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RNG Bank Salary Loan Table for DepEd Teachers

Salary Loan Table - RNG Coastal Bank RNG Bank offers salary loan for permanent DepEd teaching and non-teaching staff thru Automatic Payroll Deduction System (APDS). Features: 📍LOW INTEREST RATE 📍LOAN AMOUNT UP TO 500,000 📍5 YEARS MAXIMUM LOAN TERM 📍NO HIDDEN CHARGES 📍NO NEED TO GO TO THE OFFICE A Bank that is built with trust and integrity and committed to provide quality and safe banking services to its existing and future clients, RNG Coastal Bank, Inc . is a banking institution established in the year 1974. The Bank has 15 operating branches in the Visayas, 11 in Cebu and 4 in Bohol. Providing various financial products and services to its clients for almost 50 years, RNG Coastal Bank remains strong and continuously grows its number of branches to reach more Filipinos. Here are the branches of RNG Coastal Bank: RNG Coastal Bank Head Office Cor. Cabancalan Road, Talamban, Cebu City 6000 Labangon Branch Punta Princesa, (Labangon) Cebu City Asturias Branch Poblacion, Asturias, Ce...
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Why It's Challenging to Teach High Schoolers to Read

Learning to read is a fundamental skill that lays the foundation for a successful academic journey. However, teaching high schoolers how to read can be more challenging than teaching younger students. In this blog post, we will explore some reasons why high schoolers are harder to teach how to read, backed by research conducted by experts in the field.

Firstly, high schoolers are more resistant to learning new things. This is partly due to the fact that they have already formed opinions and attitudes towards reading, making it harder for them to accept new ideas. According to Dr. Timothy Shanahan, a literacy expert and former director of reading for the Chicago Public Schools, "older students often have negative attitudes about reading, and they see reading as a chore rather than a pleasure."

Why It's Challenging to Teach High Schoolers to Read

Secondly, high schoolers often struggle with decoding complex vocabulary and sentence structures, which are essential for understanding academic texts. Dr. Jeanne Chall, a professor of education at Harvard University, identified four stages of reading development. The third stage, which involves reading texts with more complex vocabulary and syntax, typically occurs around the age of 9 or 10. Therefore, high schoolers who have not yet mastered this stage may struggle with reading academic texts.

Thirdly, high schoolers often have lower levels of background knowledge and experience, making it harder for them to comprehend complex texts. Dr. E.D. Hirsch, a professor emeritus of education and humanities at the University of Virginia, has written extensively about the importance of background knowledge for reading comprehension. According to Dr. Hirsch, "background knowledge is essential for understanding and interpreting texts, and high schoolers who lack this knowledge may struggle to comprehend academic texts."

Finally, high schoolers often have busy schedules and competing priorities that make it challenging to prioritize reading. According to a report by the National Endowment for the Arts, "the average high school student spends less than seven minutes per day reading for pleasure." This lack of reading practice can make it harder for high schoolers to develop their reading skills.

In conclusion, teaching high schoolers how to read can be more challenging than teaching younger students. Resistance to learning new things, difficulty decoding complex texts, lack of background knowledge, and competing priorities are all factors that can make it harder for high schoolers to develop their reading skills. However, with patience, persistence, and effective teaching strategies, high schoolers can overcome these challenges and become successful readers.

References:

Shanahan, T. (2006). Why struggling readers continue to struggle. Educational Leadership, 63(5), 8-13.
Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
Hirsch, E. D. (2003). Reading comprehension requires knowledge—of words and the world. American Educator, 27(1), 10-13, 16-22, 28-29.
National Endowment for the Arts. (2007). To read or not to read: A question of national consequence. Washington, DC: Author.

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