Cultivating the passion for reading
Reading is the most fundamental skill to become functionally literate. It is a prerequisite skill in all learning areas. It also opens door to academic opportunities and success.
Every teacher is considered a reading teacher. More so, every learner is capable to read and deserves the best reading instruction possible. Having non-readers in class maybe regarded as a difficult task to deal with. However, if we only just know how to address the learner’s reading individual needs, it would be a lot easier then. Intervention comes in.
That is why, we have to start where the child is.
To my delight, I see teachers who continue to give reading instruction at this very start of the year. It has been seven months since the school year has started yet the determination and the commitment to teach the learners how to read is still alive and being sustained. They really started the year right.
In an interview with Gina Fe C. Salvaleon, a Grade II teacher of Don Manuel H. Gutierrez, she said her earnest desire is to make her learners become readers at the end of the school year.
“I have identified twenty learners at-risk last June 2018 and now, I monitored their reading progress through our reading tracking recordsso far, so good. I do reading remediation every afternoon.
I focus on identifying sounds and letters with them. Then, blending and decoding follow. I must say that alphabet knowledge, word recognition, fluency and comprehension are essential domains to consider making them independent readers. I also collaborate with the parents regarding the schedule and the necessary follow-up at home after our reading session to achieve mastery and proficiency,” she said.
As a reading advocate, I salute my fellow teachers who strive harder and exert extra effortto do the reading intervention.
Even though the school has no structured reading center due to lack of classrooms, teachers find ways to do the reading remediation.
More than a responsibility, it entails passion and dedication.
Cultivating our learners to acquire the rudiments of reading and letting them love reading is a challenging part yet seeing them able to read at the end of the school year is a fulfilment. It would surely give a great feeling of accomplishment- a life-touching moment through reading. A positive impact indeed!
The school’s reading initiative to remediate pupils at-risk is in support with the Department of Education (DepEd) Every Child A Reader Program (ECARP).