Final Exam Pointers S.Y. 2014-2015

March 21, 2015


Course Outline BEED 1A & 1B 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, to 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  vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

  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

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory
  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

C. Word Recognition Instruction

  1. Alphabetic Principle
  2. Alphabetic Knowledge
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds
  5. Print Awareness
  6. Decodable Text

D. Word Recognition Strategies

  1. Sight Words – Dolch List, Phili-IRI, Fry List
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book and Chart
  6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech
  6. Idioms
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text

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

  1. Less Time in Reading
  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

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?
  2. Generative Learning Theory

C. Reading Difficulties and Disability

  1. ADHD
  2. Myopia
  3. Hyperopia
  4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar
  2. Story Maps
  3. Story Frames
  4. Story Sequence/ Clothesline
  5. Cloze Procedure
  6. Predicting Outcomes
  7. Generalizing
  8. Noting Details
  1. Open-Ended Questions

E. Types of Comprehension Skills

  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