•Teaching Beginning

Reading
Maria Montessori wrote that early education
has an indispensable role in the whole
personality of the child. If the child falls in
reading during the primary grades his chances
in any other academic area are greatly reduced
• Learning to read or to develop reading skills is a
sequential and developmental process
• It is perceived to coincide with the developmental
stages of individual growth( Alcantara 2003 ).
• the first stage in reading development is the reading
readiness period (Calero,1975)
• Children who are just starting to school or those too
immature to begin formal reading work are in this
period of development.
Researchers have reported that a remarkable stage of
intellectual development, approximately 40 % of all
growth in the human intelligence occurs between
ages 3-6 years old. This stage of preparatory
education coincides with the period of developing
reading skills. ( cited by de Guzman,et.al, 2010).
 Burger and Landerholm, 1991

Activities that promote literacy and foster

literacy development

• parental interactions with children,(including

talking to them)
• modeling literacy activity,
• providing access to reading materials,
 Burger and Landerholm, 1991

Activities that promote literacy and foster

literacy development
• reading to them,
• expecting them to achieve,
• teaching them,
• involvement in school activities,
Models of Reading
1. The Bottom-up model
A complex process of reading consisting of
symbolic transfer, in translation, in the decoding-
encoding where the reader is involved in
A. Recognition of letters or larger units, anticipation,
reading transfer in internal language.
Models of Reading
1. The Bottom-up model
B. Understanding of the text is determined by
the automated reading.
C. Transfer of graphic symbols in oral language
D. Use writing as a support of oral language .
Models of Reading
2. The Top -down model
The reader and linguistic knowledge
plays a great role in the construction
based on the text’s meaning; based on the
interaction between thought and language.
Models of Reading
2. The Top -down model
A. Understanding is achieved by using the
necessary information starting from the
graphics syntactic and semantic system.
B. It involved in reading skills going directly
from print to understand without going
through oral expression.
Models of Reading
3. Interactive Model

Understanding depends on both processes

of graphic information and reading
memory of the reader.
Example Models of Reading
Bottom- Up Model

Marungko Approach
Oral Graphic Symbolic Language (OGSYL)
Oral Language
Characteristics of oral language:
A. Word meanings(semantics)
B. Sentence structure (syntax)
C. Architecture of words and word parts
( morphology)
D. Sounds (phonology).
Oral Graphic Symbolic Language (OGSYL)
Graphic Language
- A system of communication using visual
elements
- Visual representations on some surface, ex.
Photographs, drawings, line art, numbers, other
images.
Oral Graphic Symbolic Language (OGSYL)
Symbolic Language
-A programming language that uses symbols
or mnemonics for expressing operations and
operands.
-a specialized language dependent upon the
use of symbols for communication
OGSYL is therefore . .

the application of the three (3)

combined languages such as Oral,
graphic and symbolic.
 OGSYL is done through..

The picture of an object is shown, then the

sound of the first letter of the word is
introduced and then the symbol of that letter. It
should be emphasized that the sound of the
letter is introduced first not the letter name .
OGSYL is therefore .
Example:
Atis. Show picture of an atis or other pictures that start with /a/. Say that
these words start with /a/. Introduced more words that begin with this
sound such as avocado, apat, atop, adlaw , arado and others. Then
introduce the letter name A/ey/ sounded as .
/a/ written as A.

4
 OGSYL in Hiligaynon

Uses the 20 letters of the Hiligaynon alphabet

starting from the 5 vowels a, e, i, o and u;
then the 15 consonants as m, s, t, p, l, r, b, k,
d, g, n, h, w, y, ng in this order.
Unang Halintang sa Pagbasa

- Introduce the pictures of the objects that begins with the sound
understudy.
- Produce the sound
- show the shape of the sound
- Introduce the letter.
- Write the letters in the air, in the blackboard, in the palm.
- Write the shape of the letters on the paper
Ika-2 Halintang sa Pagbasa

Blending of the two letter sounds, then three

letter sounds and so on to develop words done
according to the sequence taught:
Hal. ama, amo, mama,
Ika-3 Halintang sa Pagbasa

Combine the sight words : ang, ang mga, si, may,

sanday, etc. with the words developed
to form phrases:
 Ang mga amu, may mama
 sanday mama, ang amu
 si ama ,
Ika-4 Halintang sa Pagbasa

Combine the sight words to form phrases and

sentences and paragraphs.
May amu si amo sa uma. Ang amu ni amo may
mama. Si Ami ang mama sang amu ni amo.
Ika-5 Halintang sa Pagbasa

Answering who ,what questions:

Sin-o may amu?
Sa diin makita ang amu?
Ano ang ngalan sang mama
sang amu?