Developmental Reading - Four Pronged Approach

Approaches to Teaching Reading (A.)

Four Pronged Approach Reporter: SHIELLAH ROSE P. JUANITE Subject: Developmental Reading 1

OBJECTIVES (MIND SET) : At the end of this lesson, the students should be able to:

1 Discuss the four-pronged approach

2 Explain the rationale of the approach 3 Discuss the relevance of this approach to

the present curriculum

The most common method of learning from reading is to read cover to cover

The four-pronged approach is another method

THE FOUR PRONGED APPROACH

1st Prong: Preparation Read to extend your knowledge, not for learning. Prepare our minds for new knowledge. First spend 3minutes thinking about what you already know about the subject, and then browse through the book or chapter

Browsing - is a key reading skill and is an excellent preparation for serious study.

1st Prong: Preparation

Browsing

→ gives an overview of the material → focus on important details → learn the organization of text → relate the new information to previous knowledge

2nd Prong: Overview Concentrate next in obtaining an overview

→ Read any summaries → Look through the headings and the index → Read the conclusion → Look at any diagrams or tables

3rd Prong: Closer

Reading

After the overview, you can now decide: → what you already know and don’t need to study → what you do not know and therefore wish to study

Understanding difficult passages: Don’t’ spend hours trying to understand a difficult bit for two reason, •If you leave the difficulty on one side, your subconscious mind will set to work on it. •What comes after the difficult bit may help you to understand

4th Prong: Review → An early review of what you have read and learned is a key step both in organizing the material and in remembering it in the long term.

→ 35 minute study periods incorporate this.

RATIONALE OF FOUR-PRONGED APPROACH After having narrated the beginnings of the four-pronged approach in teaching beginning reading, the underlying principle can be seen from common and traditional ideologies.

• Content-Based Instruction • Thematic Approach to Teaching • Constructivism

Content-Based Instruction •

Commonly known as CBI, is a strategy that covers reading in relation to other content areas. Relating one subject area to another.

•

A teaching method that emphasizes learning about something rather than learning about language.

•

The incorporation of a particular content with language teaching aims – the synchronized teaching of academic subject matter and second language skills.

Content-Based Instruction •

Aims at the development of use-oriented ‘second and foreign language skills’ and is ‘distinguished by the concurrent learning of a specific content and related language use skills’ (Wesche, 1993)

•

An approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language. (Crandall & Tucker, 1990).

Thematic Approach to Teaching •

A way of teaching and learning, whereby different areas of the curriculum are related together and integrated to a central theme.

•

It allows learning to be more relaxed and less scrappy than when school day time is divided into different subject areas and practice exercises which frequently relate to nothing other than what the teacher thinks of, as he/she writes them on the chalk board.

Thematic Approach to Teaching •

Allows literacy to grow progressively, i.e., vocabulary is linked, spelling and sentence writing are being frequently, but smoothly, reinforced.

•

Thematic teaching is about students actively constructing their own knowledge. Piaget and Vygotsky were strong proponents of the constructivist approach (Thematic teaching is based on constructivism).

Thematic Approach to Teaching •

Piaget (1926) - believed that knowledge is built in slow, continuous construction of skills and understanding that each child brings to each situation as he or she matures. -emphasized the cognitive growth that takes place when students cooperate and interact with one another.

Thematic Approach to Teaching •

Piaget (1926) - asserted that thematic teaching can be defined as the process of integrating and linking multiple elements of a curriculum in an ongoing exploration of many different aspects of the topic or subject. -it involves a constant interaction between teacher and students and their classroom environment.

Thematic Approach to Teaching •

Vygotsky (1997) - suggested that social interaction and collaboration were powerful sources of transformation in the child’s thinking:

“In education it is far more important to teach the child how to think than to communicate various bits of knowledge to him.”

Thematic Approach to Teaching •

Vygotsky (1997) - suggested that social interaction and collaboration were powerful sources of transformation in the child’s thinking:

“In education it is far more important to teach the child how to think than to communicate various bits of knowledge to him.”

Thematic Approach to Teaching Among the most important elements that foster success in any thematic project are: •

Initiation of the theme

•

The teacher’s role

•

Group exploration

•

Integrating the theme with the curriculum and learning centers

•

Building and maintaining spirit and enthusiasm.

CONSTUCTIVISM Argues that humans construct meaning from the current knowledge structures.

• It is a philosophy of learning based on the idea that the construction of one’s knowledge of the world we live in is through reflection of one’s experiences. • Learners engender their own “mental models” to generate and regenerate ideas from experiences and to adjust and accommodate to new experiences.

CONSTUCTIVISM

• Constructivist see reading as a social practice which affect when you read, what you read, where you read, who you read with, and why and how you read.

Table 8. CBI, Thematic Approach and Constructivism Content-Based Instruction Reading in relation to subject matter “Learning about something rather than learning about the language”

Development of use-oriented second and foreign language skills

Thematic Approach to Teaching

Constructivism

Different areas in the curriculum are related to central theme.

Understanding the world through reflection of one’s experiences

Teacher’s role is to initiate the theme.

Learners engender their own “mental models” to generate ideas from experiences

Students will construct their own knowledge.

Reading is a social practice.

THANK YOU for listening !