Teaching Reading Methodologies

7. FAN Technique
8. Phono-Visual RAP
MEGILYN T. HOLMAN
Reporter
7. The FAN Technique
-Introduced by Swaby in 1984
- Is an outgrowth of semantic webbing
procedure.
-Published by Javier in 1988 in one of the
professional magazines for teachers
The FAN Technique
- This technique enables the pupils to see the
web of events of the story as they grow out
the center of the “fan” to form the strands.
- This activity will give them hands-on
experience on how to do the “fan” of the
story.
 The components in using Fan
Technique
 It starts out with the making of a crescent
 Two semantic strands and webs are drawn and
hung below the crescent.
 The first core question written inside the first web
extends to the text.
 The question written in the second web extends to
the pupils’ experiences in relation to the subject
matter..
 The Steps in using Fan Technique
1. Draw a crescent in which the title of the selection
is written.
2. Draw lines to form a fan shape from the crescent.
3. Let the pupils read the selection silently.
4. The teacher requires the pupils to close their
books after reading the selection.
5. The teacher begins to ask the entire major facts
and information that the pupils remember from the
selection to be written on the lines of the crescent.
 The Steps in using Fan Technique
6. Draw the semantic strands and webs below the
crescent.
7. Provide the first core question inside the web.
8. Elicit responses from the pupils representing both
literal and inferential aspects of the text.
9. Provide the second core question in the second web.
10. Elicit responses from the pupil’s extending
experiences.
11. Evaluate the pupil’s reading comprehension by
traditionally asking questions in different
comprehension levels.
Useful question frames for content
area materials
Main Idea: What does the information point
out?
Supporting Information: What information
does the author provide to support the
statement?
Casual Relationship: What effect does it give?
Useful question frames for content
area materials
Reactions: What are some of the things that
you can learn about the topic?
:What is the most important thing that you
have learned about the topic?
: How do you feel about the
event/practice/idea?
: What is your opinion concerning what the
author says about the event/practice/idea?
8. Phono-Visual RAP
PVM Phono-Visual Method 3 Stages
1. Hear, See, Say Stage
2. Sound blending Stage
3. Meaning Stage
8. Phono-Visual RAP
PVM Phono-Visual Method 3 Stages
The approach focuses on the basic
sounds as represented by the letters
of the alphabet rather than merely
letter naming, syllable reading or
word calling right at the start of
teaching
 8. Phono-Visual RAP
The phono-visual-rap way was introduced by
Atencio in her colloquium titled “Teaching
Beginning Reading the Phono-Visual-Rap
(PVR) Way’’
The procedure of phonovisual-rap is the same as
the phonovisual method which follows the 3 stages
1. Hear, See, Say Stage
2. Sound blending Stage
3. Meaning Stage
 8. Phono-Visual RAP
The blending of the initial and the next sound follows.
Then a word is formed. Word families are also
introduced, such as the at family, an family, ap
family, in family, and so on.
 Teaching Procedure for PVR
1. The phono-visual-rap way starts with
the sounds.
Vowels: a, e, i, o, u
Consonants:
Ascending letters: b, d, h, l, t
Descending letters: g, j, p, q, y
One-space letters: c, m, n, r, s, v, w, z
Special letter “f”
 Teaching Procedure for PVR
2. Upper case and lower-case letters are
introduced simultaneously. Words are formed
by blending the initial consonant sounds with
word families.
at family an family
bat pat ban man
cat rat can Dan
fat sat pan ran
hat mat fan tan
Teaching Procedure for PVR
3. Phrases and sentences are
formed by the introduction of
service words. Service words or
function words are articles,
conjunctions, pronouns,
prepositions, Dolch 200 Basic
Sight Words, and the 95 most
common nouns.
Teaching Procedure for PVR
Teaching Procedure for PVR
4. Critical consonant sounds are also introduced:
 /f/ vs. /ph/
 /b/ vs. /v/
 /s/ vs. /z/
 /th/ vs. /dh/
 c as /k/ in cake
 c as /s/ in city
 g as /j/ in gender
 g as /g/ in good
Teaching Procedure for PVR
5. Critical vowels are also introduced:
 /e/ vs. /iy/
 /ae/ vs. /ey/
 /o/ vs. /u/
 /i/ vs. /ay/
Teaching Procedure for PVR
6. Cooperative learning by groups is a
key factor
 Teaching Procedure for PVR
7. Meaning is
attached to
whatever is
presented to
develop the
comprehensio
n of the pupils.
Teaching Procedure for PVR
8. Picture stories are presented to
develop the comprehension of the pupils.
Teaching Procedure for PVR
9. For practice and drill exercises of
sounds and words learned, the rap
exercise is prepared by the teacher.
Teaching Procedure for PVR
10. Examples of rap exercises:

c as /k/ and c as /c/

a cat (2x)
a coke (2x)
a cat and a coke (2x)
a cat with a coke (2x)
Teaching Procedure for PVR
10. Examples of rap exercises:
References:
Tejero, Erlinda G. et al. Teaching Reading in the
Elementary Grades p. 31-39. Mandaluyong City:
National Bookstore 2004

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