Cul­ti­vat­ing the pas­sion for read­ing

Sun.Star Davao - - Y-SPEAK! - BY JAN­ICE D. MON­TALVO/ Con­trib­u­tor

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).

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