Methods and

Approaches in
Teaching Reading
Reading
• In teaching reading, various methods can be used, such as the
phonics approach, whole language approach, or balanced literacy.
• Teachers can employ techniques like guided reading, shared reading,
and independent reading to build comprehension and fluency.

Writing
• For teaching writing, approaches like process writing or the 6+1 Traits
of Writing model are commonly used.
• Teachers can also incorporate writer's workshops and writing
conferences to guide students in the writing process.

Speaking
• Teaching speaking involves techniques like role-play, discussions,
debates, and oral presentations.
• Emphasis is placed on fluency, pronunciation, and effective
communication skills.
 Whole
Phonics
Language
Approach
Approach

Language Total
Experience Physical
Approach Response
PHONICS APPROACH
PHONICS APPROACH
Key Principles
▪ It involve teaching students the relationships between
letters and sounds.
▪ It emphasizes the systematic and explicit instruction of
phonics rules, enabling students to decode words
▪ Phonics instruction typically starts with letter-sound
correspondence and progresses to more complex
phonetic patterns.
PHONICS APPROACH
Strengths and Weaknesses
▪ Strengths: The Phonics Approach is effective in teaching
decoding skills and helping students become independent
readers. It provides a structured framework for reading
instruction.
▪ Weaknesses: Critics argue that it may not promote
comprehension and a love for reading as effectively as
other approaches. Some students may find it too
structured and less engaging.
PHONICS APPROACH
Application on Teaching Vocabulary and Grammar
▪ Phonics primarily focuses on teaching word decoding and
pronunciation.
▪ It indirectly contributes to vocabulary development by
helping students recognize and understand words based
on their phonetic elements.
▪ However, it may have limited direct impact on grammar
instruction.
PHONICS APPROACH
Assessment Strategies
▪ Assessment strategies for the Phonics Approach can
include phonics assessments, where students are asked
to read and pronounce words based on phonetic rules.
▪ Teachers may also use decoding tests and reading
passages to evaluate how well students apply phonics
skills.
WHOLE LANGUAGE
APPROACH
WHOLE LANGUAGE APPROACH
Key Principles
▪ It emphasize that reading is a holistic process where
meaning is constructed from text.
▪ It encourages students to use contextual cues, pictures,
and their background knowledge to understand words and
sentences.
WHOLE LANGUAGE APPROACH
Strengths and Weaknesses
▪ Strengths: This approach promotes comprehension,
engagement, and a love for reading. It recognizes that
reading is a natural, meaning-making activity.
▪ Weaknesses: Critics argue that the Whole Language
Approach may not provide enough systematic instruction
in decoding and phonics skills, which can lead to
difficulties for some students.
WHOLE LANGUAGE APPROACH
Application on Teaching Vocabulary and Grammar
▪ The Whole Language Approach encourages vocabulary
development through context.
▪ It allows students to learn new words in meaningful
contexts.
▪ Grammar is typically learned through exposure to well-
structured, grammatically correct texts.
WHOLE LANGUAGE APPROACH
Assessment Strategies
▪ Assessment in the Whole Language Approach often
involves evaluating students' comprehension and ability to
construct meaning from text.
▪ This can include comprehension questions, discussions,
and responses to reading material.
LANGUAGE
EXPERIENCE
APPROACH
LANGUAGE EXPERIENCE APPROACH
Key Principles
▪ It involve using students' own language and experiences
as the basis for reading instruction.
▪ It connects reading to students' real-life experiences,
making it highly relevant.
LANGUAGE EXPERIENCE APPROACH
Strengths and Weaknesses
▪ Strengths: This approach is highly student-centered and
engaging. It fosters a strong connection between
students' lives and reading materials.
▪ Weaknesses: It may be less structured in teaching
decoding skills and may require additional support for
students to develop phonics and word recognition skills.
LANGUAGE EXPERIENCE APPROACH
Application on Teaching Vocabulary and Grammar
▪ The Language Experience Approach naturally builds
students' vocabulary by using their own language and
experiences.
▪ Grammar is learned through meaningful interactions and
exposure to authentic language.
LANGUAGE EXPERIENCE APPROACH
Assessment Strategies
▪ Assessment in this approach can include activities such
as having students read and discuss texts they have
created based on their experiences.
▪ Teachers may also assess students' ability to connect
their experiences to reading material.
TOTAL PHYSICAL
RESPONSE
TOTAL PHYSICAL RESPONSE
Key Principles

▪ Listening Comprehension: TPR places a strong emphasis on

developing listening comprehension skills. Students are
exposed to spoken language through commands and actions,
promoting understanding before they actively produce language.
▪ Physical Response: TPR encourages students to respond to
spoken language with physical actions. This kinesthetic
approach helps learners associate words and phrases with
concrete actions, enhancing memory retention.
TOTAL PHYSICAL RESPONSE
Key Principles

▪ Contextual Learning: Vocabulary and grammar are

introduced in a contextual and meaningful way. Words and
phrases are taught in the context of specific actions, making
language acquisition more natural and memorable.
▪ Low Anxiety Environment: TPR creates a low-pressure and
fun environment where students feel comfortable
experimenting with the language without the fear of making
mistakes.
TOTAL PHYSICAL RESPONSE
Strengths and Weaknesses
Strengths:
▪ TPR can be highly engaging, especially for younger learners,
as it combines language learning with physical activity.
▪ It helps students develop strong listening skills and an
understanding of spoken language.
▪ TPR is a natural way to introduce vocabulary and grammar in
context, making language learning more meaningful.
TOTAL PHYSICAL RESPONSE
Strengths and Weaknesses

Weaknesses:
▪ TPR may not suit all learning styles, and some students
may find it too physical or may prefer more traditional
teaching methods.
▪ It's primarily suited for teaching oral language skills, so
adapting it for reading may require additional steps.
▪ Assessing reading skills specifically can be a challenge
within the TPR framework.
TOTAL PHYSICAL RESPONSE
Application on Teaching Vocabulary and Grammar
▪ TPR can introduce vocabulary by associating words or
phrases with corresponding physical actions. For
example, students can learn verbs like "jump," "run," or
"sit" by performing these actions in response to
commands.
▪ Grammar concepts can also be introduced in context. For
instance, students can learn sentence structures like
"Stand up" and "Sit down" to understand basic subject-
verb-object relationships.
TOTAL PHYSICAL RESPONSE
Assessment Strategies
▪ Evaluate pronunciation and comprehension.
▪ Assess ability to link written language with actions.
▪ Evaluate understanding and oral expression of written
language.
▪ Assess understanding of the text after reading.
TECHNIQUES AND
PROCEDURES IN
TEACHING READING
 Phonics Decodable Word Family Phonics
Drills Readers Activities Worksheets

Shared Journal Independent

Read-Aloud
Reading Writing Reading

Class
Personal Dictation Illustrated
Collaborative
Storytelling Exercises Journals
Stories
PHONICS APPROACH
PHONICS DRILL
PHONICS DRILL
Characteristics
▪ Phonics drills are repetitive exercises focused on letter-
sound recognition.
▪ They often involve quick and systematic repetition of
phonetic patterns.
▪ Designed to improve students' ability to decode words by
reinforcing sound-letter correspondences.
PHONICS DRILL
Procedure
▪ Choose a specific phonics pattern or set of letter-sound
relationships to practice (e.g., the "sh" sound).
▪ Provide a list of words that contain the target pattern,
such as "shoe," "she," "fish," etc.
▪ Have students take turns saying each word and the
corresponding sound.
▪ Gradually increase the complexity of words as students
become more proficient.
PHONICS DRILL
Example

Teaching the /tʃ/:

▪ Write down words like "chat," "check," "cheese," and
"chop" on the board.
▪ Call on students to take turns reading the words and
emphasizing the /tʃ/ sound.
DECODABLE
READERS
DECODABLE READERS
Characteristics
▪ Decodable readers are books carefully designed to align
with the phonics rules students are learning.
▪ They contain words and stories that students can read
using their acquired phonics skills.
▪ Gradually increase in complexity as students progress.
DECODABLE READERS
Procedure
▪ Select decodable readers appropriate for your students'
phonics level.
▪ Provide time for students to read these books, either
individually or in guided reading groups.
▪ Encourage students to apply their phonics knowledge to
decode words in the text.
DECODABLE READERS
Example

Choose a decodable reader with simple words and

sentences focusing on the "æ" sound.
▪ Have students take turns reading sentences from the
book, using their phonics skills to sound out words like
"cat," "bat," and "hat."
▪ After reading, ask them comprehension questions like,
"What did the cat do?" and "Where was the bat?"
WORD FAMILY
ACTIVITIES
WORD FAMILY ACTIVITIES
Characteristics
▪ Word family activities group together words with a
common phonetic pattern or word ending.
▪ Help students recognize patterns in words and improve
their ability to decode new words.
▪ Engage students in practicing and reading words from the
same family.
WORD FAMILY ACTIVITIES
Procedure
▪ Choose a specific word family, such as the "-at" family
(e.g., cat, bat, mat).
▪ Write down several words from the chosen word family.
▪ Ask students to read the words, identify the common
pattern, and generate additional words in the same family.
WORD FAMILY ACTIVITIES
Example

Select the "-an" word family for an activity.

▪ Write words like "man," "pan," "can," and "van" on the
board.
▪ Have students take turns reading and pronouncing these
words, emphasizing the common "-an" pattern.
PHONICS
WORKSHEET
PHONICS WORKSHEET
Characteristics
▪ Phonics worksheets are printed or digital exercises
designed for individual practice.
▪ They include tasks like matching words with pictures,
filling in missing letters, or sorting words based on
phonetic patterns.
▪ Provide opportunities for students to apply phonics
knowledge independently.
PHONICS WORKSHEET
Procedure
▪ Select or create phonics worksheets that align with the
current phonics instruction.
▪ Distribute the worksheets to students, either as homework
or in-class assignments.
▪ Encourage students to complete the tasks independently
or with guidance as needed.
PHONICS WORKSHEET
Example

Choose a phonics worksheet with pictures of animals and

blank spaces for the animal names.
▪ Instruct students to look at the pictures and write the
animal names in the spaces, focusing on phonetic
accuracy.
▪ Provide a worksheet with pictures of a "cat," "dog," "fish,"
and "sun," and ask students to write the corresponding
words in the blanks.
WHOLE LANGUAGE
APPROACH
READ-ALOUD
READ-ALOUD
Characteristics
▪ Read-alouds involve the teacher or a proficient reader
reading a book or text to the students.
▪ It focuses on building comprehension, vocabulary, and a
love for reading.
▪ Typically includes interactive discussions and questions
about the text.
READ-ALOUD
Procedure
▪ Choose an age-appropriate book or text relevant to the
students' interests and comprehension level.
▪ Read the book aloud to the class, using expressive
intonation and engaging voices.
▪ Pause at points to ask questions, make predictions, and
facilitate discussions.
READ-ALOUD
Example

Select a picture book like "The Very Hungry Caterpillar."

▪ Read the book aloud to the students, emphasizing the
colorful illustrations and the caterpillar's journey.
▪ During the reading, ask questions like, "What do you think
the caterpillar will eat next?" and "How does the caterpillar
feel?"
SHARED READING
SHARED READING
Characteristics
▪ Shared reading involves the teacher and students reading
a text together.
▪ It focuses on reading fluency, word recognition, and
comprehension.
▪ The text is often displayed for all to see, such as on a big
screen or chart.
SHARED READING
Procedure
▪ Choose a shared reading text, such as a poem, song, or
short story.
▪ Read the text aloud while students follow along.
▪ Encourage students to join in, reading together as a
group, and discussing the text as you go.
SHARED READING
Example

Use a rhyming poem like "Twinkle, Twinkle, Little Star" as

the shared reading text.
▪ Display the poem for everyone to see and read it aloud.
Encourage students to chime in as they become familiar
with the words and rhythm.
▪ After the shared reading, discuss the meaning of the
poem and ask students what they think the star
represents.
JOURNAL
WRITING
JOURNAL WRITING
Characteristics
▪ Journal writing involves students writing about their
thoughts, experiences, and feelings in a personal journal.
▪ It encourages self-expression, vocabulary development,
and writing skills.
▪ Journals can be open-ended or focused on specific
topics.
JOURNAL WRITING
Procedure
▪ Provide students with personal journals or notebooks.
▪ Encourage them to write about their daily experiences,
thoughts, or topics related to class discussions.
▪ Offer prompts or topics for journal entries to guide their
writing.
JOURNAL WRITING
Example

Each student has a personal journal for writing.

▪ Ask students to write about a recent field trip to a local
zoo in their journals. Provide them with prompts like,
"What animals did you see?" and "What was your favorite
part of the trip?"
▪ Review their journal entries and discuss the unique
experiences and observations they had during the field
trip.
INDEPENDENT
READING
INDEPENDENT READING
Characteristics
▪ Independent reading allows students to choose their own
books and read them individually.
▪ It promotes self-directed learning, a love for reading, and
the application of reading skills.
▪ Students have the freedom to select books at their own
reading level.
INDEPENDENT READING
Procedure
▪ Set aside dedicated time for independent reading in the
classroom or as part of homework.
▪ Create a classroom library with a variety of books to
choose from.
▪ Encourage students to select books that interest them,
read quietly, and track their progress.
INDEPENDENT READING
Example

Students have a selection of books at their reading level in

the classroom library.
▪ Allocate 20 minutes of independent reading time in the
classroom each day. Students choose books from the
library.
▪ After independent reading, have a brief sharing session
where students can talk about the books they read and
what they enjoyed.
LANGUAGE
EXPERIENCE
APPROACH
PERSONAL
STORYTELLING
PERSONAL STORYTELLING
Characteristics
▪ Personal storytelling involves students sharing their own
experiences and stories orally.
▪ It encourages students to express themselves using their
own words and language.
▪ Stories are transcribed to connect spoken language to
written text.
PERSONAL STORYTELLING
Procedure
▪ Invite students to share a personal experience or story
from their lives with the class.
▪ As students narrate the story, the teacher or a scribe
writes it down verbatim.
▪ Engage students in reading and discussing the
transcribed story.
PERSONAL STORYTELLING
Example

Choose a student to share a story about a recent family

picnic.
▪ Have the student excitedly describe the picnic, and
transcribe their story word for word.
▪ Read the transcribed story to the class, and discuss
elements like what they ate, games they played, and the
fun they had.
CLASS
COLLABORATIVE
STORIES
CLASS COLLABORATIVE STORIES
Characteristics
▪ Class collaborative stories involve creating a story as a
group based on shared experiences or themes.
▪ It encourages cooperation, creativity, and the use of
collective imagination.
▪ The story can be recorded and read aloud later.
CLASS COLLABORATIVE STORIES
Procedure
▪ Discuss a shared experience or theme (e.g., a class field
trip, a magical adventure) with the class.
▪ Encourage students to contribute to the story, one
sentence or idea at a time.
▪ Record the story as it unfolds and read it aloud to the
class when completed.
CLASS COLLABORATIVE STORIES
Example

Initiate a collaborative story about a magical adventure in a

forest.
▪ Begin the story with a sentence like, "One sunny day, our
class set off on a magical adventure into the Enchanted
Forest."
▪ Each student adds a sentence to the story, building on the
previous contributions. Read the completed story aloud as
a class and celebrate their collective creativity.
DICTATION
EXERCISES
DICTATION EXERCISES
Characteristics
▪ Dictation exercises involve students listening to sentences
or short passages and writing them down as accurately as
possible.
▪ It enhances listening and writing skills, reinforces
grammar, and expands vocabulary.
▪ Can be based on prepared text or teacher-generated
sentences.
DICTATION EXERCISES
Procedure
▪ Read aloud a sentence or a short passage to the students
at a moderate pace.
▪ Students listen carefully and write down what they hear.
▪ After dictation, review the passage together, discussing
any errors and emphasizing correct spelling and grammar.
DICTATION EXERCISES
Example

Provide a short, age-appropriate sentence for dictation.

▪ Read a sentence like, "The playful puppy chased its tail in
the garden."
▪ After dictation, review the sentence together, focusing on
correct spelling, punctuation, and word order.
ILLUSTRATED
JOURNALS
ILLUSTRATED JOURNALS
Characteristics
▪ Illustrated journals combine written text with drawings or
illustrations.
▪ They allow students to express themselves creatively and
visually.
▪ Encourage students to document their experiences and
thoughts in a multimedia format.
ILLUSTRATED JOURNALS
Procedure
▪ Provide students with journals or notebooks that have
space for both writing and drawing.
▪ Encourage them to write about their experiences,
thoughts, or stories and illustrate them.
▪ Offer prompts or let students choose topics freely.
ILLUSTRATED JOURNALS
Example

Each student has an illustrated journal.

▪ Ask students to write and draw about a memorable family
outing to the beach.
▪ Students write about building sandcastles, collecting
seashells, and illustrate their journal pages with drawings
of the beach, the sea, and their activities.