1. Presented by:
Pono, Jacqueline
Cantoria, Alissa
Chua, Charisse
Cotiangco, Khamille
Bonita, Nikki
Cabrillos, Rosemarie

5. Reader
Reading
Material
Reading
Situation

6. Word
Recognition
Comprehension
Fluency Motivation
Reading

7. Pre reading Stage
Initial Reading Stage
Stage of Rapid Progress
Stage of Extended Reading Experience
Stage of Refinement in Reading Abilities, Attitudes and
Tastes

8. Bottom-Up
Top-down
Interactive Approach

11. “Critical literacy requires that
readers be able to do something,
not merely know something…”
- Graves, Juel and Graves (1998)

12. “Critical literacy requires attaining a deep-
understanding of what is read, remembering
important information, and linking newly-learned
information to existing schemata, knowing when
and where to use that information , using it
appropriately in varied contexts in and out of
school, and communicating effectively with
others. Critical literacy requires that readers be
able to do something, not merely know
something…”

13. Knowledge
about Print
Decoding Vocabulary
Comprehending
Narratives
Comprehending
and Learning
Exposition
Reading and
Writing
Building
Connections

15.  Building positive attitudes and perceptions
For learning to occur, students must
have positive attitudes about themselves as
learners, about their ability to succeed in
school, and about the instructional goals,
that they, their teachers, and their schools
set

17.  Grouping
Proficiency
groups
Deliberate
heterogeneous
group
Formal
cooperative
group
Interest group
Literature
groups or
literature
circles
Project groups

18.  Traditional Principle
 Active teaching and Active learning
 Practice and Instruction
 Proactive teaching vs. Reactive Teaching
 Feedback

19.  Emphasize reading
 Teach students the strategies that good
readers use
 Make assessment ongoing and an integral
part component of instruction
 Explicit Strategy Instruction
 Thinking Aloud Strategy

20.  Provide a balanced instructional framework
 local knowledge- phonological awareness, sight word
knowledge, word identification strategies, and
understanding word meanings
 global knowledge- understanding, interpretation, and
response to reading; strategies for enabling
understanding and response; and awareness of
strategic use
 affective knowledge- love of reading

21.  Provide consistent instructional structure and
use time effectively
 Provide text that students can read
successfully
 Provide time for word study

22.  Encourage independent reading
 Include writing as part of the lesson
structure
 Keep the size of the group as small as
possible

23.  Coordinate intervention instruction and
classroom instruction
 Build rapport by fostering acceptance,
security, and success

26.  Graves, M., Juel,C., & Graves,B. (2007).
Teaching reading in the 21st Century. (4th
Ed.). Boston: Pearson Education Inc.