The Essence of Read­ing in the Ac­qui­si­tion of Learn­ing

Sun.Star Pampanga - - BUSINESS! -

Read­ing fa­cil­i­tates qual­ity ac­qui­si­tion of learn­ing. Without the es­sen­tial read­ing skills, learn­ing to take place would never be that easy since learn­ers would never un­der­stand writ­ten text without their com­pre­hen­sion skills which could only be de­velop through the ac­qui­si­tion of ap­pro­pri­ate read­ing strate­gies these learn­ers could ap­ply to un­lock and dis­cover vo­cab­u­lary words, to eval­u­ate rel­e­vant and ir­rel­e­vant de­tails, to de­code mean­ing from a printed page and to draw-out con­clu­sion/ gen­er­al­iza­tions. Hence, without pro­fi­ciency in Read­ing, un­der­stand­ing of the dif­fer­ent con­cepts, the­o­ries and prin­ci­ples from other learn­ing ar­eas would be close to im­pos­si­ble since these skills are es­sen­tial for ev­ery learner to ac­quire.

In ad­di­tion, while teach­ers aim to de­velop the dif­fer­ent Read­ing Skills among their learn­ers, they should also fo­cus in de­vel­op­ing a read­ing cul­ture among their stu­dents by de­vel­op­ing the chil­dren’s love for Read­ing. This goal could be pro­moted through the wise choice of texts/sto­ries dur­ing their read­ing class or Li­brary pe­riod, putting up of a li­brary cor­ner, hav­ing story telling ses­sions, most es­pe­cially to the Kinder­garten and pri­mary grades pupils. The cre­ativ­ity of a Read­ing teacher will surely lead him/her to try var­i­ous strate­gies to de­velop this value among read­ers. Love for Read­ing and pro­fi­ciency in all the Read­ing skills would help en­sure that our 21st Cen­tury Learn­ers are pro­fi­cient read­ers be­cause they will be equipped with skills and val­ues. With this per­ti­nent need, Read­ing teach­ers then must see to it that their strate­gies, tech­niques and ac­tiv­i­ties in their Daily Les­son Log or Daily Les­son Plan are directed to­wards the de­vel­op­ment of the dif­fer­ent com­pe­ten­cies and skills of the learn­ers at least within pro­fi­ciency level. Through the dif­fer­ent teach­ing strate­gies de­vel­oped and tested by schol­ars and teach­ers them­selves, they could choose from an ar­ray, ap­pro­pri­ate and fit to the needs of the K to 12 types of learn­ers. Thus, teach­ers must then be cre­ative, in­no­va­tive and com­pe­tent in de­liv­er­ing in­struc­tion among learn­ers. Some of the well-known and proven read­ing strate­gies teach­ers could de­vel­oped among learn­ers are the fol­low­ing; skim­ming, scan­ning, use of one’s schema, note tak­ing, ex­plicit and im­plicit read­ing and the likes. Teach­ers on the other hand could use a va­ri­ety of teach­ing strate­gies for their in­struc­tion which they find could ad­dress the needs of their learn­ers. Some of the teach­ing Read­ing Strate­gies that may be sug­gested are: Ex­plicit Teach­ing, Directed-Think­ing Read­ing Strat­egy, the Use of Graphic Or­ga­nizer, PQRST, Seg­mented Read­ing, Jig­saw Read­ing and a wide va­ri­ety of choices.

Hav­ing men­tioned the im­por­tance of Read­ing vis-à-vis ac­qui­si­tion of learn­ing, teach­ers must con­tinue to aim for pro­fes­sional growth and de­vel­op­ment by in­volv­ing them­selves in train­ings/work­shops, pro­fes­sional read­ings, at­ten­dance to post-grad­u­ate stud­ies and sub­mit­ting one­self to men­tor­ing and coach­ing ses­sions (as nec­es­sary) to bet­ter de­liver ap­pro­pri­ate, qual­ity and out­come-based in­struc­tions. In con­clu­sion, teach­ers must ac­quire mas­ter of the con­tent and the ped­a­gogy that he or she could use for the best ac­qui­si­tion of learn­ing.

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