The Four-Pronged Approach to Teaching Beginning Reading

(1) Genuine Love for Reading

(2) Critical and Creative Thinking
(3) Grammar and Oral Language Development
(4) Transfer Stage

Development of the Four-Pronged Approach

- 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.”

Principles underlying the approach:

CONTENT-BASED INSTRUCTION (CBI)
- relating one subject area to another
- teaching method that emphasizes learning about something rather than learning about language
- incorporation of a particular content with language teaching aims (synchronized teaching of academic subject matter and
L2 skills)
- integrates the presentation of topics/tasks form subject (math, social studies, etc.) within the context of teaching a L 2

THEMATIC APPROACH TO TEACHING

- teaching and learning different subject matters that are related together and integrated to a central theme
- vocabulary is linked, spelling and sentence writing are reinforced, guides connected ideas to follow on easily
- “meaningful learning”; teacher’s role is to initiate the theme
- integrating and linking multiple elements of a curriculum in an ongoing exploration of many different aspects of a topic or
subject

CONSTRUCTIVISM
- constructing meaning from current knowledge structures
- construction of one’s understanding of the world is through reflection of one’s experiences
- reading is a social practice – it affects when one reads, what one reads, where one reads, who one reads with, why one
reads, and how one reads (Wilson, 2003)

PRONG GOAL MATERIAL

Genuine Love for Reading (GLR)
Critical and Creative Thinking (CT)
Grammar and Oral Language
Development (GOLD) – Filipino and
English Structures
Transfer Stage (TS)
- to develop a lifetime love, habit and
enjoyment for reading
- to develop the habit of reflecting on
what is read and exercising decision
making, making judgments, and valuing
- to develop competence in oral
language, understanding, and correct
use of syntax
- to develop phonemic awareness,
decoding and encoding skills
storybooks, poems, trade books, songs
same story and post-reading activities
that engage children
still based on the story, objects,
pictures, charts to facilitate application
of structures learned
worksheets, writing tablets, charts and
other materials of appropriate level

Constitutional Basis of the Four-Pronged Approach

Basic Education Curriculum (BEC)

Framework
- 1982 Education Act for both
Development Plan elementary & secondary
Article XIV, Sec. 1, Sec. 2(1), & Sec. 3(2)
 quality education at all levels, accessible
to all
education system relevant to the needs
of the people and society
inculcation of patriotism & nationalism,
love of humanity, respect for human rights,
citizen rights and duties, ethical and Restructured Basic Education Curriculum (RBEC)
spiritual values, moral character, personal - “Millennium Curriculum” of 2002 to enhance the
discipline, critical & creative thinking, BEC
scientific & technological knowledge, and
A p p r o a c h

According to Guzman & Sevillano, RBEC has the

vocational efficiency following features:
 aims to produce more functionally literate
students by empowering them with life skills and
promoting more ideal teachers who are
collaborative, not authoritarian
 reduce the number of subjects focusing on
4 - P r o n g e d

Filipino, English, Science, Math, & Makabayan

 practice of group dynamics, & integrative
approach
T h e

Developmental Reading 2
Lecture Notes/zdnewwendz@gmail.com