Marungko Approach is a method in teaching beginning reading which involves a combination of whole language and phonics instruction. It emphasizes the systematic teaching of letter sounds and blending them together to form words. This approach is often used in early childhood education to help young learners develop their reading skills.
msaeoiu
M s a i e etc
Marungko approach in reading is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, so and so forth. the alphabets are rather "pronounced" than read: i.e. the alphabet "m" would be pronounced as "mmm" not the old Pinoy style of reading it as "ma". Learning the pronunciation of just a few of the letters would actually help the child read a few more words.
The Marungko alphabet is a phonemic approach used in the Philippines to teach young children how to read. It uses a simplified set of symbols that represent the basic sounds of the Filipino language. This method is designed to aid in developing children's reading and writing skills at an early age.
The dimensional approach in teaching reading is based on the principle that learning is best when in proceeds from the easiest to the most difficult. This approach in teaching reading starts with a story and then followed by the comprehension check which is usually done through the different types of questions that the teacher asks.
The proponent of the dimensional approach in teaching reading is Louise Rosenblatt, who introduced the concept in her transactional theory of literary reading. The dimensional approach emphasizes the interaction between the reader and the text, focusing on how readers construct meaning through their personal experiences and understanding.
The oral-aural approach emphasizes the importance of oral and aural skills in language learning, focusing on listening and speaking before reading and writing. Situational language teaching involves teaching language in context, using everyday situations to help students learn and practice language skills in realistic scenarios. Both approaches aim to make language learning more practical and communicative.
Reading as a series of skills approach helps teachers break down the complex process of reading into manageable components such as phonics, vocabulary, fluency, and comprehension. By explicitly teaching each skill, teachers can provide targeted instruction and interventions to support students' reading development. This approach allows teachers to address individual student needs and scaffold their learning effectively.
Willa Coward Bryant has written: 'A study of two divergent approaches to teaching reading to educationally retarded and disadvantaged pupils at the third grade level' -- subject(s): Remedial teaching, Reading, Slow learning children
"Guided Approach" is an approach proposed by Schmidt, that can be used for teaching office reading exercises. It allows an instructor to emphasize the thirteen component skills that are subsets of the two main skills, verifying and comprehending detail.
Elinor P. Ross has written: 'Using children's literature across the curriculum' -- subject(s): Books and reading, Study and teaching, Children's literature, Interdisciplinary approach in education, Children 'The workshop approach' -- subject(s): Reading (Elementary), Language arts (Elementary), Literacy, Study and teaching
Sam Ed Brown has written: 'One, two, buckle my shoe' -- subject(s): Mathematics, Study and teaching (Preschool) 'Activities for teaching metrics in kindergarten' 'Activities for teaching using the whole language approach' -- subject(s): Activity programs in education, Language experience approach, Language experience approach in education, Reading