ENHANCING READING SKILLS
MABEL D. ESPIRITU
There are endless debates over what approaches should be taken towards instruction in reading, but all these debates boil down to one thing- that children need phonics, sight vocabulary, meaning, prediction, sense of structure, cohesion and a multitude of additional characteristics of language that have not found their way in instructional programs. They need all these things correctly balanced and integrated into a single skill.
It is in the context that exposure of children to literature is important. Many children come to school with a developing interest in literature. They have responded, for instance, to rhythms, rhymes, and repetitions of verses and songs. They have experienced the pleasure of looking and listening to stories in book or comics. They have followed the chain of events around a central idea or theme that forms a story.
Children’s school experiences with literature, then is an extension of this developing interest from early childhood; thus some of the goals of literature-based integrated language program should be to increase enjoyment and understanding –to broaden and deepen literature experience.
These goals envisaged to be achieved in two ways: first, by presenting excellent literary selections with increasing variety and complexity; and second, by encouraging and guiding oral and written responses.
The author is SST III at Diosdado Macapagal Memorial High School
Bayani kung kami ay ituring
Kapayapaan ang aming hinaing
Tungkulin namin ang iyong kinabukasan
Guro ng bayan kung kami ay tawagin
The author is TEACHER I at PAMPANGA HIGH SCHOOL