English

P2 Reviewer

Reading The Reading Process

➢ a process of constructing meaning through the dynamic Before Reading
interaction among the reader’s existing knowledge,
➢ the information suggested by the written language, and the • Preview
context of reading situation. • Plan
• Set a purpose
Cognitive Factors that Affect Student Reading
During Reading
Comprehension
• Read with a purpose
• Connect
• Background Knowledge After Reading
- the amount of information or knowledge someone has
on a particular topic. • Remember
- includes both a reader’s real-world experiences and • Pause and Reflect
literary knowledge • Reread
- existing knowledge Cognitive Factors that Affect Student
Reading Comprehension
• Vocabulary
- a list or collection of words or of words and phrases • Background Knowledge
usually alphabetically arranged and explained or • Vocabulary
defined. • Fluency
• Active Reading
• Fluency • Critical Thinking
- is the ability to read a text accurately, at a good pace, 3 Methods of Teaching Reading
and with proper expression and comprehension.
- allows students to retain • The Phonics Method
- information with accuracy, expression and increased • The Whole-word Approach
speed • The Language Experience Method

• Active Reading Concerns of Teaching Reading

- reading something with a determination to understand
and evaluate it for its relevance to your needs • Schema Activation
- magaling magbasa, mabilis mag comprehend. • Vocabulary Development
• Comprehension Development
• Critical Thinking • Understanding text Organization
- Students can actively respond to a text more efficiently • Application
when they possess critical thinking skills.
- they can determine the main idea and supporting
details, the sequence of events and the overall structure TYPES OF READING DISABILITIES
of the text.
• Dyslexia
• Hyperlexia
• ADHD
• HYPEROPIA (Farsightedness)
• MYOPIA (Nearsightedness)
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P2 Reviewer
3 Methods of Teaching Reading
• The Phonics Method
- “sounds”
- concerned with helping a child learn
- how to break words down into sounds, translate
sounds into
- letters and combine letters to form new words.
- 40 English phonemes
• The Whole-word Approach
- “word “
- learning to say the word by recognizing its written
form.
- Context is important and providing images can help.
- Familiar words may initially be presented on their
own, then in short sentences and eventually in longer
sentences.
• The Language Experience Method
- idea is that learning words that the child is already
familiar with will be easier.
Concerns of Teaching Reading
• Schema Activation
- To make sense of new information in light of what
they already know and to make the necessary
connection between the two.
• Vocabulary Development
- An important factor contributing to reading
comprehension.
- It plays a major role in improving comprehension.
• Comprehension Development
- The main purpose of reading instruction.
- (Reader, text and context) for comprehension to
improve.
• Understanding text Organization
- a blueprint for constructing a situation model of a story
or informational piece.
• Application
- Part of the lesson that helps the readers see the
relevance of learning in their own life.
- Provides a ground for making students remember
and value insights learned in the class.
READING DISABILITIES
- a condition in which a sufferer displays difficulty
reading resulting primarily from neurological
factors.
TYPES OF READING DISABILITIES
1. Dyslexia
- Dys (difficulty) & Lexia (the use of words)
- A brain-based issue that makes it hard to learn
to read accurately and fluently.
Types of Dyslexia
• Trauma Dyslexia (whole)
- – usually occurs after some form of brain trauma
or injury to the area of brain that controls reading
and writing.
• Primary Dyslexia (part)
- is a dysfunction of rather than damage to, the
left side of the brain (cerebral cortex) and does
not change with age.
• Secondary or developmental
- is felt to be caused by hormonal development or
malnutrition during the early stages of fetal
development.
Types of Dyslexia Eligible for Special Education
Services
1. Visual Dyslexia
- visual processing disorder.
2. Phonological (Auditory) Dyslexia
- auditory processing disorder
3. Dyspraxia
- refers to problems of language, perception and
thought.
4. Verbal Praxis
- Weakness observed in speech production.
5. Dysgraphia
- Inability to hold or control a pencil.
6. Dyscalculia
- Difficulty in solving word mathematics problems.
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P2 Reviewer

Treatment
Types of Dyslexia
- There is no actual cure.
Attitude • Trauma Dyslexia
• Primary Dyslexia
- The most important aspect of any treatment plan for
• Secondary or developmental
dyslexia
2. Hyperlexia

- a syndrome characterized by an intense fascination with Types of Dyslexia Eligible for Special
letters or numbers and an advanced reading ability. Education Services

- considered to be part of autism spectrum of disorders. • Visual Dyslexia

• Phonological (Auditory) Dyslexia
• Dyspraxia
• Verbal Praxis
• Dysgraphia
• Dyscalculia

TYPES OF ADHD
• (ADHD-PI)
• (ADHD-HI)
• (ADHD-C)
3 Explicit Types Of Hyperlexics

1. Neurotypical children that are very early readers 15 Reading Strategies for Elementary Students
2. Children with Autism spectrum that demonstrate very
• Focus on Fluency and Phonics Simultaneously
early reading as a splinter skill
• . Explicitly Teach and Display Strategies
3. Very early readers who are not on the autism spectrum
• Graphic Organizers
though there are some “autistic-like” trait; and
• Employ the 3-2-1 Strategy
behaviors which gradually fade as a the child gets
• . Decoding: Focus on Problem Sounds
older.
• . Use Metacognition
Early Signs Of Hyperlexia • Make It Personal
• Word Walls
❖ Recites whole phrases and reverse pronouns.
• More Than Just Books
❖ Rarely initiates conversation.
• Voice and Choice
❖ Sensory/Tactile sensitivity.
• Integrate Technology
❖ Self-stimming behavior
• Write to Read
❖ Specific, unusual fears or distress
• . Make It A Game!
❖ Difficulty understanding questions, such as “what,”
• Avoid Over-Correcting
“where,” “who”, and “why”
• Offer Proper PRAISE!
❖ Listen selectively, appear to be deaf at times.

3. ADHD
Attention Deficit-Hyperactivity Disorder
- Is a mental disorder or neurobehavioral disorder
characterized by either significant difficulties of
attention or hyperactivity and impulsiveness or a
combination of the two.
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P2 Reviewer
3 ADHD
15 Reading Strategies for Elementary Students
1. Predominantly Inattentive (ADHD-PI)
- main symptoms involve forgetfulness, disorganization,
inattentiveness, and a lack of concentration. Research
suggests that it affects around 33% of all ADHDers.
- The person struggles with attention and focus, showing
signs of missing details, quick boredom, disorganization,
slow information processing, forgetfulness, and difficulty
following directions.
2. Predominantly Hyperactive-impulsive (ADHD-HI)
- squirm, fidget, or feel restless • have difficulty sitting still •
talk constantly • touch and play with objects, even when
inappropriate to the task at hand • have trouble engaging in
quiet activities • are constantly “on the go” • are impatient •
blurt out answers and inappropriate comments
3. Combination type (ADHD-C)
- If you have the combination type, it means that your
symptoms don’t exclusively fall within the inattention or
hyperactive impulsive behavior. Instead, a combination of
symptoms from both of the categories are exhibited.
Treatment options for ADHD
• ADHD treatment starts at home
• Professional treatment
• Behavioral therapy
4. HYPEROPIA (Farsightedness)
- a vision condition in which difficulty focusing on near
objects
5. MYOPIA (Nearsightedness)
- Is a vision condition in which objects farther away are
blurred.
Causes of MYOPIA
❖ Heredity
❖ Visual Stress
Treatment
▪ Eyeglasses
▪ Contact Lenses
▪ Orthokeratology ( Ortho-K) corneal refractive therapy
▪ Laser and refractive surgery procedures
▪ Vision therapy for persons with stressrelated
nearsightedness
• Focus on Fluency and Phonics
Simultaneously
- ability to easily read through a text without
stumbling over words or sounding choppy and
awkward.
- It deals with beginning readers understanding
the correspondence between letters and
sounds.
• Explicitly Teach and Display Strategies
- By keeping useful strategies displayed, you
allow your students an element of
independence.
- They can take control of their own reading and
help themselves get through tough words or
pronunciation issues!
• Graphic Organizers
- let students process information both visually
and spatially which encourages them to
internalize the material.
- enables students to quite literally see the
connections in what they are reading
• Employ the 3-2-1 Strategy
- prompt helps students structure their
responses to a text, film, or lesson by asking
them to describe three takeaways, two
questions, and one thing they enjoyed
- an easy way for teachers to check for
understanding and to gauge students' interest in
a topic.
• Decoding: Focus on Problem Sounds
- ask students to identify when you make ‘on-
purpose’ mistakes.
- Kids love catching errors that teachers make
and using this technique when decoding
problem sounds is very effective.
- When they identify an error, have them correct
it as well!
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P2 Reviewer

• Use Metacognition • Write to Read

- can be defined as “thinking about thinking - Using writing as a strategy to improve
- you help get your students in the habit of reading skills is a sneaky way to disguise
thinking about their reading before, during, practicing things like fluency, comprehension,
and after a text. and phonics

• Make It Personal
- By making text to life connections and
activating prior knowledge, students become
invested in their reading.
- a powerful tool to keep them engaged and
motivated when it comes to working on their
reading skills.
• Make It A Game
- They offer healthy competition, the possibility
to win, and the opportunity to be engaged in
something fun!
- Adding games to your reading instruction is a
great strategy to improve literacy skills.

• Word Walls • Avoid Over-Correcting

- is a highly effective strategy for promoting
literacy in your classroom.
- are powerful tools to help students work on
their spelling, vocabulary, and reading skills.
- They help promote a literacy-focused
environment that’s rich in printed text.
- it’s second nature to want to correct your
students when they make a mistake.
- This urge to correct or jump in and help a
struggling student simply comes love and
wanting to help them learn and improve.

• More Than Just Books • Offer Proper PRAISE!

- allowing students to read the world around - praising your students is by far the most
them! critical one to utilize when teaching reading.
- Suggest material like newspapers, - First and foremost, praise your student’s
magazines, recipes, comic-books, blogs, or successes, no matter how big or small – and
song lyrics! praise them often.
- It is important to offer praise for your
• Voice and Choice student’s efforts, their dedication, and even
- is an effective way to get kids wanting to their struggles
read.
- Start by having a conversation with your
students about what their interests are or
what they would like to know more about.
- you can select a variety of different content
for your student’s to choose from that will
help them stay excited about learning to read.

• Integrate Technology
- perfect way to not only get your kids excited
about reading, but offer them the opportunity
to work on a variety of reading skills.
- Aside from the obvious use of reading on a
kindle or other e-reader device, there are
countless apps and programs out there that
help build fluency and comprehension in
engaging ways.
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P2 Reviewer
Teaching of literature three approaches namely:
- TRADITIONAL APPROACH
- LANGUAGE-BASED APPROACH
- READER- RESPONSE APPROACH.
An understanding of each approach is
essential.
Traditional Approach
- Traditional teaching of literature is often
centered around the teacher.
- Students listen and repeat without expressing
their thoughts, leading to memorization.
- Teachers explain context, themes, and styles,
but students have limited engagement. This
leads to echoing the teacher's ideas and less
personal exploration.
- Classes involve lectures with teachers giving
background details and asking questions using
materials like workbooks.
Language-Based Approach
- A language-based approach is effective for
teaching literature, engaging students deeply
and reshaping the teacher's role.
- This method emphasizes how language is used
in literary texts, enhancing language skills like
grammar and vocabulary.
- Learners actively interact with both language
and literature, through activities like puzzles,
creative writing, and drama, aligning language
and literature learning goals.
- This approach, supported by Maley and Duff
(1990) and Savvidou (2004), enriches learning
through language-focused literary activities.
Reader-Response Approach
- Readers connect deeply, responding with
thoughts, emotions, and biases.
- This approach links readers and texts,
enriching experiences with personal insights.
It fosters a sense of ownership and motivation
to find meaning in reading.
- Student-centered activities, such as personal
writing and group discussions, engage
students actively.
- This approach demonstrates literature's
positive impact on lives beyond the classroom.
Traditional: (teacher centered)
• Mentions literary devices, plot, characters,
setting, theme etc.
• Asks you to describe or summarize parts of the
text
Language-based: (student centered)
• Mentions diction, syntax, style, point of view, tone
etc.
• Focuses on how language is used
Reader-response: (student centered)
• Uses "you" or "your"
• Asks for your reaction, opinion, feelings
• Mentions connecting the text to personal
experiences
Traditional: devices, plot, setting, describe, summarize
Language-based: diction, syntax, point of view, style
Reader-response: you, your, feel, opinion, personal
Traditional approach:
Halimbawa:
Pinag-aralan ng klase ang tula ni Rizal na "Sa
Aking Mga Kabata". Tinuro ng guro ang buod ng
tula, ipinaliwanag ang bawat linya nito, at itinuro
ang mga figure of speech na ginamit dito.
Pagkatapos, nagbigay siya ng quiz sa mga
estudyante tungkol sa nilalaman ng tula.
Language-based approach:
Halimbawa:
Sa pag-aaral ng maikling kwento, hiningi ng
guro sa mga estudyante na suriin ang
estratehiya ng pagsasalaysay gamit ang third-
person point of view. Tinignan nila kung paano
naimpluwensiyahan ng perspective ang istilo at
tono ng kwento.
Reader-response approach:
Halimbawa:
- Pagkatapos basahin ang isang tula, hinikayat ng
guro ang talakayan kung paano naka-relate ang
mga estudyante sa tema nito batay sa kanilang
karanasan. Tinanong niya kung ano ang
naramdaman nila habang binabasa ang tula.