TEACHING

READING
METHODOLOGIES
TEACHING VOCABULARY
Children develop increasingly
sophisticated understanding of
the world and language as they add
to existing schema, or symbolic
structures they have for concepts
and words.
 TEACHING VOCABULARY

The vocabulary of a school

age child may range from
2500 words to 8000 words
and will increase
dramatically through the
elementary years.
TEACHING VOCABULARY
Experientia
l interactio
n
Semantic ma
p p in g
 EXPERIENTIAL INTERACTION
Experience Things
Sharing – let children talk about
experiences they have had
outside of school.
Hands-on classroom
experiences – let them try
cooking, science experiments,
class pets and so on.
 EXPERIENTIAL INTERACTION
Read Books
Read aloud- do so everyday,
even with upper-grade
children
Read alone – provide time
everyday for children to read
on their own.
 EXPERIENTIAL INTERACTION
Name Things
New words- introduce new words
in the context of meaningful
experiences
Words for the day – let students
choose words that interest them.
Write each on the board and talk
about it. Ask students to talk about
it at home and share what they talk
about in class the next day.
 EXPERIENTIAL INTERACTION
Show words
Label things in the
classroom: objects, centers,
desks with children’s names
Display lists. Days of the
week, months, colors,
seasons, holiday words and
the like.
 EXPERIENTIAL INTERACTION
Write words
Personal dictionaries. Make
this to collect special and
useful words, reserving a page
to each letter of the alphabet.
Word file. Record special
words on file cards in a box or
on small strips of heavy paper
attached to a metal ring.
 SEMANTIC MAPPING

Semantic maps are

diagrams that help
children see how
words are related
with one another.
 SEMANTIC MAPPING
To create a semantic map,
Johnson & Pearson suggest
using the following:
1. Choosing a key word
related to the pupil’s ideas,
interests or current studies.
2. Write the word in the
middle of a chalkboard or a
large piece of a chart paper.
 SEMANTIC MAPPING
3. Brainstorm other words
that are related to the key
word, and classify the new
words in categories that you
or the pupils suggest.
4. Label the categories that
emerge.
5. Discuss the words and
their relationships and their
meaning.
 The Dimensional Approaches
-based on the principle that learning is best when it proceeds from
the easiest to the most difficult.
-levelof questions start from the simplest to the most
DIMENSIONAL ORDINARY complex.
APPROACH
-suited for fast learners

-questions are still arranged from the first dimension

to the fourth
DIMENSIONAL INTENSIVE -best suited for slow learners
APPROACH -difference lies in the choices of answers which are
provided to aid the slow learner
 The Dimensional Approaches
- based on the principle that learning is best when it proceeds from
the easiest to the most difficult.

- literal understanding
- consists of simplest forms of questions that ask about
READING THE LINES details of the story
- the meanings are obvious
 The Dimensional Approaches
- based on the principle that learning is best when it proceeds from
the easiest to the most difficult.

- Questions that involve interpretation or

reasoning
READING BETWEEN - How and why questions are asked which
THE LINES require reasoning
- Involves interpreting hidden meanings
 The Dimensional Approaches
-based on the principle that learning is best when it proceeds from
the easiest to the most difficult.

- Third dimension
- Involves critical evaluation or critical reading
READING BEYOND THE - Reader evaluates, comments, and make
LINES judgements about certain aspects of the
story
 The Dimensional Approaches
- based on the principle that learning is best when it proceeds from
the easiest to the most difficult.

- Focuses on application or integration

4th DIMENSION - Reader integrates into his fund of
experiences the new insights gained from
reading the story
 The Dimensional Approaches
The classification of reading skills 1.1 clearly stated facts and details
follow: 1.2 sequence of facts
1.3 identification of references
1.4 association of quotation with
speaker
I. LITERAL
1.5 identification of character spoken to
COMPREHENSION 1.6 understanding punctuation
1.7 understanding of specific ends
1.8 double negatives
1.9 unusual word order
 The Dimensional Approaches
The classification of 2.1 implication
reading skills follow: 2.2 conclusion
2.3 generalization
2.4 comparison and contrast
2.5 cause and effect relationship
2. Interpretation 2.6 main idea
2.7 identifying assumptions
2.8 anticipating events
2.9 predicting outcomes
2.10 identifying character traits
2.11 identifying emotional reactions of characters
2.12 identifying motive of characters
2.13 perceiving relationships of various kinds
 The Dimensional Approaches
The classification of 3.1 recognize (own reader’s) biases and prejudices
reading skills follow: 3.2 evaluation
3.2.1 accuracy
3.2.2 relevancy
3.2.3 authoritativeness
3. Critical 3.2.4 validity
Evaluation 3.2.5 completeness
3.2.6 truthfulness
3.2.7 recency
3.3 discriminate fact or opinion
3.4 recognize propaganda
3.5 recognize different points of view
3.6 recognize ambiguities and discrepancies
 The Dimensional Approaches
The classification of 3.7 recognize irony and sarcasm
reading skills follow: 3.8 recognize omission facts
3.9 Recognize when words, phrases and sentences are quoted out
of context
3.10 recognize emotionally-charged words
3. Critical 3.11 recognize half-truths
Evaluation 3.12 identify exaggerated claims
3.13 identify author’s purpose
3.14 identify the techniques the author uses to accomplish his
purpose
3.15 identify to whom the author is directing his message
3.16 identify writer’s pattern organization
3.17 evaluate quality of writing
 The Dimensional Approaches
The classification of
reading skills follow:
3.18 evaluate values presented
3.19 evaluate and react in the light of the author’s
3. Critical
purpose
Evaluation 3.20 recognize pattern of writing
3.21 recognize material as glamorized
 The Dimensional Approaches
The classification of
reading skills follow:

4. Integration Application to life

 The Dimensional Approaches
To concretize the dimensional approach, a sample story and questions are
given:
THE ANT AND THE GRASSHOPPER
One frosty autumn day an ant was busily storing away some of the kernels of wheat
which he had gathered during the summer to tide them over the coming winter. A
grasshopper, half perishing from hunger, came limping by. Perceiving what the
industrious ant was doing, he asked a morsel from the ant’s store to save his life.
"What were you doing all day during the summer while I was busy harvesting?" inquired
the ant
"Oh," replied the grasshopper, was not idle. I was singing and chirping all day long."
"Well," said the ant, smilingly grimly as he locked his granary door, "since you sang all
summer, it looks as though you would have to dance all winter."
Application: It is thrifty to prepare today for the wants of tomorrow.
 The Dimensional Approaches
FIRST DIMENSION (LITERAL UNDERSTANDING)

1. Who are the characters in the story?

2. When did the story happen?
3. What is the story about?
4. What was the ant doing one frosty autumn
day?
5. Who came limping and half perishing from
hunger?
6. What word describes the ant?
 The Dimensional Approaches
SECOND DIMENSION (INTERPRETATION)
1. Why did the grasshopper ask the ant for a morsel of
food?
2. Do you think the ant and the grasshopper are
friends?
3. Did the ant help the grasshopper? Why or why not?
4. Why is it good to be industrious?
5. What do you think will happen to the grasshopper?
 The Dimensional Approaches
THIRD DIMENSION (CRITICAL DIMENSION)

1. Do you agree with the author that it is thrifty to

prepare today for the wants of tomorrow?
2. Does the title suit the story?
 The Dimensional Approaches
FOURTH DIMENSION (APPLICATION/INTEGRATION)

1. Who between the two characters do you like best,

the ant or the grasshopper? Why?
2. If you were the ant, would you have helped the
grasshopper? Why or why not?
3. Do you have a friend who did not help you when you
needed help?
4. Are you also industrious? Did it bring you good?
Share with your classmates the experience.
 The Gradual Psychological
Unfolding Approach (GPU)
- teaching strategy to develop the pupil’s reading comprehension
- developed and experimented by Manhit at the UP, Diliman,
Quezon City
- She believed that the pupils should be given the
opportunity to savor the joy and thrill of a story by unfolding it to
them bit by bit or gradually.
 The Gradual Psychological
Unfolding Approach (GPU)
The steps in the GPU approach follow:
1.Asking the motivation question.
2.Unlocking of difficulties.
3.Presentation of the story.
4.Silent reading of the story.
5.Asking the motive question.
6.Asking questions in sequential order bit by bit and gradually until
the whole story is unfolded to the children giving them the
opportunity to savor the joy and thrill of the story.
 The Directed Reading Thinking
Activity (DRTA)
-focuses on active involvement
with the text, as students make
predictions and verify them as they
read.

- teachers use questions to activate

prior knowledge, to introduce and
expand vocabulary and word
meaning and to teach word
identification skills and
comprehension.
 The Directed Reading Thinking
Activity (DRTA)
The steps in a DRTA:
1. Pre-reading
 Introduce the selection: show the cover or, an illustration and
read the title.
 Ask for predictions about the story. What do you think the story
is about? Why?
 Ask what students already know about the subject. (This is
especially useful for informational texts.)
 Write ideas and predictions on the chalkboard or chart paper.
 The Directed Reading Thinking
Activity (DRTA)
The steps in a DRTA:

2. Reading
 Direct children to read to
verify their predictions.
 Ask: What will happen
next? Why do you think
so?
 The Directed Reading Thinking
Activity (DRTA)
The steps in a DRTA:
3. Post reading
 Discuss verification of student ideas and predictions.
 Encourage children to find and read sections that prove or
disprove predictions.
 Encourage discussion of those predictions that can neither
be proved nor disproved predictions.
 Encourage discussion of those predictions that can neither
be proved nor disproved directly by the text but can be
inferred.
 Reading Aloud
Sulzby states that the benefits of reading
aloud to children are well established.
Young children whose parents have read
to them gain in language development
and vocabulary, eagerness to read, and
success in beginning reading in school. In
school, teachers should read aloud every
day, several times a day, to- both younger
and older students.
Reading Aloud
The following are read-aloud do’s:
1. Remember that the art of listening is an acquired
one and must be taught and cultivated gradually.
2. Vary the length and subject matter of reading
3. Follow through with readings. Don't leave the
class dangling for several days between chapters and
expect children’s interest to be sustained.
4. Stop at a suspended spot each day.
5. If reading a picture book, make sure the children
can see the pictures easily.
Reading Aloud
The following are read-aloud do’s:
6. After reading, allow time for discussion and
verbal, written, or artistic expression.
7. Don't turn discussion into quizzes. Get
interpretation from the children.
8. Use plenty of expression in reading, and read
slowly.
9. Preview books before reading them to the class.
10. Bring the author to life by adding a third
dimension when possible, for example, get
hold of beans while reading the story Jack and the
Beanstalk.
Reading Aloud
Trelease also suggested selection criteria
for a good read-aloud book as follows:

1. A fast-paced plot, which quickly hooks

the
children's interest
2. Clear, well-rounded characters
3. Crisp, easy-to-read dialogue
4. Minimal long, descriptive passages
 Sustained Silent Reading
- another teaching reading methodology, is based on the
constructivist idea that children learn to do things by doing them.
- Thus, they learn to read by reading..
- SSR means a period of uninterrupted reading of self-selected
books and other reading materials in the classroom.
- The teacher reads, too.

Other acronyms for SSR include USSR (uninterrupted sustained silent

reading) and DEAR (Drop Everything and Read)
 Sustained Silent Reading
Crawford explains the steps she used to initiate SSR in her first-grade
classroom each year:
1. Provide reading materials. Varied reading materials should be made available to
the children such as picture books, nonfiction, magazines and newspapers.
2. Introduce books to the whole class. Put a pile of books within the children's reach.
Introduce each book to them by giving them a short explanation about it. Put them
back so that the children can have their pick of the book that may appeal to their
interests.
3. Introduce approach. Get one book and tell the children that they are going to
select one book and sustain themselves in silent reading. They may read and reread
the book they have selected and look at the pictures carefully.
 Sustained Silent Reading
Crawford explains the steps she used to initiate SSR in her first-grade
classroom each year:
4. All select books. The children may grab one book from the pile of books introduced
by the teacher and go to a corner in the room to do some sustained silent reading.
5. All read silently. No one can interrupt anyone, including the teacher. All the
children must stay in the places they have selected.
6. Share books. The teacher signals the end of the SSR. She shares her experiences
with the book she had read-what she thinks about the book, read a passage aloud,
share interesting words, phrases, ideas or illustrations or tell how she felt about
reading.
 Language Experience Approach
(LEA)
-this approach uses language experience charts, which are composed
orally by the children and recorded by the teacher on a piece of
chart paper.

Language experience charts based on interesting, shared experiences

become part of the classroom print environment and student composed
texts for reading and rereading. These charts show the connection
between reading, writing, experience, and meaning.
 Language Experience Approach
(LEA)
The steps in the language experience approach follow:
1. Use experiences to develop language and concepts.
*Use experiences as the basis for thinking and talking
*Develop concepts through talking, clustering ideas, and semantic webbing.
2. Build vocabulary
*Focus on words children already know and use during discussions and add new words along the way.
*Record and display these words on word strips or chart paper.
3. Children compose and teacher records on chart paper.
* Choose a focal topic, such as an interesting classroom experience.
*Discuss the topic and create a title. Record the title on top of the chart.
*Continue to discuss, encourage children's comments, record them on the chart. Use questions like: "What
else can you tell me?"
* Children watch as the teacher writes their ideas on the chart and read while he or she is writing.
 Language Experience Approach
(LEA)
The steps in the language experience approach follow:
4. Children read the language experience chart.
* Read the chart with the children, pointing to the words.
*Take volunteers to read parts or all of the chart.
* Let another child point to the words while others read.
5. Integrate skills.
*Skills can be taught in a meaningful context, as children read their own words.
6. Publish
* Writing through language experience is published instantly, as it is recorded by
the teacher.
* Display charts on bulletin boards and walls and bind them together, creating
class books for further reading and rereading.