The Four-Pronged Approach in Reading Instruction
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Transcript of The Four-Pronged Approach in Reading Instruction
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DEVELOPMENTAL READING II
Prepared by: Ryan Keith V. JucoSubmitted to: Dr. Constante
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The Four-Pronged Approach
in Reading
Instruction
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The four pronged
approached is composed of
four parts
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1. Genuine Love for Reading
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The first prong aims to immerse the child in literature and develop a
deep and lasting love for reading.
Finding a good interesting story/poem is the first step in this prong.
Genuine love for reading
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The story/poem should be suitable to the age, interests, and vocabulary level of the children.
The message of the story should be very clear to the teacher.
Genuine love for reading
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His/her understanding of the material
will be the basis of an appropriate objective which will guide thedevelopment of the lesson.
The words, phrase, places and important details of the story which may hinder the children’s understanding of the selection
shouldbe identified.
Genuine love for reading
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Methods of clearing these obstructions should be planned.
Unlocking of difficulties may be
madethrough a variety of ways such as demonstration, concrete objects, drawings and other forms of representation, verbal/context cluesand games.
Genuine love for reading
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To develop a love for reading the child
must also have a need desire to read
or listen. The teacher must look for an
incident in the story/poem which is familiar to the child. From this, a question for motivation may be asked so the children may freely share personal experiences
and feelings about it.
Genuine love for reading
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Linking these expressed thoughts and
feelings to the story through a similarly phrased question is
resolveddifferently or not. Thus the childrenhave a motive for listening to the story.
Only after this enthusiasm is kindled, should the story be read to the
children.
Genuine love for reading
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The manner of the story or poetry reading should sustain this interest.
The reading of the story/poem should
equal the artistry of the author.
Genuine love for reading
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2. Critical Thinking
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After story/poetry reading, the children are asked to answer the motive question.
A discussion then unfolds the events and the beauty of the
selection. This discussion should succeed in imparting the message
of the story.
Critical thinking
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The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are trained to reflect on the story.
They soon become accustomed to critical thinking, the second prong.
Critical thinking
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Creative exercises may follows to elevate the reading/listening activity to a more aesthetic level when they can interpret the story/poem purely on their own.
Through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily becomes a
habit.
Critical thinking
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3. Mastery of the structures
of the (Filipino/English) Language
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Mastery of the structures of the (Filipino/English)
LanguageThrough this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily becomes a habit.
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Mastery of the structures of the (Filipino/English)
LanguageLiterature is an excellent source of examples of good language.The children will catch this language and use it on their conversations in and out of school.
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Mastery of the structures of the (Filipino/English)
LanguageThe story/poem gives the children a common experience which they can talk about.Capitalizing on this shared knowledge and individual security to teach specific language structure will eliminate the burden of listening and speaking about unrelated topics.
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Mastery of the structures of the (Filipino/English)
LanguageUsing of the content of the story, the children will be able to practice newly learned language structures.
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4. Transfer Stage
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Transfer StageIn the course of time, children who have become used to listening to stories will want to read on their own. Opening a book and pretending to read are just some of the symptoms that tell that a child is ready for beginning reading instruction, or the transfer stage.
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Transfer StageThis prong is also panned and implemented as systematically as the three prongs.
This is the prong where reading readiness activities are given to the pupils.
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Transfer StageFuller approach is used as a guide for sequence of teaching the phonemes.
In Filipino, the marungho approach provides the structure.
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The End
“ I am able to do all things in Him who empowers me.”
- Philippians 4:13