1. DEVELOPING
A GENUINE LOVE FOR
READING
Presented by:
Joy L. Labrador
BEED-II

2. 
Developing a Genuine Love for Reading
is focused on the idea of letting students
appreciate the story selection.

The GLR stage, teacher establishes
proper mind set, activates the students‟
schemata , introduces the theme and
motivates them to read the passage.

3. 
Pre-reading activities are done before
the actual reading of the text. These
activities include establishing the
proper mind set, activating the
learners‟ schemata, introducing the
theme and motivating the learners to
read the text.

4. 
Motivation, an aim-seeking art defined
as the stimulus to create and sustain
intentions, is important because it
determines the extent of the learners‟
active involvement and attitude towards
learning.

5. 
Motivation in general sense is that which
influences the arousal, selection, direction, and
maintenance of all human behavior. Students
require some form of stimulus to activate, provide
direction for, and encourage persistence in their
study and learning efforts. Motivation is the energy
to study, to learn, to achieve, and to maintain
these positive behaviors over time. Motivation is
stimulates students to acquire, transform and use
knowledge ( Groccia, 1992)

Motivation is emotion in motion
(Smith,2002)

6. Weller(2005) provides these general principles of motivation
in any learning situation.
Basic Principles of motivation are applicable to learning in
any situation.
1. The environment can be used to focus the student‟s
attention on what needs to be learned.
2. Incentives motivate learning
3. Internal motivation is lasting and more self-directive than
is external motivation which must be repeatedly
reinforced by praise or concrete rewards.
4. Learning is most effective when an individual is ready to
learn, that is , when one wants to know something.
5. Motivation is enhanced by the way in which the
instructional material is organized.

7. MOTIVE QUESTION
Referred to as the part of the motivation.
However, this has been a misconception
of many. It should e noted that a motive
question is different from motivation
although motive question may be a part
of the motivation.
 Is a query that is left hanging until the
last part f the reading proper.


8. VOCABULARY
BUILDING

9. W.B. Elley, states a “rich vocabulary is a
valuable asset and an important attribute of
success an any walk of life”
 National Institute foe Literacy(2002) states
that knowledge of word meanings is the
most important single factor in reading or
listening comprehension.
 Lewis(1993) as quoted by Moras(2001)
argue that vocabulary should be at the
center of language teaching, because
„language consists of grammaticalised
lexis, not lexicalised grammar‟.


10. 
The institute for the Development of
Educational Attainment. Commonly
called as IDEA(2002-2004) presented
this diagram as a guide for vocabulary
enhancement and teaching.

11. IDEA identifies 2 ways of presenting a
vocabulary items to learners.
these are the Contextual Analysis and
Morphemic Analysis.
CONTEXTUAL ANALYSIS- a strategy
which readers use to infer or predict a
word from the context in which it
appears.
MORPHEMIC ANALYSIS- a strategy in
which the meanings of words can be
determined or inferred by examining
