EN­HANC­ING READ­ING SKILLS

Sun.Star Pampanga - - PERSPECTIVE! HEALTH! -

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.

— oOo—

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

— oOo—

The au­thor is TEACHER I at PAM­PANGA HIGH SCHOOL

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