Teaching reading before K-12: enjoyable and productive
The editorial “Tackling PH education crisis” (Editorial, 9/23/23), brings to mind teaching reading in the elementary grades before K-12.
Grade 1 learners were in the first reading stage called reading-readiness for a start. Classroom activities were mostly listening-speaking which developed oral command of simple English. Physical skills needed in reading like visual, auditory, and motor skills were developed. Listening comprehension skills taught were noting details, perceiving relationships, arranging events sequentially using who, what, when, and where questions, and visual aids.
When learners had mastered orally simple sentence patterns and new sounds in English, and acquired a variety of vocabulary, they were ready to read. It was necessary to get the child ready for reading to have an easier time when he first approached the written word. The more ready the child to read the more successful he was. With his success as a beginner, there was the possibility of the child’s interest in reading for knowledge and enjoyment.
Normally after four months, the learners were in the second reading stage called beginning reading stage. Materials used were beginning reading charts and pre-primers Tiririt and Mona all prepared by the then Bureau of Public Schools. Stories were short and simple. No meaning or structural difficulties. Concepts were within students’ comprehension. Sight vocabulary and word recognition were developed.
Grade 2 teachers developed further the comprehension skills introduced in Grade 1 using the basic reader for Grade 2. Oral reading skills were emphasized to achieve good English rhythm.
The third reading stage was developmental reading stage from Grade 3 to Grade 4. Word attack reading skill was developed. Reading comprehension skills like finding cause and effect, predicting outcomes, formulating judgment, giving one’s opinion, and many more difficult comprehension skills were introduced. Dictionary, locational, and interpretative skills prepared learners for independent reading and high school work. In-service training attended by reading teachers made them well-prepared and equal to the task. Poor readers were the concern of the school’s remedial reading program. There was no mass promotion.
Teaching and learning reading in the elementary grades before K-12 were enjoyable and productive.
