Developmental Reading Review Class For Teachers' Licensure Exam Metro Manila College
Developmental Reading Review Class For Teachers' Licensure Exam Metro Manila College
Developmental Reading Review Class For Teachers' Licensure Exam Metro Manila College
banana split
What about this?
24 H in a D
24 Hours in a Day
Break the Code 1
try to understand
Break the Code 2
na
na fish
Tuna fish
Break the Code 3
Gun, Jr.
son of a Gun
Break the Code 4
52 C in a D
52 Cards in a Deck
Break the Code 5
366 D in a L Y
366 Days in a Leap Year
Break the Code 7
balanced meal
Break the Code 8
H2O
Break the Code 10
VIT__MIN
vitamin A deficiency
PART 1. DISCUSSION
Developmental Reading
vocabulary
purpose
motivation
Factors that Affect Comprehension
2. The characteristics of the written text (printed
material)
content
format
readability
concepts
organization
author’s purpose
Factors that Affect Comprehension
3. The learning context that defines the task and the
purpose of the reader (reading situation)
setting
task
environment
outcome
Factors that Affect Comprehension
• concept-driven model
Fluency
Considered to be on the ‘real’ reading stage.
They are fairly good at reading and spelling and are
ready to read without sounding everything out.
Re-reading allows them to concentrate on meaning and
builds fluency
Become more appreciative of stories involving the lives
of others
May have difficulty explaining why they like a selection
Stage Four. Reading to Learn (Grades Four through
Six) Age 9 -13
A letter
A word
Sample Activity for Assessing
Print Awareness
Give a student a storybook and ask him or her to
show you:
The first word of a sentence
The last word of a sentence
The first and last word on a page
Punctuation marks
A capital letter
A lowercase letter
The back of the book
After-Reading Activities
Graphic Organizers
Encourage students to use graphic
organizers (charts or concept "maps") to
help them visualize concepts and key
relationships between ideas from their
readings.
These should be started right after students
have completed a reading, whereas
revisions and additions can be done after
class discussions.
After-Reading Activities
Quiz Questions
After students read a chapter or section of a chapter in the course
textbook, ask them to develop questions for a quiz. (This can also
be done with other reading materials.) This activity forces them to
analyze the information in the chapter and decide on the most
important concepts to remember.
Formulating questions can also help them to organize the concepts
into logical chunks of information for easier retrieval. Working in
groups on this activity is helpful for further discussion of concepts.
After-Reading Activities
Summary Writing
Ask students to write a summary of the main points of
a text or passage. Figuring out what to include in a
summary is often a difficult task for students, so passing
out a handout with the criteria for a good summary can
serve as a reminder to students.
Modeling the process of good summary writing during
class is also helpful. For example, when students have
finished a portion of text, begin a discussion of the most
important points from the text. Write all the points that
students suggest on the board.
After-Reading Activities
Outlining
• Writing outlines is also a good way to organize and
remember concepts.
• The emphasis here should be on how students see the