Approaches to

Teaching
Reading:
A Philippine
Perspective

Development of
a Four Pronged
Approach

1982 Education Act

Program for Decentralized
Education
Secondary Education Development
Program that brought PRODED to
the Secondary Education System

Basic Education Curriculum

Subject
Nomenclature
and Description
of English

English as a subject
is concerned with
developing in the learners
competencies in listening,
speaking, reading, and
writing.
Pupils achieve the desired
level of competence when
they are motivated to LEARN

Science and Health will be

Used as content in English for
Grades 1 and 2 but NOT to
the extent of neglecting the
content of English books for
grade.
Pupils shall be taught
appropriate literary materials
such as JINGLES, RHYMES,
POEMS, DIALOGUES, STORIES,

English as a subject
is concerned with
developing
competence in
LISTENING, SPEAKING,
READING, and
WRITING.

Click icon to add

picture

LISTENI
NG
is an
information
-processing
act.

Click icon to add

picture

SPEAKIN
includes skills
G
in using the
language
expressions
and
grammatical
structures
correctly in
oral
communicatio
n

READIN
G
is getting
meaning from the
printed page.
-Vocabulary
-comprehension
-literary
appreciation
-study skills

includes
writing
WRITING
readiness
skills,
guided
writing,
functional
and
creative
writing.

GRADE III is considered

The threshold in
reading.
- At the end of the
third grade, every
child is expected to

At Grade 1, the learner is

expected to
recognize differences in speech
sounds, word stress, intonation
patterns in sentence heard.
speak clearly and use appropriate
expressions in talking
read with ease and understanding
beginners book in English
write legibly information about
oneself and simple sentences

At Grade 2, the learner is

expected to

Listen critically to 1-2

paragraphs
use appropriate expressions
in varied situations and
about places and topics of
interest
Read critically and fluently

At Grade 2, the learner is

expected to (continuation)

Respond properly to
environmental prints like
signs, posters, commands,
and requests.
Write legibly simple
sentences and messages in
cursive form.

At Grade 3, the learner is

expected to

Listen critically to get

information from text heard
Demonstrate independence
in using the basic language
structure in oral and written
communication
Read with comprehension

At Grade 4, the learner is

expected to
Listen critically to new
reports, radio broadcasts and
express ideas accurately in
oral and written form
Demonstrate more
independence in the use of
language to meet everyday
needs.

At Grade 5, the learner is

expected to

Listen critically to
different text types
Express ideas logically in
oral and written forms
Demonstrate interest in
reading to meet ones

At Grade 6, the learner is

expected to

Listen critically;
communicate ones feelings
and ideas orally and in
writing with a high level of
proficiency.
Read various text types
materials to serve ones own
learning needs in meeting a

Goals in
Teaching
English
Language

Four Communicative
Competence Areas as Goals

1. Linguistic Competence
2. Sociolinguistic
Competence
3. Discourse Competence
4. Strategic Competence

COOKs OpenEnded List of

Goals of
Language
Teaching

This includes:
1. Self-development
2. A method of training new
cognitive processes
3. A way-in to the mother-tongue
4. An entre to another culture
5. A means of communicating
with those who speak another
language
6. The promotion of intercultural

Goals in
Teaching
Reading

Are identified as
1. Developing students
awareness of the
reading process and
reading strategies
2. Allowing students to
practice the full
repertoire of reading

Are identified as
(Continuation)

3. Working with reading

tasks in class
4. Practice reading
strategies in class and
outside of class in the
students reading
assignments

Are identified as
(Continuation)

5. Encouraging students to
evaluate their
comprehension and selfrapport their use of
language.
6. Encouraging the use of
language skills and the

Language
Acquisition
(LA)

1. The Acquisition
Language Acquisition
Language Learning

2. The Natural Order

Hypothesis
3. Monitor Hypothesis

Monitor Hypothesis
Learned Competence
(the monitor)
Acquired
Compete
nce

Outpu
t

4. The Input Hypothesis

5. The Affective Filter
Hypothesis

Operation of the Input and

Affective Filter

Filter
Inpu
t

LA
D

Outp
ut

8 Principles
of Language
Learning

1. Learner-Centered
Learners can learn a
language best when
they are treated as
individuals with their
own needs and
interest.

(Continuation)

The teacher
should design
activities which
interest the
majority if not all

(Continuation)

These activities
are varied and
novel since every
class is of unique
individuals

2. Active-Involvement

Learners learn best

when they are
provided with
opportunities to
participate in
communicative use of

(Continuation)

Learners will learn

how to use the
language
purposefully only
by being provided
with variety of

3. Immersion
Learners learn best
when they are
exposed to
communicative data,
which are
comprehensible and

(Continuation)

It is exposing them
to different
language functions
such as requesting,
interviewing,
responding to

4. Focusing

Learners learn
best when they
focus deliberately
on various
language forms,

(Continuation)

Limitations in
time suggests
that teachers
should focus on
the skills and

5. Socio-Cultural
Learners learn a
language best when
they are exposed to
socio-cultural data
and direct experience
of the culture

(Continuation)

Language is
linked with
the culture
that they

(Continuation)

The teachers job

is to build a
bridge between
the learners own
culture and the

6. Awareness
Learners learn a
language best
when they become
aware of the role
and the nature of

(Continuation)

Language activities
can enable the
learners to become
aware of the power
of language as a
means of gaining

7. Assessment
Learners learn a
language best
when they are
provided with
appropriate

(Continuation)

Teachers should
encourage the
learners to
become involved
in the

7. Responsibility
Learners learn a
language best
when they are
provided with
opportunities to

(Continuation)

Teachers should
foster the
development of
learning howto-learn skills