understand the picture

and stories read to them

• They understand thousands of words they

hear by age 6 but can read few, if any of
them. 39
 STAGE 1: INITIAL READING AND
DECODING

• . Learn the relationship between letters and sounds

and between printed and spoken words.

• . Use decoding to figure out words.

• . Use skill and insight to sound one-syllable

• words
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 STAGE 1: INITIAL READING AND
DECODING

• . Read simple text containing high frequency word

and phonically regular words

• . They are developing listening to reading

comprehension.

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 How are these acquired?

• . Direct instruction in letter-sound relations

(phonics) and practice in their use.

• .Reading of simple stories using words with

phonic elements taught and words of high
frequency.
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 How are these acquired?

• . Being read to on a level above what a pupil

can read independently to develop more
advanced language pattern, knowledge of new
words and ideas.

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 Relationship of Reading to Listening

• . The level of difficulty of language read by the

child is much below the language understood
when heard.

• . At the end of Stage 1, most children can

understand up to 4,000 words when heard but
can read about 600.
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STAGE 2: CONFIRMATION AND FLUENCY
. Develop fluency in reading
. Recognize patterns in words.
. Check for meaning and sense
. Know a stock of sight words
. Read simple, familiar, and selections
with increasing fluency

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STAGE 2: CONFIRMATION AND
FLUENCY
. This is done by consolidating the
basic decoding elements, sight
vocabulary, and meaning context
in the reading of familiar stories
and selection.

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 How are these skills acquired?

. Direct instruction in advance decoding

skills

.Wide reading with instruction and

independently of familiar and interesting
materials which promote fluent reading.
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 “
⊳ Oral language skills form as the foundation
of literacy and academic success. A solid
foundation of oral language help learners to
become strong communicators, successful
readers, increases confidence, and overall
sense of well-being.

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Oral language

1. What is oral language?

2. What are the stages in oral language development?
3. How does oral language relate to learning to read?
4. What should teachers do to develop oral language
in this time of the pandemic?
5. How would you develop oral language?

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 “
pneumonoultramicroscopicsilicovolcanoconios
is

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 “
supercalifragilisticexpialidocious

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Phonological Awareness
Focus Questions “
⊳ 1. What is phonological awareness?
⊳ 2. What are the phonological awareness tasks?
⊳ 3. How does this element relate / help learning
⊳ to read?

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Phonological Awareness
Phonological Awareness refers to the
ability to focus on the sounds of
speech. It encompasses an
awareness to rhyme, onsets-rimes,
sounds, and syllables.
 Phonological Awareness Tasks
Type Description Examples
Rhyme Matching the endings of cap, map, tap,
words
Alliteration - Producing groups of word -Peter Piper Picked,
that has the same letter or -Sweet bird’s sing
sound at the beginning of - Big black bear
adjacent or closely
connected words.
- A repeated consonant
sound occurring at the
beginning or within a word.
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 Phonological Awareness Tasks
Type Description Examples

Sentence Segmenting The big red hen

Segmentation sentence into spoken 1 2 3 4
words

Syllable Segmenting word to ma-ma, ma-ta

Segmentation syllables

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 Phonological Awareness Tasks
Type Description Examples

Compound Blending or combining, cat-fish

words segmenting and manipulating safe-guard
spoken words to form a new sea-horse
word.
Onsets and Blending and segmenting the
Rimes initial consonant or cluster
(onset) and the vowel and c – ap
consonant sounds spoken Onset - Rime
after it (rime)
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 Phonological Awareness Tasks
Type Description Examples

Deletion Deleting of syllables and cold - old

phonemes mice - ice
(Initial/ending/middle) c_p

Substitution Replacing of syllables and The word is “mad”

phonemes to form a new replace the first
word. sound with “s” what
is the word?

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 Phonological Awareness Tasks
Type Description Examples

Categorization Identifying different word What word has a

sound, vowels, different middle
consonants, and sound?
structure or word form (man-pit-sit)
Verbal memory A listening task that boat/ ride/ seed
tasks requires focus and Did I say, ride?
attention to identify a
different word in a set.
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 Phonological Awareness Tasks
Type Description Examples
Phonemes Blending phonemes into Is
Blending words, segmenting words ma
into individual phonemes and mat
and manipulating phonemes in flat
Segmenting spoken words cheap
vc, cv, cvc, ccvc, cvcc, ccvvc

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 Activities to develop Phonological
Awareness

. Poem recitation (Individual, by groups, or by

the whole class.

. Rhyme detection, syllable detection

. Explicit teaching

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 “
⊳ Phonological awareness instruction
improves learner’s understanding
of how the words in spoken
language are represented in print.

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Comprehension refers to the ability to
understand the word or words while
decoding refers to the ability to recognize
written information apply your knowledge
of letter sound relationship. It includes the
sub skills of phonics and word recognition.
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Activity 1 Battle of tongue twister.
Think of a tongue twister or Rhyme in
(MT, Fil, and English) and present it
creatively as a group.

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Phonics and Word
Recognition
Focus Questions
“
1. What is phonics and word recognition?
2. How Marungko approach and Fuller method
in
teaching reading works in developing decoding
skills and how these reading approaches
promote reading automaticity?

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“

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Phonics
. It is a method of teaching people to read by
collating sounds with letters or groups of letters
in an alphabetic writing system.

Phonemic awareness is a subset of phonological

awareness. It involves identifying, sounding, and
manipulating phonemes.
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 Phonics
Phonics is knowing how letter names and phonemes relate to
each other also known as letter-sound correspondence,
grapheme-phoneme correspondence.

/c/ /a/ /p/

1st phoneme 2nd Phoneme 3rd Phoneme

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 Phonics instruction

. Phonics instruction involves recognizing

relationship between letters and sound.

. This approach teaches single letters and

common letter combinations in a discrete,
systematic, and explicit way.
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“Sounding out” or “Deciphering” is
one way of the reader to learn how
to read

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 Word Recognition

Word recognition is a process by which students

learn to identify words and word parts. It begins
with an understanding that letters symbolizes the
sound in words and progresses the ability to
understand complex parts and syllabication
principle.
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 Marungko Approach

. This reading approach is designed to equip

learners the necessary reading skills.

.In this reading approach the alphabets are rather

“pronounced” than read.

“m” is pronounced “mmm”

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 How to use Marungko Approach

1. The first 5 lessons are on m, s, a, i, and o.

2. Teach the sound and form until it is mastered

before a new sound is introduced.

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How to use Marungko Approach

3. Ask a question to which response will elicit

target sound. (Use pictures of words
beginning with m, a, etc. depending on the
current lesson.

4. Show the target letter, ask them to sound it

as they look at the letter.
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How to use Marungko Approach

5. Show them how to write it. Ask them to write it

pointing a finger in the air, in their palm, and
paper as they give the sound

6. Mastery means they know the sound and the

form.

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How to use Marungko Approach

7. After the first 3 sounds have been mastered.

These can be combined to form words, phrases
or sentences. Start blending of sounds. Every
new sound is introduced with the previous
sounds already learned in various combinations
into words.

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How to use Marungko Approach

8. Introduce function words that cannot be

taught through the phono-syllabic method as
whole words, like ang, ng, mga and ay.

9. After the first five sounds have been

mastered, any other sound can be taught in
relation to the sound already learned.
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How to use Marungko Approach

10. Suggested sequence is as follows:

b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w.

Remember to blend only the sound that were

taught and mastered.

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Chronological order of teaching letters in
Marungko Approach
1. Mm 11. Ll 21. Cc
2. Aa 12. Yy 22. Jj
3. Ss 13. Nn 23. Ff
4. Ii 14. Gg 24. Zz
5. Oo 15. Rr 25. Qq
6. Ee 16. Pp 26. Vv
7. Bb 17. NG ng 27. Xx
8. Uu 18. Dd 28. Ññ
9. Tt 19. Hh
10.Kk 20. Ww 80
 Fuller Technique in Reading

.The fuller method is a combination of the alphabet,

phonics, and whole methods of teaching
word recognition.

.The technique requires the beginning reader to

master first the names and shapes of the letters of
the alphabet.
 Fuller Technique in Reading

1. Teach the name and form of each alphabet.

2. Teach the regular sounds of the consonants

that follows: m, s, l, f, t, h, c, r, n, b, g, d, j, w, v,
z, and y.
3. Consonants k, x, and q are not introduced this
early.
 Fuller Technique in Reading

. X is a final sound in all beginning words.

(eg: mix, fix, six and, ax )

. K has the same sound as the regular sound of

“c”.

. Q confuses with the sound of “ c “

Fuller Technique in Reading

Sequence of word families

1. Short vowel words in “ cvc ” pattern.

Short /e/ pen

Short /a/ bat
Short /i/ pin
Short /o/ mop
Short /u/ bug
Fuller Technique in Reading

Sequence of word families

2. Consonant Blends

Initial blends: cl in class

cr in crab

Final blends: nt in bent

lt in belt
Fuller Technique in Reading

Sequence of word families

3. Consonant Digraphs

Initial blend: ch in chin

Final blend: ch in catch
sh in ship
sh in fish
 Fuller Technique in Reading

Sequence of word families

4. Long vowel words (ending in silent e)
a in bake
e in here
i in hide
o in hose
u in cube
 Fuller Technique in Reading

Sequence of word families

5. Words with vowel dipthongs.
oi in oil
au in taught
aw in saw
ou in out
ow in how
 Fuller Technique in Reading

Sequence of word families

5. Words with vowel diagraphs.
oa in goat
ee in sheep
ea in beat
ai in pail
 Fuller Technique in Reading

Sequence of word families

5. Words with vowel diagraphs. (Homonyms)

see, sea male, mail meet, meat

heel, heal sale, sail tail, tale
Application
 
Be creative. Create a reading material that
helps your learner develop oral language,
phonological awareness, phonics, and word
recognition. target the first 3 elements of
reading instruction