Beginning Reading Approaches in the K to 12 Curriculum as Perceived by Kindergarten, Grade 1, 2, and 3 Teacher Of Catanauan District SY 2015-2016
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Abstract
This study sought to analyze how teachers in Kindergarten, Grades 1, 2, and 3 of Catanauan District perceive the reading approaches in the K to 12 curriculum in the academic year 2015-2016. This descriptive research utilized survey method to gather the perceptions of the 169 teachers on the beginning reading approaches.
Results revealed that the respondents were highly aware that children with rich background experiences have more chances to develop understanding of the vocabulary and concepts
Keywords
beginning reading
mother tongue
reading product
reading process
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