Cawis, Cherry B.
October 24, 2015
MALED 1
Module 9: THE FOUR- PRONGED APPROACH TO THE TEACHING OF
BEGINNING READING
Professor Basilisa Manhit = developed the Four-Pronged Approach to the Teaching of Beginning Reading
= advocates the use of children’s literature to nurture a love and enjoyment for reading and to
develop critical thinking
= believed that the Filipino child needed to learn to read and write English using systematic phonics
instruction.
I. Overview of the Four-Pronged Approach
A. Definition
A literature-based approach to reading and language learning.
A holistic method of teaching reading.
Provides adequate opportunity for developing all the reading
skills as the four components are implemented.
B. Four Prongs
B.1. Genuine Love for Reading
Goal
= to immerse the child in literature
= develop a deep and lasting love for reading
Materials
=poems
=storybooks
= trade books
= songs
Process
1) Find a good and interesting story or poem.
2) Unlocking of difficulties:
= demonstrations
= use of concrete objects
= drawings and other forms of representations
= verbal/context clues
= games
3) Look for an incident in the story/poem which is
familiar to the child.
4) Ask a question for motivation
5) Story reading
6) Ask the children to answer the motive question.
7) Imparting the message of the story through
discussion.
B.2. Critical Thinking
Goal
= to develop the habit of reflecting on what is read
= exercise decision making
=make judgments
= valuing
Materials
= same story/poem
= creative exercises
Process
1) Reflect on the story
2) Creative exercises follow to elevate the reading/listening
activity to a more aesthetic level
Purpose
= vocabulary development
= longer attention span
= honing of listening comprehension
= habitual critical thinking
B.3. Mastery of the Structures of the English/Filipino Language
Goal
= to develop competence in oral language
= understanding and correct use of syntax
Materials
= still based on the story
= objects
=pictures to facilitate application of structures
=charts learned
Process
= grammar lesson using the content and language
Structures of the story
B.4. Transfer Stage
Goal
= to develop:
-phonemic awareness
- decoding skills
- encoding skills
Materials
= worksheets
= writing tablets of appropriate level
= charts
= other materials
Process
= reading readiness activities are given to the pupils
= Fuller Approach (guide for the sequence of teaching
phonemes
= Marungko Approach (provides the structure in Filipino)
Module 10 : GENUINE LOVE FOR READING AND CRITICAL THINKING
(GLR-CT)
I) Criticism
= so much decontextualization of learning
II) Justification
= children love stories
= stories provide context in just the right amount
III) Purpose
= development of literacy
=development of the thinking mind
Note: Teachers must always remember that the PROCESS OF THINKING and not the topic to be thought about
determines whether one is involved.
CHILDREN IF GIVEN CHILD-SIZED DILEMMAS CAN MEASURE UP TO THE CHALLENGE.
IV) Benefits of reading stories to children (Frank May, 1990)
1) concept development, vocabulary development and linguistic competence
2) knowledge of the content, structure and conventions of written language
- Children begin to understand that books are for reading not just manipulating
- Children realize that the print carries the storyline and the pictures are only
representations of real objects.
- Children begin to experience the vicarious nature of reading
- Children are given the chance to figure out the differences between oral and
written language
Note: As listening comprehension increases, oral language proficiency also
improves.
- Children learn the left-to-right sequence w/o explicit and isolated instruction
3) Academic Readiness
-Benefits of Reading Aloud:
- instill a love of books
- spark interest in learning to read
- promotes curiosity
- promotes inquisitiveness
4) Word Recognition Skills
Children discovers that print can be turned into speech.
5) Later Achievement in Reading
May (1990) – Children who are exposed to stories early have been found to perform better in
reading than those who weren’t in the later years of school. It appears that discussing stories with
children help them learn the uses of language w/c are demanded by school tasks.
V) Lesson Structure for GLR-CT
A. Three time blocks (Benton and Fox framework)
Prereading (before)
Reading (during)
Post reading (after)
B. GLR-CT Parts of the Lesson Plan
A)Objectives
3 categories
1) Expressive (emotional experience)
To enjoy
To appreciate
To develop
To enumerate
To recall
To analyze
2) Instructional (skills)
To predict
3) Aesthetic (style)
To appreciate
B) Subject Matter and Materials
Title of the story
Author
Bibliographic information
Materials to be used
C) Prereading (schema-activation)
Goals
Activate prior knowledge
Develop concepts/vocabulary
Develop a purpose for reading
Motivation
Setting the motive
Causes of difficulties
Vocabulary/phrases/idiomatic expression
Complex structures of language
Lack of clear idea about the historical background
or geographical setting of the story
Four steps to promote the development of meaning
1) Concepts are possible only when the pupils have had
experience with the actual phenomena that are to be
conceptualized
(Dale’s Cone of Experience)
2) Concept formation
3) Talking about the concept itself
4) The child is asked to categorize
D) Reading
Reading Aloud to children
Value
Motivates children to read
Provide adult demonstration
Develops sense of story
Develops knowledge of written
language syntax and of how text are
structured
Increases vocabulary
Supports intertextual ties through
enjoyment and shared knowledge ;
creates community of readers
Methods
Children should be seated in such a
way that they can all see the
illustrations and appreciate its artwork
Teachers should learn to emote while
they read
From the teacher must glow a sincere
enjoyment of the story and the act of
reading
STORY READING = PERFORMANCE
Establish rapport and eye contact w/
the pupils
Shared Reading
Types
Rereading big books
Rereading retellings
Rereading alternative texts
Rereading the products of interaction
writing
Values
Demonstrates early strategies
Builds sense of story and ability to
predict
Demonstrates process of reading
Provides social support from the
group
Provides opportunity to participate,
behave like a reader
Methods
Same methods for reading aloud can
be applied
As teacher reads, she also intersperses
her reading with pauses that actually
invites the students to predict and help
out in the reading
These pauses should be timed well
Pauses should fall just before texts
that are repetitive and predictable to
ensure success
