Leonor E. Diaz, PhD.

UP College of Eduction
Guiding Principle in
Teaching Decoding
One cannot read in a language
he does not understand.

2
Decoding Instruction: Aims
 Aims to develop decoding and
encoding abilities
 Develops word reading, word
recognition, spelling,
vocabulary, comprehension,
writing sentences and
paragraphs
Decoding Instruction: Aims
 process of transferring oral language into
printed language
 the mechanical aspect of reading and
writing (decoding, handwriting, spelling)
must always be developed alongside the
meaning aspects of reading and writing
(vocabulary, comprehension and written
expression)
THE READING PROCESS

Oral Language Printed

Experience (1st Language) Symbols
(1st Language)

Felicitas E. Pado, PhD

THE READING PROCESS
3 Requirements for Learning to Read

ORAL PRINTED
EXPERIENCE
LANGUAGE WORD

TRANSFER

ORAL PRINTED
LANGUAGE WORD
(L2) (L2)
Decoding Instruction: Aims
 The phase in the reading lesson
wherein the child learns the rudiments
of word reading and spelling.
 Follows a systematic, multi-sensory
and sequential approach to word
reading/recognition and spelling
development.
Decoding Instruction:
1. Content of the lessons include early writing,
phonological and phonemic awareness and
beginning reading and writing.
2. Uses a variety of instructional materials with
emphasis on more manipulative materials as
well as worksheets for practice and mastery
exercises.
3. Exposes the pupils to a wide range of ways by
through which print is met – books, textbooks,
workbooks, labels of commodities, street signs,
etc.
 THE DOMAINS OF LITERACY
1. Oral Language 10. Grammar Awareness
2. Phonological Awareness * 11. Vocabulary
3. Book and Print Orientation 12. Reading Comprehension
4. Alphabet Knowledge * a. Activating Schema/
5. Word Recognition * Prior Knowledge
6. Fluency * b. Comprehension of
7. Spelling * Literary Texts
8. Handwriting * c. Comprehension of
9. Composing Informational Texts
13. Attitude toward
Language, Literature and
Literacy
 Phonological
Awareness
Decoding and
Fluency in Context
Sight-Word Knowledge
Print Concepts

Automatic Word
Recognition

Vocabulary Background
Knowledge Language Reading
Comprehension Comprehension

Knowledge of Text
and Sentence Structures Strategic

Knowledge

Knowledge
General Purposes Specific Purposes of Strategies
for Reading for Reading for Reading

Modified Cognitive Model by M. McKenna and K. Stahl (2009)

PRINCIPLE: SCAFFOLDING
Based on Vygotsky’s “zone
of proximal development.”
The teacher teaches,
guides, providing support
until the student can do the
skill on his own.

11
Phonological Awareness
 refers to the understanding of different
ways that oral language can be divided
into smaller segments and manipulated
(Cramer, E. in Schumm, J., 2006).
Phonological Awareness
 Rhyme detection – identifying
rhymes.
Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
 Manipulating Syllables- blending and
splitting syllables.
How many syllables do you hear in
Roberto? Caterpillar?
Phonemic Awareness
ability to notice, think about,
and work with individual
sounds (phonemes) in spoken
words.
Activities to Develop Phonemic
Awareness
 Phonemic Isolation – requires
recognizing individual sounds in
words.

What is the first sound in sun?

What is the last sound in drum?
 Phoneme identity – recognizing
the common sound in different
words.

Which are the same in these words?

bag, bed, bird, box

hop, step, map, lip

 Phoneme categorization –
recognizing the word with the odd
sound in a sequence of three or four
words.

Which word does not belong?

mat, men, big, mop
 Phoneme blending – listening to a
sequence of separately spoken
sounds and combining them to form
a recognizable word.

What word is /h/ /a/ /t/ ?

 Phoneme segmentation –
breaking a word into its sounds by
tapping out or counting the sounds.

How many sounds (phonemes) do

you hear in bell? in sheep/ in
check?
 Phoneme manipulation /
 Phoneme substitution

a. Stating the word that remains

when a specified phoneme is
removed.
What is smile without the s?
 b. Stating the word that is formed
when a specified phoneme is added.
What is pot with an s at the
beginning?
 Informal Assessments of
Phonological Awareness
 Rhyme Identification
 Phoneme Segmentation
 Phoneme Blending
 Domain Definition Example

Recognize, name, Sa ating kuwento, si

Tiktaktok ay
Alphabet and sound out all
nakapulot ng karne.
Knowledge the upper and Ano ang umpisang
lower case letters titik ng salitang
of the alphabet. karne?”

“Tunugin natin ang

titik K.”

“Lagyan ng guhit
mula sa malaking titik
K papunta sa maliit na
titik k.”
 Domain Definition Example

Phonics Being able to Sabihin ang pangalan

ng bawat larawan.
and Word identify a written
Recognition word by sight or
Basahin ang salita . .
by deciphering the
relationship
kama sako ikot
between the keso suka itak
sounds of spoken kubo siko biik
language and the kuko butiki
letters in written
language. Bilugan ang pangalan
.
 Domain Definition Example

The ability to Basahin ang lupon

read orally with ng mga salita.
speed, accuracy Ipaskil sa ilalim ng
larawan:
and proper
Fluency expression.
kamote sa sako
keso sa mesa
aso sa kubo
kamiseta sa kama
butiki sa kisame

Nasa kisame ang

butiki.
 Domain Definition Example

Being able to Isulat ang pangalan

convert oral ng bawat larawan:
language sounds
into printed
Spelling language symbols.
(kubo)
_______

Isulat ang salitang

sasabihin ng guro.”
 Domain Definition Example

The ability to “Isulat ang

form letters malaking titik K;
through ang maliit na titik
Handwriting k.”
manuscript and
cursive styles.
“Isulat ang
pangalan ng
larawan. Kopyahin
ang salita sa
kahon.”

Steps of a Lesson Competencies

READING
Letter recognition Alphabet knowledge
Sounding Phonological awareness
Writing the letters Handwriting
Reading words Word recognition
Writing words Spelling
Reading phrases,
sentences, stories Fluency
Answering questions about
the sentences and stories
Reading comprehension
Use of controlled texts
 Marungko Method
m s a i o b
 Salita :
baso basa bobo abo iba baba
mabisa masiba bomba
 Parirala:
iba ang abo
ang mga baso
bomba sa baso
 Marungko Method

 Pangungusap: (m s a i o b)
Ang mga baso ay basa.
Babasa si Sam.
Ang baba ni Sisa ay basa.
Iba ang aso sa oso.
Masiba ang mga aso.
Marungko Method

m s a i o b e u t k l y n
 Salita :
noo kuna kain ibon niyog mani
manok tiyan manika lansones
Parirala:
mata ng ibon
lobo sa mesa
bola sa ilalim ng kama
 Marungko Method

 Pangungusap:
(m s a i o b e u t k l y n)
Ang manok ay kay Ben.
Kakain ng kakanin si Tina.
Kulay itim ang tiyan ni Ben.
Nasa kuna ang manika.
Takot ako sa leon.
Pangungusap at Tanong:

Ang manok ay kay Ben.

Kanino ang manok? __________
Kakain ng kakanin si Tina.
Sino ang kakain ng kakanin?
_________
Kulay itim ang tiyan ni Len.
Ano ang kulay itim? _________
Marungko Method
Pangungusap at Tanong:

Nasa kuna ang manika.

Nasaan ang manika? ___________

Takot ako sa leon.

Saan ako takot? _____________
Maikling Kuwento:
 (m s a i o b e u t k l y n)
May lobo sa loob ng kotse.
Kay Bambi ang asul na lobo.
Masaya si Bambi sa lobo niya.
Kanino ang lobo? ______
Anong kulay ang lobo? ________
Sino ang masaya? __________
Nasaan ang lobo? ___________
Mga Maaaring Gawain:
 Bingo Game – Look for word for pix
 Throw a Die – Match the
word/phrase/sentence for the pix
 Piko
 Bowling
 Darts
 Word Search
 Puzzle
 Pabitin
 Pick up the Sticks