III.

Approaches in Teaching Reading

The Four Pronged Approach
What is the 4-Pronged Approach to the Teaching of Beginning Reading?

A systematic literature based approach to teaching beginning reading that is

composed
of 4 distinct parts that address each of the requisites for learning to read, write and
comprehend among young readers.
Developed by Prof. Basilisa Manhit
Extended and revised by the Reading Education Area of the UP College of
Education

Developing a Genuine Love for Reading (GLR-CT)

2 objectives
Emotional response reader response
To enumerate ones admiration for a best friends loyalty and steadfast
love
Instructional skill development objectives
Listening, vocabulary, comprehension, metacomprehension
Anchored on a story read to the class
Covers the pre-reading and during reading phases of a literature-based lesson

Developing Critical Thinking (GLR-CT)

Post Reading Activities

Engagement prolonging and clarifying the emotional response
Extension inclusion of prior experiences with such emotional responses or
story
Enrichment further or added experiences with othergenre/media/art forms
aligned with the emotional response/story
Skill development
Comprehension, written expression, vocabulary, study skills
Curriculum connections offering opportunities to integrate knowledge and
insights
Grammar and Oral Language Development (GOLD)
2 objectives
Oral language confidence and proficiency
Grammar awareness and competence
Focuses on the development of language proficiency
Contextualized in the story
Communication for specific purposes
Learning grammar and sentence structure
Integrates play and other activities children like to do through language
experience
The Transfer Stage (TS)
2 objectives
Word recognition through visual and phonological routes
Spelling and writing (and handwriting too!) linked with word recognition
development
Vocabulary knowledge
Differentiated instruction within the class
Teacher moves from one group to the other so each group has its own direct
instruction appropriate to their level

DRTA (Direct Reading-Thinking Activity)

It involves learners in setting purposes for reading by making predictions

about the text. This could activate their prior knowledge, keep them engaged
in the text, help them regulate their reading-thinking process; make them
compare their own thinking with that of the author.

Encourages independent thinking because each student made predictions

and tests them throughout reading.

is an effective strategy for developing both referential and inferential

comprehension skills. However, these conclusions are limited by the
participants' level, the length of the study and the

Should stimulate students' thinking, engage them in discussing what they

predict and lead them without dominating the discussion;

Literature-Based Approach

Language Experience Approach

The language experience approach supports children's concept development

and vocabulary growth while offering many opportunities for meaningful
reading and writing activities through the use of personal experiences and
oral language.

This particular method actually uses student's own words to help them read.

First you will write every word and sentence. Slowly your student will begin to
trace over the words you have written and finally the student will write the
words and sentences all alone.

Some people use this method as a first approach to reading in order to help
their student understand that what they've drawn and what you have written
is a form of communication between the student and yourself