4-pronged-approach-1.docx

The Four-Pronged Approach in Reading Instruction Development of the Four-Pronged Approach It was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman, who said, “To teach is to love…to share something precious, something we value and hold dear. It may be knowledge that broadens our understanding of people and things. It may be a skill. It may be an attitude of mind that nourishes our being.” The four pronged approached is composed of four parts 1. Genuine Love for Reading 2. Critical and Creative Thinking 3. Grammar and Oral Language Development 4. Transfer Stage GENUINE LOVE FOR READING Goals: -

This prong aims to immerse the child in literature and develop a deep and lasting love for reading. It is focused on the idea of letting students appreciate the story selection. It aims to trigger the schema of the learners. In the GLR stage, teacher establishes proper mind set, activates the students’ schemata, introduced the theme and motivates them to read the passage.

How to develop Genuine Love for Reading 1. -

Finding a good interesting story/poem is the first step in this prong. It should be suitable to the age, interests, and vocabulary level of the children. The message of the story should be very clear to the teacher. The words, phrase, places and important details of the story which may hinder the children’s understanding of the selection should be identified. Methods of clearing these obstructions should be planned. Unlocking of difficulties may be made through a variety of ways such as demonstration, concrete objects, drawings and other forms of representation, verbal/context clues and games. 2. To develop a love for reading the child must also have a need desire to read or listen. - The teacher must look for an incident in the story/poem which is familiar to the child. - The teacher must look for an incident in the story/poem which is familiar to the child. - From this, a question for motivation may be asked so the children may freely share personal experiences and feelings about it. Linking these expressed thoughts and feelings

to the story through a similarly phrased question is resolved differently or not. Thus the children have a motive for listening to the story. 3. Pre reading activities Prereading strategies allow students to think about what they already know about a given topic and predict what they will read or hear. Before students read any text, teachers can direct their attention to how a text is organized, teach unfamiliar vocabulary or other concepts, search for the main idea, and provide students with a purpose for reading or listening. Most importantly, teachers can use prereading strategies to increase students' interest in a text. (Danny Brassell and Timothy Rasinski, Comprehension That Works. Shell Education, 2008)

Genuine love for reading can be developed through a. b. c. d.

Story books Poems Trade books Songs

“Children have never been a very good at listening to their elders, but they have never failed to imitate them” -James Baldwin