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IN SUM, A child who knows how to read early on will have better vocabulary, use correct
grammar, have improved writing, be better at spelling, and more articulated speech. These are
great skills to have, no matter what a child's future holds. These skills will be with them and help
them throughout their entire lives.

SO HOW DO WE HELP OUR CHILDREN KICKSTART THEIR READING JOURNEY?

THE FOUR-PRONGED APPROACH TO TEACHING BEGINNING READING 

What comes to your mind when you hear the word “four-pronged”? What does it have to do with
teaching reading? Find out if you have the same views about the four-pronged approach to
teaching reading.

The Four-Pronged Approach in Reading Instruction By Raidis Laudiano, M.A.*

The four-pronged approach was first developed by Professor Basilisa Manhit of the College of
Education, University of the Philippines, Diliman. The philosophical foundations of the four-
pronged approach are the following: literature-based, holistic, and places emphasis on the
process of transfer. This approach has evolved through the years with the consistent use by the
teachers of the University of the Philippines Integrated School Kindergarten to Grade II (U.P.I.S.
K-2) and with the input of the other members of the faculty of the Reading Education Area of the
same university.

It is a systematic, holistic, literature-based beginning instructional framework. The four-pronged

approach is composed of four parts: 

1. Developing a Genuine Love for Reading (GLR)

2. Developing Critical and Creative Thinking Skills (CT)
3. Grammar and Oral Language Development (GOLD)
4. Transfer Stage

I. GENUINE LOVE FOR READING

Main Point: GLR focuses on eliciting emotional response from the readers—love for reading— and
skills development (e.g., vocabulary development, listening, and comprehension). The use of pre-
reading activities that activates the readers' prior knowledge and help them unlock their difficulties,
goal setting, story reading, and guided comprehension play an important role here.

The first prong aims to immerse the child in literature and develop a deep and lasting love for
reading. Finding a good and interesting story or poem is the first step in this prong. The
story/poem should be suitable to the age, interests, and vocabulary levels of the childr8/en. The
message of the story should be very clear to the teacher. His/Her understanding of the material
will be the basis of an appropriate objective which will guide the development of the lesson.

The words, phrases, places, and importa

nt details of the story which may hinder the children’s understanding of the selection should be
identified. Methods of clearing these obstructions should be planned. Unlocking of difficulties may
be made through a variety of ways such as demonstrations, concrete objects, drawings, and other
forms of representation, verbal/contextual clues and games.

To develop a love for reading, the child must also have a need and desire to read or listen. The
teacher must look for an incident in the story/poem which is familiar to the child. From this, a
question for motivation may be asked so the children may freely share personal experiences and
feelings about it. Linking these expressed thoughts and feelings to the story through a similarly
phrased question will motivate them to listen to or read the story. They will want to find out if the
question is resolved differently or not. Thus, the children have a motive for listening to the story.

Only after this enthusiasm is kindled, should the story be read to the children. The manner of story
or poetry reading should sustain this interest. The reading of the story/poem should equal the
artistry of the author.

* Copyright, 2007. For questions/comments, please email the author at: raidis_papo@yahoo.com

I. CRITICAL THINKING

Main Point: The second prong, CT, aims at imparting the very message of the reading text. The
teacher tests and retests the readers' understanding through comprehension questions that
harness their critical thinking skills. Creative reading exercises may be given to further heighten
the readers' interpretative and intuitive skills.

After story/poetry reading, the children are asked to answer the motive question. A discussion then
unfolds the events and beauty of the selection. This discussion should succeed in imparting the
message of the story. The children arrive at this on their own pace of realization guided by the
questions of the teacher. The children are trained to reflect on the story. They soon become
accustomed to critical thinking, the second prong. Creative exercises may follow to elevate the
reading/listening activity to a more aesthetic level when they can interpret the story/poem purely
on their own.

Through this method of sharing literature, vocabulary is developed, attention span is lengthened,
listening comprehension is honed and critical thinking, applied daily, becomes a habit.

III. MASTERY OF THE STRUCTURES OF THE (FILIPINO/ENGLISH) LANGUAGE

Main Point: The third prong, GOLD, implicitly exposes students to forms or structures—lexical
and syntactic—that are evident in the texts they read, thus allowing students to gain mastery of
structures (grammar awareness) of either Filipino or English and oral language proficiency.

Through this method of sharing literature, vocabulary is developed, attention span is lengthened,
listening comprehension is honed and critical thinking, applied daily, becomes a habit.

Literature is an excellent source of examples of good language. The children will catch this
language and use it in their conversations in and out of school. The story/poem gives the children
a common experience which they can talk about. Capitalizing on this shared knowledge and
individual security to teach specific language structures will eliminate the burden of listening and
speaking about unrelated topics. Using the content of the story, the children will be able to practice
newly learned language structures. In this manner, the children will gain mastery of the
structures of the (Filipino/English) language (now also named GOLD or Grammar and Oral
Language Development), without really knowing that they have just had a grammar lesson.

IV. TRANSFER STAGE

Main Point: The fourth prong, TS, ensures that the child is prepared for beginning reading
instruction or the transfer stage. TS focuses on word recognition, vocabulary expansion, spelling,
and writing. The use of differentiated instruction is of value in this prong for each learner or group
of learners has differing needs and varying levels of understanding.
In the course of time, children who have become used to listening to stories will want to read on
their own. Opening a book and pretending to read are just some of the symptoms that tell that a
child is ready for beginning reading instruction, or the transfer stage. This prong is also planned
and implemented as systematically as the three prongs. This is the prong where reading readiness
activities are given to the pupils. The Fuller Approach is used as a guide for the sequence of
teaching the phonemes. In Filipino, the Marungko Approach provides the structure.

The table below presents a matrix of the four prongs, the goals for each one, and the materials to
be used in each of the prongs:

PRONG GOAL MATERIAL

Genuine Love for To develop a lifetime love, Storybooks, poems, trade
Reading (GLR) habit, and enjoyment for books, songs
reading.

To inculcate enduring love

and pleasure for reading
Critical Thinking (CT) To develop the habit of Same story and post-
reflecting on what is read reading activities that
and exercising decision engage children
making, making judgments
and valuing.

To cultivate the readers’

reflective, critical and
creative acumen
Mastery of the Structures To develop competence in Still based on the story,
of the Filipino/English oral language, objects, pictures, charts to
Language (MSF/EL) or understanding and correct facilitate application of
Grammar and Oral use of syntax structures learned.
Language Development
(GOLD) To advance the reader’s
grammatical competence
and oral language
proficiency
Transfer Stage (TS) To develop phonemic Worksheets, writing
awareness, decoding and tablets, charts and other
encoding skills. materials of appropriate
level
To advance the readers’
phonemic awareness,
decoding, and encoding
skills

The four prongs flow into each other smoothly and without fanfare introductions. All but one prong
emanates from the story. Genuine love for reading, critical thinking, and mastery of the
(Filipino/English) language are all based on the poem/story read. When the transfer stage
commences, the children switch to the lesson they left off the day before and move on from there
as guided by the teacher.

Reference: Ocampo, Dina Joana & Hermosa, Nemah (1997). EDR 210 Module: Trends in
Reading Instruction. U.P. Open University, Diliman, Quezon City: Office of Academic Support and
Instructional Services.

TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS

Do you teach diverse groups of students? Are you looking for an effective way to address students
from different cultures? You must adopt multicultural education and effective teaching strategies in
your classroom.

Multicultural education enables students to understand the need to accept diversity and eliminate
racism and issues based on ethnicity or diverse groups for a better future. 

What Is Multicultural Education?

 Educational policies that not only recognize but also affirm human differences and
similarities associated with gender, race, ethnicity, nationality, disability and class.
According to Banks and Banks (1995)
- Multicultural education as a field of study is designed to increase educational equity for all
students.
According to James A. Banks (1997)
- Multicultural education is an idea, an educational reform movement, and a process.
According to Paul Gorski (2010)
- Multicultural education is a progressive approach for transforming education that holistically
critiques and responds to discriminatory policies and practices in education.
Multicultural education helps all students see themselves in the curriculum and the classroom. It is
a field of study that embraces techniques to advance and advocate educational equity for all
students of every age. It focuses on, but is not limited to, ethnic, racial, language, and gender
issues that potentially marginalize groups or subgroups of people.
“It helps all students acquire the knowledge, skills, attributes, and attitudes needed to function in a
democratic society while feeling valued and heard,”
Although imparting multicultural education is often seen as a responsibility that resides with certain
teachers, the task of approaching education through a multicultural lens belongs to every
educator.
“Even if you do not have diverse students in front of you and you’re teaching where all of the
students are homogenic, that knowledge is also for them,” Lopez said.
Multicultural education involves more than reading a book about a historical character of color or
celebrating a holiday surrounding a diverse hero. It includes policies, practices, and pedagogical
approaches that affirm students’ differences and intersectionality.
“It’s about appreciating the uniqueness of every single student in your classroom, what they can
bring to your classroom, and how they can make that classroom more of a robust, vibrant
community,” said Dr. Leanne Howell,External link:open_in_new a faculty member with the EdD
online in Learning and Organizational Change program from Baylor University’s School of
Education. “Every single student is essential to the community of that classroom.”
Educators can work to take steps that make their curricula and classrooms safe spaces and
incorporate teaching styles to support all students, regardless of their backgrounds.
Multicultural education encompasses more than just cultural differences. It involves practices,
policies, strategies and pedagogical approaches that adhere to the differences and
interrelationship of students in the classroom. It also includes an examination of various
stakeholders like students, teachers, parenting styles, and other experiences that would shape
each student.
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What the students learn in the classroom in terms of interactions with other students with varied
backgrounds translates to how efficient they will be in communicating with different kinds of
people. With the unstoppable diversity, the teachers must be flexible in navigating their methods
and strategies from one learner to another.
What is the main goal of multicultural education?
 The main goals of multicultural education are to increase cultural appreciation and prevent
discrimination in all its forms. Multicultural education aims to increase pluralism in a society.
This includes: (SABIHIN LANG ITO)
 Creating a safe, accepting and successful learning environment for all
 Increasing awareness of global issues
 Strengthening cultural consciousness
 Strengthening intercultural awareness
 Teaching students that there are multiple historical perspectives
 Encouraging critical thinking
 Preventing prejudice and discrimination

What kinds of cultural diversity are common in classrooms?

No two students are the same, even if they share a lot in common. To foster cultural awareness,
you need to consider all the different aspects of culture that can influence your students’
perceptions, attitudes, and behaviors. Common cultural differences include:

Race
It’s important to recognize the impact skin color has had on the broader American culture and how
it can affect students’ perceptions of each other and themselves.

Ethnicity
While ethnicity is sometimes used as a synonym for race, it is more accurately defined as the
culture we derive from our nationality. Ethnic differences appear in all immigrant groups and can
persist for generations. Understanding these differences can help you be attuned to your students’
interests and outlooks.

Religion
While you know that not everyone worships in the same way—and that some don’t worship at all
—it’s good to familiarize yourself with the ways religious traditions and requirements can impact
your students’ behaviors and free time.

Language
Language barriers should not be educational barriers. While you can’t be expected to speak every
language, you can be expected to make accommodations for those who speak English as a
second language.

Economic
The economic situation of a student’s family can greatly impact his or her learning. You should be
aware of how economic pressures can lead to classroom stress as well as to issues with finding
time and a place to study.

https://www.waldenu.edu/online-bachelors-programs/bs-in-elementary-education/resource/why-
cultural-diversity-and-awareness-in-the-classroom-is-important
How to Incorporate Multicultural Education in the Classroom
Incorporating multicultural education strategies begins with self-reflection. Teachers should
question their expectations for students of different identities and reflect on how those
expectations affect how they engage in the pedagogy.
“Ask, ‘Am I meeting the needs of all of the learners in my space?’ It starts by asking questions
around, ‘What biases do I have? What stereotypes might I be bringing to the table?’” Lopez said.
“Teachers have to see themselves as learners.”
Howell suggested teache rs set aside time before, during, and after the school year to journal or
think critically about their biases.
Engaging in that reflective thinking of, ‘What are my biases?’ and really examining those, and
being honest with yourself to say, ‘We all have biases. What are mine?’”
Lopez believes teachers should view the process of learning and unlearning as a journey.
“None of us were born with this knowledge,” she said. “It is knowledge that has to be gained, so
we have to create that space where teachers — whether they’re in K-12 or higher ed — can find
space to learn.”
Incorporating strategies in multicultural education begins with the self-reflection of the teacher. To
reflect on the expectations of students with different cultural backgrounds. Dr. Leanne Howell of
The National Association for Multicultural Education presented the tips on the ways to incorporate
the multicultural education strategies inside the classroom.

14 Tips for Incorporating Multicultural Education Strategies in the Classroom

1. BUILD RELATIONSHIPS WITH YOUR STUDENTS. “Students really don’t care how much
you know until they know how much you care,” Howell said. To nurture relationships with
students, she said teachers should strive to have conversations with students outside of the
classroom and curriculum. That might include taking time at the beginning of class for
students to share their celebrations with the group.
To establish relationships among students, teachers must find time to speak and have
conversation with students even outside the classroom. This includes talking with them
about the school works, along with the canteen, how they work with their groupmates, how
they find the homework and exams and other things that would make them comfortable.

2. UNDERSTAND YOUR STUDENTS. First and foremost, it is very important to understand

the cultural backgrounds of all your students. It helps in knowing all the cultures to address
and lessons to plan.
o You can know your students by interviewing them on the first day of the class.
o You can also go through their personal records.
o To understand the students better, you can also ask the previous teacher about
them.
3. APPROACH STUDENTS WITH CURIOSITY. Consider how students’ backgrounds may
affect their performance. This includes understanding the reasons why some students show
different behaviors in the classroom rather than giving punishments right away. For
example, Lopez did not understand why some students were so sleepy during her classes
until she found out they were fasting for religious holidays. “If I had taken an approach of
punishment and not learning, those students might have had a different experience,” she
said.

4. CULTIVATE A MINDSET IN THE CLASS. Making the students set up even achievable
small goals can help them achieve progress as they are learning. For students who find it
challenging to improve themselves, the teacher must emphasize that they are just in the
process of learning and developing, that it is normal to experience slow progress, but giving
them a mindset, that hard work and dedication will help them achieve their goals and
succeed is still the best way.

5. IDENTIFY THEIR STRENGHTS AND WEAKNESSES. As an effective multicultural

teacher, it is your responsibility to identify the strengths and weaknesses of your students to
know how to eliminate them. You can do so by:
o Checking previous academic records
o Individually interviewing each student, and
o Frequently assessing the student’s performance in the class.

6. ENCOURAGE THEM TO SHARE REAL-LIFE EXPERIENCES. Organizing casual

sessions where students share their past stories and experiences help them open up, relate
with each other, and build strong communication skills.

7. FOSTER A GROWTH MINDSET IN YOUR CLASSROOM. “A growth mindset is helping

kids understand that the abilities they have can be improved with dedication and hard work,
that they are just going through a stage of developing and improving,” Howell said. Setting
small incremental goals can help students succeed and see progress as they learn.

8. HELP STUDENTS BUILD CONFIDENCE. Recognizing small victories can help students
build confidence in themselves and in their skills. “This comes with relationship building,”
Howell said. “It comes with celebrating small victories. I think that growth mindset really
plays into that because it’s helping them understand that through hard work and dedication,
they can achieve bigger tasks in small increments and small steps.”
o Rewarding students by recognizing their successful performances, good deeds, and
small victories can build up confidence among themselves. Celebrating small
victories from successfully performing tasks encourages them to work harder and
achieve bigger goals.

9. FOSTER INCLUSION. Inclusion applies to students of different races, ethnicities, classes,

genders, and other groups. It is about the sense of belongingness the students should feel
in the classroom. “It’s definitely making everyone feel like they have a seat at the table
every single day,” Howell said.
o Encourage Cultural Storytelling
 Every household has some folktales that are told to its children. Ask the
students to share their cultural stories and draw moral lessons from each one
of them.
o Schedule a Monthly Culture Day
 You can encourage students to wear their cultural dresses once a month to
help them learn about other students’ backgrounds.
o Celebrate Native Festivals
 Celebrating cultural festivals also helps each student feel valued and
eventually make the classroom culturally responsive.

10. REMEMBER NO TWO STUDENTS ARE ALIKE. Howell said it can be difficult to
differentiate between students of the same age or grade level. Teachers can use pre-
assessments to determine where students are academically, design instructional
experiences to meet their needs, and offer mid-point assessments to evaluate whether
students are mastering a concept.

11. DESIGN LEARNING EXPERIENCES AROUND THE CULTURAL CAPITAL OF YOUR

STUDENTS. “You want students to leverage all of the skills that they come to you with
through their cultural lens,” Howell said. Teachers should recognize that the diverse
experiences every student brings to the classroom can add richness to learning, and
challenges students face outside the classroom do not always equate to deficits. These
differences must not be taken as a hindrance for the teacher to manage the classroom.

12. INCLUDE MANY EXAMPLES OF DIVERSE LITERATURE. Assess whether your texts
reflect your students’ experiences, and ensure resources included in your curriculum are
diverse. If the texts reflect the experiences of the students, then they can build up a deeper
understanding of the lessons in the classroom. “It’s imperative for teachers to give context
and reference points to topics that allow students to build on the current schema they
have,” Howell said.

13. REFRAIN FROM BEING THE “SAGE ON THE STAGE.” Be facilitative. Howell said
teachers should act as facilitators of learning. Teachers as facilitators are very important in
the classroom. Learning is not a one-way process where everything is given by the teacher
to the students. The students themselves must learn and discover by themselves through
the guidance of the teacher. “Learning is not just a one-way street,” Howell said. “I need to
teach you multiplication skills, but I also want it to become an open-ended conversation, a
two-way conversation that my students share those experiences with me.”

14. EVALUATE HOW YOUR TEACHING STYLE AND PHYSICAL SPACE SUPPORT
MULTICULTURAL EDUCATION OBJECTIVES. Cooperative learning activities must
adhere to the educational objectives in the classroom. Ensure that all students must
participate and not just a few students performing. “Are kids sitting in just desks? Is the
room set up in a way that students can have dialogue?” Lopez said. “Are you having
cooperative learning activities that students can safely participate in? What does that look
like, and how do you do that?”

15. DESIGN LEARNING CHALLENGES TO INCLUDE STUDENTS WORKING TOGETHER.

Bring students together through problem-based learning to solve real world issues. Howell
suggests not always letting students choose their own groups; pairing students with
different partners can help create an inclusive environment and foster empathy between
classmates.
o Through challenging problem-based strategies, the students solve real issues in
cooperation with their group. Through groupings, the students learn to work together
and create empathy among their classmates.
o Organize Open Discussions
  Selecting a current cultural or social issue and holding an open discussion on
them allows the students to share their thoughts, be better listeners, and know
about the issues faced by other communities.
o Plan Group Activities
 Planning group activities that focus on teamwork and collaboration help
overcome cultural barriers, increase student involvement, and embrace cultural
differences in a class.

16. INVOLVE YOUR SCHOOL’S COMMUNITY. Bring guest speakers into the classroom who
represent your student population and their interests. Understanding what is happening in
your school’s community and bringing real-world examples into the classroom can help
students connect learning experiences to their communities.
o Having a guest speaker to discuss in the classroom makes the students more
immersed in what is happening in society. Understanding the current events in the
community from external speakers brings a realistic emphasis on the students
learning since there is an established clear connection between the lesson and the
current situations outside. This helps the student to bridge the link between the
impact of their communities in the learning experience.

17. REFLECT ON HOW LEADERSHIP PRACTICES SHAPE YOUR SCHOOL. For those in
formal leadership positions, such as principals, assistant principals, and other
administrators, notice if your leadership practices are inclusive or exclusive and whether
your leadership challenges structures that restrict student success. Reflect on student
discipline methods and assess hiring practices and diversity among faculty and staff.
o School leadership can be reflected on student discipline methods in executing
diversity and practices among the school stakeholders such as faculty, staff and
students. The inclusivity promoted by the school administrators and leaders helps
promote student success not just in the classroom but also at school.

18. CONSIDER THE WHOLE SCHOOL ENVIRONMENT. Multicultural support in one

teacher’s classroom may differ from the rest of the school. “You might have an awesome
teacher who looks out for their students, who is kind, caring, compassionate, empathetic,”
Lopez said. “When that kid leaves that teacher’s classroom, they’re oppressed next door in
the same school. So it’s a classroom approach and a school approach.”
o Multicultural support should not only be visible in the classroom but also the school.
Students might feel comfortable inside the classroom of a teacher who upholds
inclusivity, but when students are outside the classroom the inclusivity might be at a
risk. Thus, more than the classroom, the school should also be manifesting
multicultural diversity among the students. It should be a school approach, not just a
classroom approach.

It is vital to establish an atmosphere in the classroom where the students feel at ease despite their
differences, are safe, have opportunities for conversation, and are assured that they are being
hear and valued.
What are the benefits of multicultural education?
The main benefits of multicultural education are that discrimination in all forms decreases in
communities in which it is practiced, and that students develop more pluralist paradigms. They
also become more involved in their society.
  Multicultural education increases productivity because a variety of mental resources are
available for completing the same tasks and promotes cognitive and moral growth among
people.
 Multicultural education increases creative problem solving skills through the different
perspectives applied to the same problem to reach solutions.
 Multicultural education increases positive relationships through achievement of common
goals, respect, appreciation, and commitment to equality among the intellectuals at
institutions of higher education.
 Multicultural education decreases stereotyping and prejudice through direct contact and
interactions among diverse individuals.
 Multicultural education renews vitality of society among the richness of the different cultures
of its members and fosters development of a broader and more sophisticated view of the
world.
https://www.slideshare.net/keziamae/multicultural-education-45874904
Reference
Banks, J.A. (1999). An Introduction to Multicultural Education (2nd ed.). Boston: Allyn and Bacon.
https://intime.uni.edu/four-approaches-multicultural-curriculum-reform
https://study.com/learn/lesson/multicultural-education-overview-approaches.html

TEACHING DIFFERENT STYLES OF READING MATERIALS

Presentation
When one speaks about reading, usually they immediately speak of books, stories, and poems.
However, there are several other types of reading materials that students can use to learn and
develop their reading skills. Providing accessible reading materials to students can give them
access to different reading levels and other genres. The website Scholastic Parents presented
these creative ways of reading materials:
A. Magazines. There are a variety of magazines appropriate to all types of students. These can
be found in newsstands or digital formats.
B. Comics. This reading material allows the students to be hooked on reading. It is a great
strategy to teach the students about reading dialogues.
C. Manuals. For teaching students to know how things or gadgets work, the manuals for things
like appliances, cars, and other devices can be great options to read. This also builds up their
vocabulary competence and these materials are even visible at home.
D. Newspapers. This teaches the students to know what's going on in society. However, if this will
be used as reading material in the classroom, the teacher must consider which news section may
be used since they may be exposed to articles about crime and traumatic events.
E. Poetry. Getting a collection of poems or poem writing with students is a creative way to teach
them to love reading. Having students write their poems is a good skill to promote both reading
and writing.
F. Travel Brochures. These visually appealing materials motivate the students to read and get
immersed in what they are reading. They can learn about a place, culture, and people.
G. Encyclopedias. With the vast general knowledge contained in encyclopedias, students can
just choose their subject or topic of interest to readers.
H. Sports Programs. Allowing the students to read about their favorite sports as well as the
athletes they admire gives them the motivation to look for information by reading sports programs
or sports articles.
I. Catalogs. There are many catalogs now that give product descriptions on gadgets, foods,
devices, toys, and other things. Having the students make a list of the things they want makes
them read about it in catalogs. The short descriptions in the catalogs also make the students at
ease knowing that they will not read thick pages.
J. Recipes. This is a good example of real-life reading for students of any age. In Technology and
Livelihood classes and Home Economics classes, these reading materials are very applicable to
students.
K. Dictionaries. Asking the students to learn new words a day would resort them to read
dictionaries. The teacher can also implement the "A Word; A Day" program in the class to achieve
vocabulary build-up.
L. Play Scripts. Making the students feel about being a stage performer brings out their artistic
side. Reading some scripts from plays, TV or movies together makes them interested to read
where one reads and feels the character in the piece that they read.
M. Atlases. Atlases provide wealthy reference information about places. Asking the students
about a country or city they like to visit makes them read and map out a great adventure and at the
same time learn about geographies, population, landmarks and structures, and more.
N. Public Signs. Recognizing familiar public signs for children is very essential. Reading public
signs for students can be done both by both parents and teachers. Being aware of the language
around them by reading signs on the road, school, and everywhere is a good start for them to
read.
O. Books They Write. Reading their writing is a very powerful tool for students. They can
evaluate what they wrote and rewrite it based on the things that they found to be improved in their
writing. Asking them to read their essays, poems, stories, and paragraphs encourages them to
read and write.

With the various types of reading materials that are now accessible for the students, there is a
need to ensure reading comprehension. McEwan (2007) emphasized that teachers should
integrate the seven cognitive strategies of effective readers: activating, inferring, monitoring-
clarifying, questioning, searching, selecting, summarizing, and visualizing-organizing. Cognitive
strategies signify the mental processes of the skilled readers to construct and extract meaning
from the text they read. Teaching these strategies to the students would improve their retention
and comprehension.
A. Activating. Recalling relevant prior knowledge of the students is a good strategy to ignite their
previous experiences on a certain topic. When prior knowledge is activated, their reading process
becomes relevant.
B. Inferring. This strategy teaches the student to decipher explicit and implicit information on the
materials that they are reading. Combining both written and unwritten information in the reading
text helps them to process ideas easily.
C. Monitoring-Clarifying. Telling the students that they are free to speak and ask questions
about the material that they read is a good strategy. This makes them think about how and what
they read. Clarifying something makes them comprehend the text better.
D. Questioning. Participating in learning dialogues with the text (authors), classmates, friends,
and teachers by asking questions, making questions, and answering questions is an effective
strategy to make the students at ease by sharing ideas with others.
E. Searching-Selecting. This strategy refers to searching for more sources to get appropriate
information that leads to answering questions, defining terminologies, clarifying concepts, and
gathering more information.
F. Summarizing. Making the students restate the text in their own words helps them to
comprehend better, however, they must be guided properly by the teacher.
G. Visualizing-Organizing. Thinking of a mental image while reading a text makes the students
construct meaning and extract information more clearly than just simply reading the text.
Overcoming Challenges for Educators
Multicultural education requires time, resources, and professional development. Sometimes
educators may feel like engaging in multicultural education is extra work.
“Many teachers feel as if they simply don’t have enough hours in the school day to personalize
lessons from the ones that are already in existence,” Howell said.
Educators can rally teaching teams by grade level or content to rethink lesson plans together in a
way that ensures equitable learning experiences for all students.
“It’s not onerous,” Lopez said. “It simply requires a different way of thinking about teaching and
learning, a different way of thinking about how we ensure that all students can be successful.”
For districts that have limited resources, Howell suggests relying on collaboration with teachers
who have proven strong multicultural education skills.
Exploring culturally sensitive topics can also be a challenge for teachers. Howell suggested using
existing literature and media as gateways to explore sensitive topics. Children’s books, novels,
films, and other media can all be useful references. And while she says there are many fabulous
resources out there for teachers to use, she provided a few websites that teachers can bookmark
to begin their journey:
However, no matter how much thought is put into the curriculum, there is always a possibility that
an educator might offend a student while addressing culturally sensitive subjects.
“All of us have blind spots,” Lopez said. “All of us say things, but it’s never about intent. It’s always
about impact.”
When a teacher offends a student, Lopez suggests coming back to the point of self-reflection.
“What do I know? What do I need to learn? And what do I need to unlearn?” she said. “Sometimes
we don’t realize how our unconscious biases come out in what we say and things that we do.”
It is important to establish a classroom atmosphere where students feel safe, have space for
dialogue, and know their concerns will be heard, rather than getting defensive, Lopez said. If
students feel uncomfortable, they should be able to explain their discomfort.
“It’s about saying, ‘Help me understand how that created a discomfort for you so I can know not to
do that again,’” Lopez said. “It’s about creating the environment for students to feel safe and feel
that they’re able to speak up when they’re feeling uncomfortable or there is discomfort in whatever
way.”
Educators at all levels should serve as models of empathy and respect for their students, Howell
said.
“In the classroom modeling your care and respect for every student is so important,” Howell said.
“It’s really just modeling what you want your students to in turn emulate for their students.”
Citation for this content: Baylor’s EdD online in Learning and Organizational Change.
https://onlinegrad.baylor.edu/resources/multicultural-education-strategies/
https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential-strategies-to-
embrace-culturally-responsive-teaching/
https://www.cuemath.com/learn/multicultural-education/
Questions?
1. How does cultural awareness affect the teacher’s strategy in teaching multicultural
students?
- Cultural awareness fosters culturally responsive teaching, which is more of a priority in
classrooms than ever. Culture influences how we see the world, how we see the community that
we live in, and how we communicate with each other. Being a part of a culture influences our
learning, remembering, talking and behaving. Culture determines to a great extent the learning
and teaching styles. It has been observed that no single teaching approach is effective in engaging all
students in the classroom. Therefore, there is a need to build a strategy to consistently deliver culturally-
responsive lessons to attract students coming from distinct backgrounds.

Teachers can be culturally more responsive by removing their biases, which, intentionally or
unintentionally, becomes a part of their personality in their life journey. Besides, teachers need to
gain knowledge about their own culture and the culture of their students. These traits help a
teacher in handling diversity in a classroom.

Culturally-responsive educators should recognise the full potential of each student irrespective of
their cultural background and provide the challenges necessary for them to achieve their full
potential. They must be aware of their students’ primary languages, background, and culture to
construct a curriculum that will be relevant to their students’ lives. They need to modify their
curriculum to include their students’ different cultural backgrounds to create a more positive and
productive school experience for them. Building upon students’ culture and heritage not only
benefits students’ academic progress but also empowers them as individuals. Teachers need to
engage their students in team-building activities in the class rooms where students can learn
about each other’s different cultures and learn to respect them too. Children are able to reflect
upon not only their culture but culture in general.

A culturally responsive class room is one where the students feel respected and safe to learn and
participate. It is a place where they develop a sense of pride and self-esteem. When they view
their cultures being promoted at school they feel included in their school community empowering
them and creating a sense of pride for their cultural heritage. Students here perform better
academically and also grow up to be more independent and active citizens when they learn in an
environment where their language and culture are valued.

2. When can you say that a teaching strategy was effective when used among multicultural
students?
Multicultural education tries to create equal educational opportunities for all students by changing
the total school environment so that it will reflect the diverse cultures and groups within a society
and within the nation's classrooms.

Questions:
1. How will you encourage the students to develop interest in reading?
Motivation is the key in promoting a love of literacy in children. One of the best resources I have
found for creating motivation is a shelf filled with books that match students’ interest level and
reading level. They should be surrounded by titles that reflect the lives of themselves as well as
their classmates. When students find titles with characters that look like them and families that
resemble their own or their neighbors, their interest level increases. Making these connections
also increases student comprehension.
Students should be provided with books that represent all genres so that they can determine what
they most enjoy reading. Unless a child is given the opportunity to read poetry, mysteries,
historical fiction, biographies, autobiographies, and science fiction, he or she may not know all of
the types of stories that are created for readers of all ages. Student book choice is the first step in
getting children hooked on reading. When students have ownership of their reading, successful,
independent readers begin to bloom.
Teachers can be the best book matchmakers for their students. While teachers are building
relationships with their students in the beginning of the year, they can also conduct one-on-one
interviews or give interest surveys to each child. This practice will help teachers learn the
strengths, challenges, likes, and dislikes of their students. This information helps teachers select
the best book to spark a child’s interest in reading.
Peers can be a great resource for helping students find what books they will love to read.
Encourage classmates to be book matchmakers by creating personalized book recommendations
for their peers. It's easy to create a recommendation template that can be stacked in the class
book nook. When students find a book they think would match the interests and hobbies of
classmates, they can fill out the personalized book recommendation form and give it to their
classmate.
Literacy diagnostic tools such as running records or anecdotal notes can also be used to
understand the instructional and independent reading levels of students. During one-on-one or
small-group reading instruction, teachers can note the reading behaviors they observe, including
any errors made during reading, students’ responses to comprehension questions, or details about
their expression, tone, or reading rate.

READ TOGETHER
Through daily guided reading, teachers can introduce students to high-interest instructional text
across genres. Daily individualized reading practice gives students the opportunity to read books
of choice on their independent reading level and grow as readers. Introduce children to multiple
genres of books during small-group reading instruction. When children find a book of interest, they
can turn the book into their choice book for independent reading time.
Background knowledge about a topic or subject matter can help students engage in the reading.
For example, if a child has never been to a farm, he or she may not understand how the setting of
the barn is crucial to the plot of a story that takes place on a farm. If a student has no prior
knowledge about the roaring twenties, he or she will not fully comprehend an article about the
Great Depression. Making stories and articles relevant to everyday life and current events is one
more way to increase background knowledge. In order to build background knowledge before
reading, teachers should consider taking students on virtual or live field trips or giving them access
to real objects.
Assume that students have no understanding of the vocabulary words or content of the text. Allow
them to make predictions, make connections, and ask questions before every reading experience
to gauge their knowledge. These three comprehension strategies inform a teacher of the students’
proficiency about a particular topic. Encourage readers to use the title and pictures to make a
prediction about what the book is about before reading it. During reading, students confirm their
prediction and make a connection. Ask questions such as, “What does this text remind you of?” or
“What is going to happen next?” to build comprehension.

2. What is the turning point where a teacher can say that the student really understood what they
read?
The ultimate goal of teaching is to do just that – teach, not stand up in the front of the room and
talk. But sometimes it’s easier to talk than to teach, as we all know, especially when we need to
cover a lot of material in a short amount of time. We hope students will understand, if not now then
before test time, and we keep our fingers crossed that their results will indicate we’ve done our
job.
The problem is, we rely on these tests to measure understanding, and then we move on. Few of
us take the time to address weaknesses and misunderstandings after the tests have been graded,
and by that time it’s too late for students to be interested. This means we need to rethink how we
approach assessment during class.
The most effective way to test student understanding is to do it while the lesson’s still going on.
Here are a few in-class tips to get you started:
1. Avoid Yes/No questions.
Avoid yes/no questions and phrases like “Does this make sense?” In response to these questions,
students usually answer “yes”. So of course it’s surprising when several students later admit that
they’re lost. To help students grasp ideas in class, ask pointed questions that require students to
use their own prior knowledge.
2. Ask students to reflect.
During the last five minutes of class ask students to reflect on the lesson and write down what
they’ve learned. Then, ask them to consider how they would apply this concept or skill in a
practical setting.
3. Use quizzes.
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize.
Have students summarize or paraphrase important concepts and lessons. This can be done orally,
visually, or otherwise.
5. Hand signals.
Hand signals can be used to rate or indicate students’ understanding of content. Students can
show anywhere from five fingers to signal maximum understanding to one finger to signal minimal
understanding. This strategy requires engagement by all students and allows the teacher to check
for understanding within a large group.
6. Response cards.
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all
students in class to indicate their response to a question or problem presented by the teacher.
Using response devices, the teacher can easily note the responses of individual students while
teaching the whole group.
7. Four corners.
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for
student movement while permitting the teacher to monitor and assess understanding. The teacher
poses a question or makes a statement. Students then move to the appropriate corner of the
classroom to indicate their response to the prompt. For example, the corner choices might include
“I strongly agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure.”
8. Think-pair-share.
Students take a few minutes to think about the question or prompt. Next, they pair with a
designated partner to compare thoughts before sharing with the whole class.
9. Choral reading.
Students mark text to identify a particular concept and chime in, reading the marked text aloud in
unison with the teacher. This strategy helps students develop fluency; differentiate between the
reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz.
Ask a single focused question with a specific goal that can be answered within a minute or two.
You can quickly scan the written responses to assess student understanding.
11. Socratic seminar.
Students ask questions of one another about an essential question, topic, or selected text. The
questions initiate a conversation that continues with a series of responses and additional
questions. Students learn to formulate questions that address issues to facilitate their own
discussion and arrive at a new understanding.
12. 3-2-1.
Students consider what they have learned by responding to the following prompt at the end of the
lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1)
questions they have. The prompt stimulates student reflection on the lesson and helps to process
the learning.
13. Ticket out the door.
Students write in response to a specific prompt for a short period of time. Teachers collect their
responses as a “ticket out the door” to check for students’ understanding of a concept taught. This
exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a
later time.
14. Journal reflections.
Students write their reflections on a lesson, such as what they learned, what caused them
difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and
process lessons. By reading student journals, teachers can identify class and individual
misconceptions and successes.
15. Formative pencil–paper assessment.
Students respond individually to short, pencil–paper formative assessments of skills and
knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher
collects assessment results to monitor individual student progress and to inform future instruction.
Both student and teacher can quickly assess whether the student acquired the intended
knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check.
Present students with common or predictable misconceptions about a concept you’re covering.
Ask them whether they agree or disagree and to explain why.
17. Analogy prompt.
Periodically, present students with an analogy prompt: “the concept being covered is like ____
because ____.”
18. Practice frequency.
Check for understanding at least three times a lesson, minimum.
19. Use variety.
Teachers should use enough different individual and whole group techniques to check
understanding that they accurately know what all students know. More than likely, this means
during a single class the same technique should not be repeated.
20. Make it useful.
The true test is whether or not you can adjust your course or continue as planned based on the
information received in each check. Do you need to stop and start over? Pull a few students aside
for three minutes to re-teach? Or move on?
21. Peer instruction.
Perhaps the most accurate way to check for understanding is to have one student try to teach
another student what she’s learned. If she can do that successfully, it’s clear she understood your
lesson.