As claimed by Cutiongco and Tamidles ( 1995), the failure of reading instruction in our schools could be attributed to two major factors (1) children’s view of reading as a task, and (2) their association of reading with rtgid classroom structures.

            If children find reading boring,difficult and unpleasant, and if they barely read during their free time, then everything that teachers do in the classroom to promote reading development needs to be reassessed.  The problem calls for for an examination for teachers’ philosophical orientation, their classroom practices, and their manner of evaluating learning.  To create a significant positive change in pupils’ reading comprehension and attitudes, teachers must consider what current research says about reading instruction and endeavor to match their theoretical beliefs, practices and assessment with the findings.

             Paul and Monson(1992), focused on the changing role of the classroom teacher and the curriculum reorientation that consequently affect his/her instructional behaviors.  Teaching, they stress should shift from the traditional transmission instructional model to one which engages teachers in complex transactions with learners.  Moreover, from being simply implementers of curricula prescribed by “experts”, teachers are encouraged  to use other approaches to become empowered by using their professional knowledge bases to innovate in their classrooms.

Reading programs should consider variety and balance in using materials and methods shared by teachers and students.

Reference:

 Orencia, M. Enhancing Compehension and Attitudes through a Whole language Inspired                         Reading Program RAP (2005).

By: JACQUELINE R.DELA ROSA | Teacher I | Samal National High School | Samal, Bataan