Unraveling the Mystery of Struggling Readers: Insights from Top Literacy Experts!

Reading difficulties can be a significant challenge for learners, affecting their academic success and future prospects. Fortunately, experts in the field of literacy education have conducted extensive research on the factors that contribute to reading difficulties and effective strategies for promoting reading development. In this response, we highlight the findings of leading experts in the field.

Home environment: The National Reading Panel (NRP) was established by the US Congress in 1997 to assess the effectiveness of different approaches to reading instruction. The NRP found that children who are read to regularly and who have access to a variety of books at home develop stronger reading skills than those who do not. They also found that parents and caregivers can help children develop phonological awareness and other reading-related skills by engaging in activities such as reading aloud, playing word games, and singing songs.

Phonological awareness: Dr. Linnea Ehri is a renowned researcher in the field of reading instruction, particularly in the area of phonological awareness. Her research has shown that phonological awareness is a key predictor of reading success and that it is essential for children to develop this skill before they can learn to read. She has also found that explicit instruction in phonological awareness can improve reading skills in both young children and struggling readers.

Comprehension: Dr. P. David Pearson is a leading expert in reading comprehension and has conducted extensive research on effective strategies for teaching comprehension. His research has shown that teaching students to use comprehension strategies such as summarizing, predicting, and questioning can improve their understanding of texts. He has also found that providing students with ample opportunities to read a variety of texts can help them develop stronger comprehension skills.

Motivation: Dr. Richard L. Allington is a prominent researcher in the field of literacy education, particularly in the area of motivation. His research has shown that students who are motivated to read and who have access to interesting and engaging materials are more likely to develop strong reading skills. He has also found that providing students with choice in their reading materials and activities can help promote motivation.

Learning disabilities: Dr. Sally Shaywitz is a renowned researcher in the field of dyslexia and reading disabilities. Her research has shown that dyslexia is a specific learning disability that affects reading and can make it difficult for students to decode words, read fluently, and comprehend texts. She has also found that early intervention and appropriate support can help students with dyslexia develop strong reading skills and succeed academically.

By understanding the research and expertise of these experts, parents, caregivers, and teachers can better support struggling learners and promote reading success.

Should Teachers Take Out Private Salary Loans? Pros and Cons to Consider

Teaching is a noble profession that requires dedication, hard work, and patience. However, despite the importance of their work, many teachers still struggle with financial challenges. One solution that some teachers consider is taking out a salary loan from a private lender. In this blog post, we will discuss the pros and cons of taking out a salary loan from a private lender.

Pros of taking out a salary loan from a private lender:

Quick access to funds: If a teacher is facing a financial emergency, such as unexpected medical expenses or car repairs, a salary loan can provide the money needed to cover these expenses.

Flexibility in how the loan is used: The loan can be used for any purpose, without restrictions on how the funds are spent. This can be useful if a teacher has multiple financial needs and needs flexibility in how the loan is used.

Cons of taking out a salary loan from a private lender:

High interest rates: Private lenders often charge higher interest rates than banks or credit unions, which can lead to high monthly payments and a longer repayment period.

Risky if already struggling with debt: Taking out a salary loan can be risky if a teacher is already struggling with debt. The additional loan payments can further strain their finances and create more financial stress.

Other options to consider:

Personal loans from banks or credit unions: Teachers should explore other options before turning to a salary loan from a private lender. Personal loans from banks or credit unions may offer lower interest rates and more favorable repayment terms.

Emergency savings: Teachers should aim to build an emergency savings fund to cover unexpected expenses, rather than relying on loans.

Budgeting: Creating and sticking to a budget can help teachers better manage their finances and avoid the need for loans.

Before taking out a salary loan from a private lender, teachers should carefully consider the pros and cons and explore other options. It's important to prioritize financial health and seek out solutions that will ultimately lead to a more secure financial future.

Sample Prototype Lesson Plan In English Download

As human beings, we communicate with each other every day, but effective communication requires more than just knowing the right words to say. To truly understand the speaker's message, we need to consider the tone, mood, and purpose behind their words. In this lesson plan, we'll explore how to infer the speaker's tone, mood, and purpose, and why this is important for effective communication.

To help you teach this important skill, we have created a sample lesson plan that includes all the necessary components to engage your students and help them understand the importance of tone, mood, and purpose in communication.

The lesson plan includes a preparation phase where you can introduce the concept of tone, mood, and purpose, and discuss why it's important to consider these elements in communication. You can provide examples of tone, mood, and purpose in different scenarios to help your students understand the concept more easily.

The lesson plan also includes a presentation phase where you can analyze speeches, interviews, or presentations to practice identifying tone, mood, and purpose. By applying what you've learned, you can analyze a text or speech to identify the speaker's tone, mood, and purpose and discuss the impact it has on the message being conveyed.

Finally, the lesson plan includes a problem or application phase where your students can apply what they've learned by creating their own speeches or presentations and considering their tone, mood, and purpose. This will help your students develop their communication skills and become more effective speakers and listeners.

We believe that this lesson plan will be a valuable resource for teachers who want to help their students improve their communication skills. You can download the sample lesson plan by clicking the link below and start teaching your students how to infer the speaker's tone, mood, and purpose today.

Click To Download Sample Prototype Lesson Plan Here

By helping your students understand the importance of tone, mood, and purpose in communication, you're not only helping them become better communicators but also better listeners and problem-solvers. Effective communication is a key skill that can help your students succeed in all areas of life, so start teaching it today!

MOST ESSENTIAL LEARNING COMPENTENCY	General Objective: Infer the speaker’s tone, mood, and purpose. Specific Objectives:     Knowledge:       Identify 3 speaker tones and their effects.     Psychomotor:   Use body and voice to change tone in a speech.     Affective:           Understand how tone affects people by listening to different speakers.
Content	Inferring the speaker’s tone, mood, and purpose.
Learning Resources
PROCEDURE	Preparation:   1)      Gather different examples of speeches, interviews, or presentations. 2)      Prepare a worksheet for students to take notes on tone, mood, and purpose. 3)      Prepare a rubric for assessment.   Presentation:   1)      Begin the lesson by introducing the concept of tone, mood, and purpose. 2)      Provide examples of different tones, moods, and purposes. 3)      Discuss the importance of understanding tone, mood, and purpose in communication. 4)      Introduce the examples of speeches, interviews, or presentations to be analyzed.   Lesson Proper or Discussion:   1)      Divide the participants into pairs or small groups. 2)      Provide each group with a different example of speech, interview, or presentation to analyze. 3)      Instruct the groups to listen to the speech, interview, or presentation carefully and take notes on tone, mood, and purpose. 4)      Allow participants to discuss their observations with their group members. 5)      After the discussion, have each group present their findings to the class. 6)      Encourage class discussion and ask participants to provide their insights on tone, mood, and purpose.   Problem or Application:   1)      Provide participants with a new speech or presentation to analyze independently. 2)      Instruct the participants to take notes on the tone, mood, and purpose of the speech. 3)      After the independent analysis, ask participants to share their findings in small groups. 4)      Allow participants to discuss their findings and ask clarifying questions.   Generalization or Abstraction:   1)      Summarize the lesson by reviewing the importance of understanding tone, mood, and purpose in communication. 2)      Ask participants to generalize the concept of tone, mood, and purpose to other areas of communication. 3)      Encourage participants to apply the concept of tone, mood, and purpose in their everyday communication.   Evaluation or Assessment:   1)      Collect the worksheets completed by the participants. 2)      Use the rubric to assess the participants' understanding of tone, mood, and purpose. 3)      Provide feedback to the participants and offer areas for improvement. Closing or Quotation:        "The tone of voice matters more than the words we say." REMARKS                 DAY 1 Let's make sure we listen to each other and avoid interrupting. Everyone's insights are important for a successful class discussion.               DAY 2 I was impressed with your ability to identify the different elements of tone, mood, and purpose in the speeches, interviews, or presentations we analyzed yesterday. Keep up the good work!               DAY 3 Let's work on being more thorough in our analysis. Remember to consider not just the speaker's words, but also their body language and tone.               DAY 4 It was great to see you all identifying changes in tone, mood, and purpose within a speech or presentation. This shows that you're really grasping the concept.               DAY 5 I've seen a lot of growth in your ability to infer the speaker's tone, mood, and purpose this week. Great job applying what you've learned to real-life scenarios. REFLECTION I noticed areas where we could improve, such as providing more specific examples during analysis and being more thorough in our observations. These are areas we can work on in future lessons. Overall, I feel that this lesson was successful in achieving our objective and providing students with valuable skills that they can use in their everyday communication.

Download Common Miscues and Top Words in Phil-IRI

As an educator, one of the most important tasks is to assess the reading ability of our students. The Philippine Informal Reading Inventory (Phil-IRI) is one of the tools that can help us achieve this task. Phil-IRI is a reading assessment tool that aims to determine a student's reading level, identify areas for improvement, and develop appropriate reading interventions.

In this blog post, we will focus on the most common miscues and top words encountered in Phil-IRI for students in grades IV to VI. Miscues are errors that students make while reading, such as substituting one word for another, omitting or adding words, or mispronouncing words. Knowing the most common miscues can help us understand the areas where our students need the most support and intervention.

Here are some of the most common miscues that students in grades IV to VI make during Phil-IRI:

Substitution: This is when a student substitutes one word for another. For example, reading "happy" instead of "joyful."

Omission: This is when a student skips a word or phrase while reading. For example, reading "The dog ran the park" instead of "The dog ran to the park."

Insertion: This is when a student adds a word that is not in the text. For example, reading "The cat ran up the stairs and jumped on the bed" instead of "The cat ran up the stairs."

Repetition: This is when a student repeats a word or phrase while reading. For example, reading "The dog ran ran ran to the park."

Reversal: This is when a student reverses the order of two words. For example, reading "The park to ran dog the" instead of "The dog ran to the park."

Now that we know the most common miscues, let's look at the top words encountered in Phil-IRI for students in grades IV to VI. These words are important because they are commonly found in reading materials at this level, and students need to be able to read and understand them to be successful readers.

Different

Together

Beautiful

Always

Friend

Because

Family

Important

Problem

School

These words are a good starting point for us to develop appropriate reading interventions for our students. By focusing on these words and the most common miscues, we can develop individualized reading plans for our students and provide them with the support they need to become successful readers.

Download Common Miscues and Top Words in Phil-IRI in Filipino

Sample Reading Intervention Plan In Filipino Download

Reading intervention plans are essential to students who are struggling to develop their reading skills. These plans involve different strategies and techniques to help learners improve their reading ability. The Filipino language is a critical component of education in the Philippines, and reading comprehension is crucial in the subject. In this blog post, we will discuss a sample Reading Intervention Plan in Filipino, its objectives, strategies used, time frame, and performance indicators.

The intervention plan is designed for an individual student who needs assistance in reading Filipino. The program has three phases, each with specific objectives and strategies. The first phase covers the months of September to November, and it aims to develop listening comprehension. The objectives include answering questions based on the heard sentence, while the strategy involves giving different sentences with ready questions. The student will read the given sentence, and the parent will ask questions. The performance indicator for this phase is when the student can answer the questions correctly.

The second phase covers the months of December to February, and it aims to improve invented words. The objectives of this phase include reading familiar words correctly, while the strategy involves using charts, placards, or tarpapers to display the familiar words. The student will read the words aloud, and the teacher will determine if the student read them correctly. The performance indicator for this phase is when the student can read the words correctly.

The third phase covers the months of March to May, and it aims to reinforce listening comprehension and invented words. The objectives for this phase are the same as the first two phases, but the strategies remain the same. The performance indicator is still the same, where the student can answer questions correctly and read familiar words correctly.

Aside from the individual plan, the school plan is also important to monitor the progress of the students in reading. The school plan is similar to the individual plan, but it is designed for the whole class. The school plan has two phases, each with its specific objectives and strategies. The first phase covers the months of September to November, and it aims to develop listening comprehension. The second phase covers the months of December to February, and it aims to improve invented words.

CLICK HERE TO DOWNLOAD THE SAMPLE READING INTERVENTION PLAN IN FILIPINO

Sample Reading Intervention Plan In MTB-MLE Download

Reading is a fundamental skill that is essential for the academic success of every child. Unfortunately, some Grade 1 pupils may experience difficulty in acquiring this skill, which is where the DepEd's Mother Tongue-Based Multilingual Education (MTB-MLE) program comes in.

The MTB-MLE program uses the pupils' mother tongue as a medium of instruction to improve their reading comprehension and proficiency in English.

To support struggling Grade 1 pupils in their reading development, the DepEd has developed a reading intervention plan in MTB-MLE. This plan includes the following components:

PHASE 1

Component: Letter Name Knowledge

Objective: To teach pupils the names of the letters in their mother tongue and in English.

Strategies Used: Flashcards, picture books, and songs.

Time Frame: 1-2 weeks.

Performance Indicator: Pupils can correctly identify and name letters in both their mother tongue and English.

PHASE 2

Component: Letter Sound Knowledge

Objective: To teach pupils the sounds of the letters in their mother tongue and in English.

Strategies Used: Phonics instruction using picture cards and word families.

Time Frame: 2-3 weeks.

Performance Indicator: Pupils can accurately identify and produce the sounds of letters in both their mother tongue and English.

PHASE 3

Component: Reading Fluency

Objective: To improve pupils' reading speed and accuracy.

Strategies Used: Guided repeated reading, choral reading, and paired reading.

Time Frame: 4-6 weeks.

Performance Indicator: Pupils can read passages fluently with accuracy and expression.

PHASE 4

Component: Reading Comprehension

Objective: To develop pupils' understanding of what they read.

Strategies Used: Predicting, summarizing, questioning, and clarifying.

Time Frame: Ongoing throughout the reading intervention plan.

Performance Indicator: Pupils can answer comprehension questions about the text they have read.

CLICK HERE TO DOWNLOAD THE SAMPLE READING INTERVENTION PLAN

Early Grade Mathematics Assessment (EGMA) Tool Download

Early Grade Mathematics Assessment (EGMA) Tool version 6 is an assessment tool designed to measure the mathematical proficiency of students in early grades. The tool was adapted from the RTI International Early Grade Mathematics Assessment (EGMA), which is a widely recognized assessment tool used by researchers and educators worldwide.

The EGMA version 6 is the latest version of the tool and is designed to assess the mathematical skills of students in grades 1-3. The tool is designed to be administered in a classroom setting and can be used by teachers to assess their students' understanding of mathematical concepts such as number sense, addition, subtraction, measurement, and geometry.

The assessment tool comprises a series of tasks and activities that are aligned with the mathematics curriculum for early grades. The tasks are designed to be engaging and age-appropriate, and they are intended to provide a comprehensive view of students' mathematical abilities.

The EGMA version 6 is an improvement over the previous versions of the tool, as it has been updated to reflect the latest research in the field of mathematics education. The tool includes more comprehensive and detailed scoring guidelines that allow teachers to interpret students' performance more accurately. Additionally, the tool is now available in multiple languages, making it more accessible to teachers and students in non-English-speaking countries.

The EGMA version 6 is an essential tool for teachers and educators who want to assess their students' mathematical skills accurately. By using the tool, teachers can identify areas of strength and weakness in their students' mathematical abilities, which can help them tailor their instruction to meet their students' needs better.

Moreover, the assessment data can be used by schools and education policymakers to evaluate the effectiveness of their mathematics curriculum and make data-driven decisions about how to improve it.

CLICK THIS TO DOWNLOAD THE TOOL