III.

Linguistic Approaches
Reading Bloomfield Approach – Leonard Bloomfield and Clarence Barnhart advocate that the child should be
acquainted with the letters of the alphabet at the very start. The child should begin with capital letters and then go
to small letters.

Fries Approach – Charles Fries’ basic concept t: Learning to read in one’s native language is learning to shift, to
transfer, from auditory signs for the language signals which the child has already learned to visual or graphic signs
for the same signals for language perception. The aim is to develop high-speed recognition responses to English
spelling patterns.

Eclectic Approach Reading as interest – development of the recreational reading habit; the major approach is
personalized or individualized reading.

Reading as language process Language Experience Approach – a strategy which views reading as an extension of
speaking : thinking/experiencing, talking, writing, reading.

Psycholinguistic Approach – view reading as an interaction of thought and language, a process of combining
psychology and linguistics. This approach advances that reading, like listening, is a receptive process, used to
understand a written message, that readers reconstruct the author’s meaning in their own words.

Reading as culture – focuses on the relation between dialect differences and the written message as well as on
one’s cultural heritage. It makes instruction relevant to the pupil’s cultural background.
Reading as a learned process – emphasizes on controlled development of skills in a structured sequence
progressing from simple to complex

The Basal Textbook Approach – follows this general format : scope-and-sequence or flow chart for all an overall
view of skills; kindergarten readiness workbooks; first grade, second grade and above skill books; teacher’s guides
and assessment tests. The standard basal text lesson follows these steps: (a) background or motivation (b) vocal
development (c) purposeful or guided silent reading (d) discussion (e) purposeful rereading (f) skill instruction in
word recognition, comprehension skill with the use of workbooks (g) enrichment activities.

The Linguistic Approach – look at reading as recognizing and interpreting graphic symbols representing spoken
sounds which have meaning. It stresses sound-symbol regularity and systematic exposure to frequently used
sounding patterns.

The Phonics Approach – believes that the English spelling system is essentially regular in its correspondence
between letters and speech sounds and that letter sounds can be blended together to form words. For second
language learners short phonics drills on crucial sounds like f, v, j, sh, th, z, a and the schwa are needed.
Programmed Instruction – includes step-by-step learning, learning, immediate feedback, regular and constant
review and individual progress through materials.

The Skills Monitoring Approach – reading is analyzed in terms of skills arranged in hierarchies. This approach
entails (1) a scope and sequence chart of reading skills (2) a battery of tests for pre-assessment of reading abilities
(3) based on test results, instruction to adjust to pupils’ interest, abilities, and needs (4) a continuous assessment
using both formative and summative tests (5) a corrective or remedial measures (6) an adequate and challenging
enrichment activities for the bright pupils.
 IV. Stage and Speech Arts Level /

Context of Speech Communication Intrapersonal – involves only oneself. Internal discourse like thinking, analysis,
contemplation, meditation Solo vocal communication like thinking aloud, soliloquies Solo written communication
not intended for others like diaries, or personal journals.

Interpersonal – involves an exchange between sender and receiver of a message. It may be direct (face-to-face) or
indirect (via telephone, e-mail, teleconference)

Dyadic communication ; two people talking Group communication ; study group, committee meetings Public
communication ; scholarly lectures, political campaigns

The Speech Arts Different types of public speech according to purpose Informative – to present facts,
knowledge, and information.
Persuasive – to reinforce or modify the audience’s beliefs
Occasional or entertaining – to amuse the audience How the speech is delivered
Impromptu speech – delivered with little or no preparation
Extemporaneous speech – delivered with some prepared structure such as notes or outlines
Memorized speech – reciting speech from memory
Manuscript speaking – reading the speech word-for-word from its written form or the manuscript

Types of oral interpretation

a. Solo interpretation Story telling – oral sharing of a personal or traditional story; it may be illustrative (using
drawings) or creative / dramatic (using gestures and creative movements) for entertaining or educating.

b. Interpretative / interpretive reading – also called dramatic reading, oral reading, or reading aloud by using
the elements of voice and diction to convey meaning and mood

c. Declamation – recitation of a poem from memory and is marked by strong feelings

d. Monologue – interpretative oral performance of prose or poetry in which the interpreter plays a role.

e. Group interpretation Reading concert – also known as Readers Theatre- oral reading activity with speakers
presenting literature in a dramatic form.

f. Chamber Theater – theatrical approach to performing narrative literature

g. Speech Choir – also choral reading, choric interpretation, vocal orchestration – ensemble reading technique
where a group of readers recite as one in coordinated voices and related interpretation : (1) reading in unison
– several voices sound like one instrument, (2) solo and chorus – soloists recite lines and chorus recites refrains,
(3) responsive reading – lines are recited alternately by solo or chorus

V. Structure of English Sentences.

Every sentence must have both a subject and a verb.

Three kinds of Sentences

Declarative sentence- states a fact, e.g., “Connie loves Rommel.”
Interrogative sentence - asks a question, e.g., “Does Connie love Rommel?”
Exclamatory sentence - registers an exclamation, e.g., “Like, I mean, you know, like wow!”
Three Basic Structures
Simple sentence makes one self -standing assertion, i.e., has one main clause, e.g., “Connie loves Rommel.”
Compound sentence makes two or more self-standing assertions, i.e., has two main clauses, e.g., “Connie loves
Rommel and Rommel enjoys it.”
Complex sentence makes one self-standing assertion and one or more dependent assertions, subordinate clauses,
dependent on the main clause, e.g., “Connie who has been desiring Rommel these twelve years, loves him, and
Rommel, what’s more, still enjoys it.”

Restrictive and Nonrestrictive Relative Clauses

Restrictive Clause modifies directly, and so restricts the meaning of the antecedent it refers back to, e.g., “This is the
girl that started all the fun.” One specific girl is intended.
The relative clause is not set off by a comma.
A nonrestrictive clause, though still a dependent clause, does not directly modify its antecedent and is set off by
commas. “These girls, who came from Iloilo, are all sweet and charming.”
An appositive is an amplifying word or phrase placed next to the term it refers to and set off by commas, e.g.,
“Henry VIII, a glutton for punishment, had six wives.
Basic Sentence Patterns (based on syntax) Parataxis – Phrases or clauses arranged independently, in a coordinate
construction, and often without connectives, e.g., “I came, I saw, I conquered.”
Hypotaxis – Phrases or clauses arranged in a dependent, subordinate relationship, e.g., “I came, and after I came
and looked around a bit, I decided, well, why not, and so conquered.”
Asyndeton – Connectives are committed between words, phrases, or clauses, e.g., “I’ve been stressed, destressed,
beat down, beat up, held down, held up, conditioned, reconditioned.”

Polysendeton – Connectives are always supplied between words, phrases, or clauses, as when Milton talks about
Satan pursuing his way, “And swims, or sinks, or wades, or creeps, or flies.”

Periodic Sentence – is a long sentence with a number of elements, usually balanced or antithetical, standing in a
clear syntactical relationship to each other. Usually it suspends the conclusion of the sense until the end of the
sentence, and so is sometimes called a suspended syntax.

Loose Sentence – a sentence whose elements are loosely related to one another, follow in no particularly
antithetical climactic order, and do not suspend its grammatical completion until the close. A sentence so loose as to
verge on incoherence is often called a run-on sentence.

Isocolon – the Greek word means, literally, syntactic units of equal length, and it is used in English to describe the
repetition of phrases of equal length and corresponding structure, e.g., “Harry, now I do not speak to thee in drink
but in tears, not in pleasure but in passion, not in words only, but in woes also.”

Chiasmus – is the basic pattern of antithetical inversion, the AB:BA pattern. The best example is probably from John
F. Kennedy’s first inaugural address: “Ask not what your country can do for you, but what you can do for your
country.”

Anaphora – begins a series of phrases, clauses, or sentences with the same word. Churchill’s exhortation in 1940:
“We have become the sole champion now in arms to defend the world cause. We shall do our best to be worthy of
this high honor. We shall defend our island home, and with the British Empire we shall fight on unconquerable until
the curse of Hitler is lifted from the brows of mankind. We are sure that in the end all will come right.”