Course Outline Developmental Reading 2 Second Semester S.Y. 2013-2014

Course Outline BEED 1A and B
Developmental Reading 2

Course Description: Developing and Improving Reading Skills Among Elementary and Secondary Students Using Various Approaches and Strategies in Teaching Reading

Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, o give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics (1. Peter Barotil) vs. Whole Language Approach (2. Jesson Alido)

B. The Reading Teacher (3. Mark Angelo Lacay)

C. Making Transitions Towa rd Holistic Teaching (4. Cherry Cabarrubias)

1. Instructional Beliefs  (5. Nibelito Pamatian)

2. Reading Materials (6. Eric Anton Autor)

3. Curriculum Designs  (7. Monaliza A. Ambot)

4. Classroom Environment  (8. Cristel Joy Dayanan)

5. Community Involvement  (9. Mariani Sagintong)

Unit III. Understanding Reading:

Defining and Redefining Beliefs

A. Understanding the Reading Process (10. Stephanie Calamayan)

  1. Linear
  2. cyclical
  3. learning alphabet
  4. recognizing
  5. decoding
  6. mouthing of words
  7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects  (11. Ladylyn Balanay)

2. Affective Aspects  ((12. Kristel Zaulda)

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory  (13. Joveth Ian Lambatin)
  2. Top-Down Theory
  3. Interactive Theory
  4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B.What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction

– word families  ((14. Jolina Cabarubias)

C. Word Recognition Instruction

  1. Alphabetic Principle   (15. Glanissa J. Cabreara)
  2. Alphabetic Knowledge  (16. Rodrigo P. Robledo)
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds  (17. Flora G. Caliwan)
  5. Print Awareness (18. Reah Poncardas)
  6. Decodable Text  (19. Gretchen Carcueva)

D. Word Recognition Strategies

  1. Sight Words – Dolche List,(20. Jenneth M. Cabal)     Phili-IRI, Frye List
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book    and Chart
  6. SongsChantsRhymes and Jingles  (21. Charity Dogomeo)

Unit V. Acquiring a Reading Vocabulary (22. Jayveecris Villorente)

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. HomonymsHomographs, Heteronyms  (23. Sheila Mae P. Marquez)
  5. Figures of Speech  (24. Jessmar Rabago)
  6. Idioms   (25. Jijilyn C. Tabanao)
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text (26. Angielica G. Jayme)

A. Issues in Teaching Reading Comprehension (Other Online Resources)

  1. Less Time in Reading  (27. Fern S. Asugue)
  2. Teachers Manual in Reading
  3. Curriculum in Reading
  4. School Management and Priorities in Reading
  5. Teacher’s Role in Reading
  6. Beliefs in Reading (28. Saira L. Wahab)

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata? 29. (Meriel B. Delos Reyes)
  2. Generative Learning Theory (30. Allen Jan Tribunalo)

C. Reading Difficulties and Disability

  1. ADHD (31. Glady Mae E. Pableo)
  2. Myopia (32. Vincent M. Cadungog)
  3. Hyperopia (33. Ritchy E. Ledesma)
  4. Dyslexia (34. John Louie  C. Sobel)

D. Some Teaching Strategies in Developing Reading Comprehension (35. Rotsen L. Ningasca)

  1. Story Grammar (36. Maevelle Q. Erida)
  2. Story Maps (37. Jerry M. Sururama)
  3. Story Frames (38. Kenny E. Ledesma)
  4. Story Sequence/ Clothesline (39. Margeliza S. Eroyla)
  5. Cloze Procedure (40. Rose Ann L. Sumpay)
  6. Predicting Outcomes (41. Adrian D. Patindol)
  7. Generalizing
  8. Noting Details
  9. Open-Ended Questions (42.  John Hypol G. Rana)

E. Types of Comprehension Skills (43. Reyvleg Bevz Corpus)

  1. Literal
  2. Inference
  3. Prediction
  4. Evaluation
  5. Application

F. Bloom’s Taxonomy of Cognitive Domain

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question – Answer Relationship (QAR by Raphael)

D. Reciprocal Questioning (ReQuest by Dresher et. al.)

VIII. Evaluation Matrix for Reading Programs

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