CURRICULUM RESEARCH

“READING”
Objectives:
• Define reading and its implication to early childhood
learning
• explain the Scope and sequence of reading
• List down reading teaching strategies
• Discuss the things to be considered in the preparation of
teaching devices .
Reading
• Is a complex cognitive process of
decoding symbols in order to
construct or derive
meaning(reading
comprehension).
• It is a means of language
acquisition , of communication ,
and of sharing information and
ideas
 Five stages of Reading:
• The emerging pre-reader (typically between 6 months
to 6 years old);
• The novice reader (typically between 6 to 7 years old);
• The decoding reader (typically between 7 - 9 years
old);
• The fluent, comprehending reader (typically between
9 - 15 years old); and
• The expert reader (typically from 16 years and
older).
Benefits:

•Supported cognitive development

•Improved language skills
•Preparation for academic success
•Developing a special bond with your child
•Increased concentration and discipline
•Improved imagination and creativity
•Cultivating. lifelong love of reading
 . Five Areas to the National of Reading Instruction
( Scope and sequence)

• Phonemic Awareness
• Phonemics and decoding
• Vocabulary instruction
• Fluency
• Comprehension
Phonemic Awareness
• This is the ability to notice , think about, and work
with the individual sounds in spoken words.

• Before children learn to read print, they need to

become aware of how to use the sounds in words
work . They must understand that words are made
up of speech sounds or phonemes.
SIX LAYERS OF PHONEMIC AWARENESS
 SIX LAYERS OF PHONEMIC AWARENESS

Phoneme Isolation:
entails knowing that a word is made up of a sequence of sounds and that the
individual sounds in words can be differentiated from one another 

Blending:
which is basically combining sounds, involves listening to and pulling
together isolated phonemes to create words.
-When beginning readers sound out a word , they use letter-sound knowledge to
say each sound in a word (/b/ /ă/ /t/), and then blend the sounds quickly
together to read the word (bat).

Segmenting
This is the ability to divide a spoken word into its component sounds
(phonemes). In a segmentation activity, students are given a word like mad , and
then they segment it, or “stretch” the phonemes, /m/ /ă/ /d/. As they are saying
the sounds, they can extend a single finger for every phoneme that they hear,
starting with the thumb: /m/ (extend thumb), /ă/ (extend index finger), /d/
(extend middle finger). Lastly, they blend the phonemes together as they bring
their hands back to their chests and say the word , mad .
Manipulation: Truly refined phonemic awareness includes even more advanced
skills, like phoneme addition , deletion , and substitution , all three of which are
considered phoneme manipulation Phoneme manipulation is generally more
challenging than segmenting and blending phonemes. Manipulation requires
students to hold phonemes in their working memories long enough to isolate specific
phonemes, add , delete , or substitute (delete and then add) specific phonemes, and
then blend the phonemes back together to form a new word .

Phoneme addition involves adding phonemes to a given word to produce a new

word Ex. We adding /k/ at the end turns in to week

Phoneme Deletion: Conversely, starting with the word guide and deleting the final
phoneme , /d/, creates the new word , guy. A more complex example of phoneme
deletion might include removing one phoneme from a two-sound blend . Starting
with the word blast and deleting the initial phoneme , /b/, results in the new word ,
last.

Phoneme Substitution: Phoneme substitution , the most advanced of all the

manipulation skills on our pyramid , requires that a student knows how to both
delete and add phonemes

(://www.reallygreatreading.com/content/six-layers-phonemic-awareness-really-
great-reading-blog)
 Phonics and Decoding Phonics
instruction
• Enables beginning readers to understand the
relationship between letters (graphemes) of written
language and the sounds (phonemes) of spoken
language .
• It teaches them to use these relationships to read and
write words. Systematic and explicit phonics
instruction is most effective when it starts in
kindergarten or first grade , the enabling children to
develop solid word attack skill from the beginning
of their introduction to reading.
. Vocabulary Instruction
• Vocabulary is the meaning and pronunciation
of words that we use to communicate
effectively. It is simply the number of words
that we understand or can actively use to
listen , speak , read or write . It plays a vital
role in every aspect of reading from
understanding the plot or gist of a simple text
to interpreting and appreciating the most
complex text.
Fluency
• This is the ability to read a text accurately, smoothly,
quickly, and with expression

• To be termed “ fluent reader” with a particular text

an individual must be able to read effortlessly, use
expression, and read and recognize words quickly.
Comprehension
• is the fifth elementary reading skill. It is knowledge of
what sentences, paragraphs, and larger sections of text
mean. For instance, the reader can tell what a
sentence is about (the subject: a cat); can tell facts
about the subject of the sentence (the name of the cat
is Muffy and she’s black); can tell what happens, and in
what sequence; and can tell why things happen in the
text (give explanations using information in the text).
Reading teaching strategies
Phonemic awareness:
• Bounce The Initial Sound
• Model Blending And Segmenting
• Physical Movement
• Rhymes
• Word Play Games
• Clapping And Patting
• Visual Cues
• Touching And Moving Manipulatives
Reading teaching strategies
Phonics and Decoding Phonics
• VOWELS
• CVC WORDS
• To Say Whole Word, Sound Out In Head
• Nonsense Words
• Review And Repetition
• Chants
• Visual Associations/Flashcards
• Using Your Fingers
• Pattern Searches
• Highlighting
• Chunking
• Spelling And Writing
Reading teaching strategies

VOCABULARY :

• Make visual aids to demonstrate meaning

• Include lots of discussion of examples and non-examples of the
word ( group discussion is vital)
• Make learning vocabulary into a game
• Celebrate words by making them visible in your classroom
( GRAFFITI)
• Use activities that reach all learning styles
Reading teaching strategies

VOCABULARY :
Reading teaching strategies
Fluency
Model fluent reading
Repeated reading

Other that may improve Fluency

 
Student-adult reading
 
Choral reading
Tape-assisted reading
Partner reading
Readers' theatre
Reading teaching strategies
Comprehension

Before reading, the teacher may:

• Motivate students through activities that may increase their

interest (book talks, dramatic readings, or displays of art related to
the text), making the text relevant to students in some way.
• Activate students' background knowledge important to the content
of the text by discussing what students will read and what they
already know about its topic and about the text organization.
• Students, with some help from the teacher, may:

• Establish a purpose for reading.

• Identify and discuss difficult words, phrases, and concepts in the
text.
• Preview the text (by surveying the title, illustrations, and
unusual text structures) to make predictions about its content.
• Think, talk, and write about the topic of the text.
 Reading teaching strategies

During reading, the teacher may:

• Remind students to use comprehension strategies as they read and

to monitor their understanding.
• Ask questions that keep students on track and focus their attention
on main ideas and important points in the text.
• Focus attention on parts in a text that require students to make
inferences.
• Call on students to summarize key sections or events.
• Encourage students to return to any predictions they have made
before reading to see if they are confirmed by the text.
 Reading teaching strategies
After reading, the teacher may:

• Guide discussion of the reading.

Ask students to recall and tell in their own words important parts of the
text.
Offer students opportunities to respond to the reading in various ways,
including through writing, dramatic play, music, readers' theatre, videos,
debate, or pantomime.
• Students, with some help from the teacher, may:

• Evaluate and discuss the ideas encountered in the text.

• Apply and extend these ideas to other texts and real life situations.
• Summarize what was read by retelling the main ideas.
• Discuss ideas for further reading.
• Activities and procedures for use with narrative texts
• The following are some examples of specific procedures that you can
use to help students improve their comprehension of narrative texts.
Reading teaching strategies

• Determine and summarize important ideas and supportive

details.
• Make connections between and among important ideas in
the text.
• Integrate new ideas with existing background knowledge.
• Ask themselves questions about the text.
• Sequence events and ideas in the text.
• Offer interpretations of and responses to the text.
• Check understanding by paraphrasing or restating
important and/or difficult sentences and paragraphs.
• Visualize characters, settings, or events in a text.
Reading teaching strategies

• Retelling
• Story maps
• Context clues

The following are some procedures teachers use to help

students improve their comprehension of expository texts.

• K-W-L
• Reciprocal teaching
 THINGS TO BE CONSIDERED IN THE
PREPARATION OF TEACHING DEVICES .
Teaching devices or teaching aids -  is anything used by a teacher to
help teach a lesson or make it more interesting to students. Teaching aids can
come in almost any form. Some of the most common are pictures, videos,
charts, flashcards, and objects, like three-dimensional models
or educational toys. Commonly called IM’s or Instructional material

Selection and preparation Questions:

• Do the materials fit the objectives?
Materials should fit the objectives of the course , unit plan and the lesson
plan?
• Are the materials well organized?
MUST relate facts to few basic ideas and concepts.

• Do the materials prepare the students for the presentation?

Objectives or advance organizers
• Are the materials well designed? 

• Have the materials been presented in a technically appropriate

manner?
Not “overpresented” neither “underpresented”

• Do the materials provide sufficient repetition through examples,

illustrations, questions and summaries to enhance understanding of
content?
Student diversity

• Is the material suitable to the reading level of the students?

Using STE (Standard Readability Estimate)

• Does the difficulty of the materials match the abilities of the

students?
Motivation and interest driven