Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

PECDP Reading Model Approach

Day 1: Phonemic-Alphabetic Awareness: Read Aloud Instruction Practice

Day 2: Echoreading: Teacher and Students Participative Reading Scheme

Day 3: Choral Reading: Teachers Guided Reading Instruction

Day 4: Dyad Reading: Partner Discussion and Pair-Share

Day 5: Presentation of new stories following steps 3 4

PECDP Reading Model Approach for Effective Reading Skills

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

Discussion
Reading is one of the fundamental macroskills to be developed by
the learners in order to comprehend and understand situations that deal
with reading activities. It is in this sense that reading skills should be
developed properly to widen understanding effectively and meaningfully.
In this context, familiarity with effective and ineffective reading
strategies can help the teacher look for effective reading behaviours in
learners, encourage wider use of these strategies, and be on the lookout
for learners using less effective strategies. An effective reader is one who
can select the correct strategy for the purpose and text. Studies have
shown that most effective readers discover the distinctive features in
letters, words and meaning, try to identify meaning rather than letters or
words, use their knowledge of the world, eliminate unlikely alternatives
through inference and prediction, have a clearly defined purpose, locate
topic sentences, distinguish main points from subordinate ones, and fact
from opinion, are aware of cohesion and reference, are aware of explicit
and implied relationships between sentences and paragraphs, are aware of
the importance of argument, tone and function, are able to work out the
meaning of unfamiliar vocabulary from context and have confidence in
their own ability and take chances. To achieve these effective reading
abilities, the PECDP Reading Model Approach is designed to cater the needs

PECDP Reading Model Approach for Effective Reading Skills

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

of students with reading problems to help them effectively in which the

reading model is anchored in the bottom up approach in achieving basic to
complex listening skills in which the students will experience activities that
activate reading skills, enhancing phonemic awareness, echoreading,
choral reading,

dyad reading and presentation of new stories in the

teaching of reading skills. Henceforth, PECDP Reading Model Approach is

deemed necessary for effective development of reading skills in the
teaching language and literature.

PECDP Reading Model Approach for Effective Reading Skills

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

Description of the Model

PECDP Reading Model Approach with 5-day activities is a model

inspired by the bottom up approach in which the learners learned from the
basic to complex listening activities. This Model facilitates with the prelistening activities that students are guided and helped to activate
phonemic-alphabetic awareness in recognizing sounds of vowels and
consonants. In echoreading, the teacher will read now a story to the
learners and listen to main points. In choral reading, the teacher will guide
the students on how to read the literary piece in choral reading in which
participation of the students is expected. Further, the teacher will listen on
how the students articulate each word found in the text. In Dyad reading,
the teacher will encourage the students to have partner reading in order to
discuss, share and draw conclusions from what they have read and lastly,
the presentation of the new story following the steps 3-4 will be recurred
to help reinforced for effective development of reading skills of the learners
in acquiring and understanding information from various reading activities
and situations in classroom.

PECDP Reading Model Approach for Effective Reading Skills

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

The Use of PECDP Reading Model Approach in Matrix

Day

Description
Phonemic-Alphabetic Awareness: Read
Aloud Instruction Practice
Echoreading: Teacher and Students
Participative Reading Scheme
Choral Reading: Teachers Guided
Reading Instruction
Dyad Reading: Partner Reading and
Pair Share

1
2
3
4

Presentation of other stories following

steps 3 4

Activities

Animal Sound Relay

Guided Reading
(Audiolingual)
Guided Reading
(Audiolingual)
Storytelling (textual)
Oral Participation
Same activities to be
conducted/led in Day 3
and 4.

Procedural Activities:
Day 1
The teacher will group the students into two and they will have to
relay the sounds of animals to their members. When the last member of
the line receives the sound as relayed, he/she will everyone that particular
sound of animal in class. After that, the teacher will give spelling bee as a
second activity to the same.
Objectives: At the end of the activity, the students will be able:
1. To identify the sounds of animals properly
2.To write the correct spelling of the word.
Day 2
The teacher will provide a poem intended to be read in class. Each
student will follow on how to read the word or group of words and the
teacher will explain how the words or group of words to be read. After
that, the teacher will group the students into three for spelling bee
contest. Otherwise, words to be spelled will be taken in the just read
poem.

PECDP Reading Model Approach for Effective Reading Skills

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

Objectives: At the end of the activity, the students will be able:

1. To read the poem together with the teacher
2. To write the correct spelling of the words/group of words.
Day 3
The teacher will perform the choral reading with the students in
which the students are going to listen first to the instruction on how this
activity to be done/delivered. On the other hand, the teacher will listen to
his/her on how the students read and delivered the choral reading in the
classroom.
Objectives: At the end of the activity, the students will be able:
1. To perform the students in choral reading with the teacher.
2. To evaluate on how students delivered choral reading with the teacher.
Day 4
The students with reading partner will have to read and tell a story
using a storybook After that, the teacher will encourage them to discuss,
share and draw conclusions based on the story read. In other words,
literary appreciation is encouraged in this activity.
Objectives: At the end of the activity, the students will be able:
1. To discuss, share and draw conclusions based on the story read.
2. To appreciate and integrate the story in real-life situations.
Day 5
Teacher will present new stories following the steps 3-4 which
embodies the reading comprehension activities to help students explore
further their ways of acquiring information and understanding situations
that deal with reading activities.
Objectives: At the end of the activity, the students will be able:
1. To appreciate reading comprehension activities in teaching language
2. To value reading interests and attitudes for self-reflection.

PECDP Reading Model Approach for Effective Reading Skills

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

Rationale

Reading is one of the vital macroskills to be developed by the

learners. Students with reading difficulties are encouraged to get involved
in remediation class to achieve effective reading skills. Thus, PECDP
Reading Remediation Model Approach inspired by a bottom up
approach is designed to develop effective reading skills that the students
are involved with reading activities and situations in classroom setting.
Objectives
At the end of this program, the following will be established:
1. To design PECDP Reading Model Approach addressed to the students
who are at risks with reading skills.
2. To create activities with the use of the Model to help stimulate and
motivate the students to get involved with the reading activities in
class.
3. To appreciate the values and skills learned and gained in reading
activities that will develop students effective reading skills.
Matrix PECDP Reading Model Approach
Activities

Schedule of
Implementation

Person
Incharg
e

Devices

PECDP Reading Model Approach for Effective Reading Skills

Expected
Outcomes

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

1. Conduct
In-House
Training
on how to
carry out
the PECDP
Model

5 days

Teacher

2.Identifying
Students at
risks in
reading skills

5 days

Teacher

3. Monitoring
and
Evaluation

5 days

Teacher

4.
Replanning
Scheme

5 days

Teacher

PPT,
Prototype
Model,
Hand-outs,
Audiovisual
presentatio
n/material
s
Audiovisual
presentatio
ns/materia
ls

Trained
teachers in
the PECDP
Model

Students
learned and
gained
effective
reading
skills.
PECDP
Model will
be useful in
teaching the
language for
students at
risks for
reading
skills.
Improved
the PECDP
Model by
incorporatin
g various
reading
activities for
acquiring
effective
reading
skills.

Prepared by: Angelito T. Pera, Crestian R. Painandos,Moonyeen S.

Fernandez, Julie M. Fernandez, Junel A. Cadelina, Daisy Ann
PECDP Reading Model Approach for Effective Reading Skills

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
Tandag City, Main Campus

Escasinas, Ryan Jay Pastor, Rube John Orbeta, Darra Pearl L.

Paradela and Albert Borinaga

Prepared for:
MARIA LADY SOL A. SUAZO,PhD
Instructor, Education 10

PECDP Reading Model Approach for Effective Reading Skills