PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Faculty of Education Sciences
Taft. Ave. cor. Ayala Blvd. Manila

Reading
Approach
Phonics

Theoretical Base

Cognitivism
Behaviorism

Focused Skills for

Development

Reading Skills
Speaking Skills
Spelling Skills

Strength/s

Whole
Language

Constructivism
Scaffolding
Approach

Comprehension
Skills

Basal

Scaffolding
Approach
Progressivism
Reading by
Design

Preparatory
Reading Skills
Fluency
Text
Comprehension
(Total Package)

Weakness/es

Improves language and

diction through proper
pronunciation and letter
combinations.
Specialized in spelling
especially with simply
pronounced words.

Children are expected to

develop context clues in
meaning finding after
reading.
Literacy skills are
acquired through
reading.

Total package of the

other approaches.
Can be experiential
Progressive (Easy to
Difficult)

May find difficulty in

spelling out words of
different family but with
same letters like
rendezvous and the like.
May cause difficulty in
contextualizing the other
meaning of words especially
if repeated.
There is a large possibility
that the reader is guessing the
word.
Pronunciation and spelling at
risk to other words that were
not read.
Words that are skipped can
cause difficulty when read
again.
Hierarchal and tooprogressive.
If the student is stuck in the
middle of the process, it
would be hard to regain
momentum again.

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
Faculty of Education Sciences
Taft. Ave. cor. Ayala Blvd. Manila

Language
Experience

Schema
Theory
Experiential
Approach

Comprehension
Fluency

Specifically designed to
fit the students and the
teachers.

One process missed or

procedure missed, it can be
hard to progress to another
level.

Uses localization and

contextualization which
is essential for students
since their prior
knowledge is utilized
and they can use it to
learn language.
The reading is fit for the
students.

The teacher can

manipulate the
discussion to achieve the
goals as easy and fast as
possible.
Good literature plus
good comprehension
equals good readers.
Reading is greatly
promoted as a natural
habit.

Can use up too much time

especially preparing the
reading material.
Experience vs experience.
One childs experience is
different from another childs
experience which could cause
difficulty especially if the
other child has no schema of
the other ones experience.
The childs schema could be
left off especially if the
teachers chosen literature
was never encountered by the
children.
The teacher needs enough
time to consolidate students
to be able to choose the
proper literature.

LiteratureBased

Behaviorism
Cognitivism

Comprehension
Skills
Reading to
Write Skills

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
Faculty of Education Sciences
Taft. Ave. cor. Ayala Blvd. Manila

Balanced

Experiential
Learning
Scaffolding
Approach
Constructivism

Objectifies to
achieve the
above
mentioned
skills because
of the balancing
of the
approaches.
In other words,
all the skills.

Another total package of

all other approaches
which is good because it
is balanced in phonetics,
word meaning, fluency
and other skills.
The sandwich approach
is also a salient theme of
this approach. SmallLarge-Small knowledge
approaches.

Slight changes in the

balanced approach could
cause a shift in the approach
which could make one skill
be left out.

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
Faculty of Education Sciences
Taft. Ave. cor. Ayala Blvd. Manila

Skill
Concepts About
Print

Phonological
Awareness

Match the marks and capitalize! (For proper punctuation

marks and capitalization)

Magnified Poems with Rhyming Ends (Identify rhyming

words, produce rhyming words)
Find the missing link (Identify the beginning, ending and
middle sounds of words, Segment sentences into: Words,
Syllables, Sounds, Delete sounds and/or syllables from words,
Substitute sounds and/or syllables in words)

The Family Tree (A tree of words with different branches

and each branch corresponds to different family of
pronunciation)

Word Recognition

Activities
Using magnified texts from literature books for the whole
class to see and read. (Left to right, spoken word
representation, sentences are made up of words and words are
made up of letters,
Write your own colorful and illustrated story book (For
book with title, author, illustrator)

Materials
Manila paper, projectors, laptop,
charts, etc.

Recycled materials, one whole

white cartolina per student, crayola
and etc.
Reading material, flashcards on of
different expressions and sentences,
flashcards of different puctuations.
Manila paper, projectors, laptops,
charts, etc.
Flashcards of sentences and words
with missing letters, syllables or
words.
Flashcards of the answers like
words, syllables, letter and etc.
Tree made of paper with branches
that act as different family of words
and letters, Flashcards of different
words to be attached to the
branches.