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2025, Psychology and Education: A Multidisciplinary Journal
https://doi.org/10.70838/PEMJ.370701…
11 pages
1 file
This one-group pretest-posttest design of the study aimed at determining the reading proficiency of Grade 3 pupils as influenced by reading remediation materials. This study utilized the purposive sampling method wherein a total of 31 learners from Apolinar Franco Sr. Elementary School, Bato, Sta. Cruz, Davao del Sur during the third quarter period were selected as the research subjects of this study. The research subjects' reading proficiency was measured by a phonemic awareness screener employed by the researcher. The statistical tools utilized were the mean and Paired Sample T-test. Results revealed that before implementing the remedial reading materials, the level of reading proficiency of the learners needs intervention, which implies that learners struggle with phonemic awareness development. The result showed an improvement in the reading proficiency of the learners afterwards being exposed to the Localized, Guided and Results-Based (LGB) Remediation Materials. The reading proficiency of the learners was found to be at mastery level. Finally, the study revealed that the Localized, Guided and Results-Based (LGB) Remediation Materials improves the reading proficiency of the Grade 3 pupils.
Throughout education, the instruction of reading to learners has consistently held great significance. Over time, educators have employed various methods and resources in facilitating reading proficiency among countless children. Numerous studies have also looked into the efficiency of identifying the effectiveness of phonemic awareness as a reading strategy for Grade 2 learners in one of the schools of the Division of Davao City, Region XI, Philippines, during the expanded face-to-face classes. The sample consisted of thirty (30) public school elementary learners. The researchers collected the data through a researcher-made reading assessment tool and administered it with the proper observance of ethical protocols. Generally, phonemic awareness greatly influences the reading proficiency level of Grade 2 learners. Moreover, the study concluded to implement explicit reading programs targeting various issues to improve learners' reading proficiency. Provide professional development opportunities for teachers to enhance their phonological awareness teaching skills. Localize and contextualize reading materials for real-life connections. Involve parents and the community in supporting students' reading skills. Monitor progress and implement reward systems. Allocate budgets for reading programs and procure necessary materials. Finally, this study can be a starting point for future investigation of phonemic awareness as a strategy and reading proficiency level of learners.
European Journal of Education Studies, 2023
This qualitative phenomenological study was conducted to unveil the underlying issues that affect the poor reading skills of learners in Don Mariano Marcos Elementary School, Digos City, Davao del Sur. The qualitative analysis revealed that non-mastery of the elements of reading; presence of learners-at-risk; and no culture of reading affect the reading difficulty of Grade 2 learners. In fact, phonics, phonemic awareness, vocabulary, fluency, and understanding are the five independent parts that make up the reading skills of learners. Although they are frequently taught separately, these elements combine to produce strong, rich, and reliable reading abilities. Moreover, the presence of nonreaders, learners in poor health, LSENs in regular classes, learners' lack of interest in reading, a lack of orientation and training to teach reading, and learners' frequent absences from class are the causes of learners-at-risk. Furthermore, the lack of reading opportunities, a lack of reading materials, inadequate reading instruction, the absence of a reading partnership between parents, teachers, and students, a lack of teacher commitment and confidence in their ability to teach reading, improper implementation of a reading program, and a lack of monitoring of learners' progress during interventions are some of the perceived causes of a lack of a reading culture. Finally, literacy programs, individual reading recovery programs, enrichment/enhancement programs were proposed as a comprehensive reading programs to eliminate the reading problems of Grade 2 pupils in Don Mariano Marcos Elementary School.
ABSTRACT 1. Title: ENHANCING ORAL READING COMPETENCE OF GRADE SIX PUPILS THROUGH REMEDIAL INSTRUCTION IN COASTAL SCHOOLS OF ALUBIJID DISTRICT, DIVISION OF MISAMIS ORIENTAL SY 2017-2018 2. Author: ALBARAN EDNA NOB (Last Name) (First Name) (Middle Name) 3. Type of Document : Action Research 4. Type of Publication : Published 5. Key Words: Oral Reading Enhancement 6. Abstract 6.1 Summary This study attempted to enhance the Oral Reading Competence of Grade Six pupil respondents through Remedial Instruction in Coastal Schools of Alubijid District, Division of Misamis Oriental, S.Y. 2017-2018. Specifically, this study sought answers to the following questions: 1. What is the Oral Reading Competence of the Grade Six pupil respondents after conducting Two Months Remedial Reading Instruction 1.1 Repetition Approach: Reading Aloud with Expression 1.2 Guided Repeated Oral reading? 2. What is the profile of the Grade Six pupil respondents considering the following: 2.1 sex 2.2 attitude towards Oral reading 2.3 teacher traits 2.4 teaching methodology 2.5 exposure to reading materials? 3. What is the Oral Reading Competence in English of the Grade Six pupil respondents on the following: 3.1 pronunciation 3.2 vocabulary 3.3 grammar 3.4 fluency 3.5 comprehension; and 3.6 overall results on Enhancement Oral reading skills after remedial instruction? Research Methodology This study employed the descriptive research method which involved twelve ((12) respondents in the coastal schools of Alubijid District, Division of Misamis Oriental. The respondents were non-readers and very slow readers based on the oral reading results of Phil-IRI S.Y. 2017-2018. The number of samples were identified through proportional allocation sampling design. The research instruments were used to gather data namely: a questionnaire to determine the pupil’s sex, exposure to reading materials the instructional materials used to conduct remedial reading, the reading comprehension skills test in attitude towards oral reading, the teacher traits and teaching methodology. The statistical tool was used to analyze the data gathered: descriptive statistics such as means, percentages and standard deviation to describe the proficiency level. The researcher with the help of the English Teachers, personally conducted he oral remedial instruction and administered the questionnaire Findings The following are the salient findings of the study: 1. There were twelve (12) respondents, involving 10 males and 2 females. On the Repetition Approach: Reading Aloud with Expression, the respondents with poor to fair had mean rating of fair oral reading competence, the respondents had also fair rating in guided Repeated Oral Reading. 2. In general, the findings disclosed that the Grade Six pupil respondents in coastal schools of Alubijid District, Division of Misamis Oriental, S.Y. 2017-2018 had barely fair oral reading competence after conducting two months intensive remedial instruction. The oral reading competence of the respondents was increased/improved from non-reader to fair reader (instructional level). 3. The pupil respondents had obtained fair rating in pronunciation, grammar, vocabulary and fluency. The respondents’ weakest area is comprehension. Conclusions Based on the results of the study, the following conclusions were drawn: 1. The Grade Six pupil respondents in Coastal Schools of Alubijid District, Division of Misamis Oriental, in the School Year 2017-2018had fair performance in Oral reading competence after the conduct of two months intensive remedial instruction. It implies that they had improved their oral reading skills from non-reader to fair reader level. 2. The following independent variables in this study such as sex, attitude towards oral reading, teacher traits, teacher methodology and exposure to reading materials, all play vital roles in enhancing the pupils’ oral reading competence. 3. Although the overall performance of the respondents was fair, they performed very satisfactory in pronunciation. The respondents’ weakest area is in comprehension, followed by fluency, grammar, and vocabulary. It implies that majority of the respondents were able to read the given statements but did not understand what is being read. Recommendations In the light of the findings revealed in the study, the researcher set forth the following recommendations: 1. Pupils’ attitude towards oral reading English came out an important factor in the pupils’ oral reading competence/skills. The teacher should capitalize on this by motivating the children to develop their interest in reading. 2. The teacher should conduct regular remedial instruction to the non-readers from Grades I to VI to improve their oral reading skills using the Repetition Approach: Reading Aloud with Expression and Guided Repeated Oral Reading Strategies. Furthermore, the teacher should put up a “Learners’ Kiosk” inside the classroom with reading facilities such as reference books, supplementary books, magazines, and periodicals, to be ready in times the pupils need them. This would encourage the pupils to read during their vacant periods and help develop positive attitude towards oral reading. 3. Pupils must answer in complete sentences to develop fluency, grammar, and comprehension. 4. The pupils who are already advanced in reading may be properly motivated to help their classmates who are not good in oral reading. This peer activity will enhance the oral reading development of the slow learners. 5. Future researchers should look into the oral reading competence skills of pupils in other districts to find out their status so that they can be properly guided in reading, which is very important in their academic performance.
SSRN Electronic Journal, 2015
The study determined the reading proficiency level of Year 1 to Year 3 students in HNHS-Aplaya Extension High School as basis for reading intervention program for the school year 2014-2015 using descriptive survey research design. The Philippine-Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of reading proficiency of Years 1 to 3 students. The data were statistically analyzed using frequency, mean, standard deviation, t-test for paired sample and analysis of variance. All hypothetical questions will be analyzed and interpreted at 5% level of significance. The results revealed that majority of the students belonged to frustration level of reading proficiency in silent reading while in instructional level for the oral reading in which majority of the males are less proficient in reading compared to females in both silent and oral reading. There is no significant difference on the levels of reading proficiency levels of students when analyzed according to their year levels and gender. However, a significant difference on the levels of reading proficiency of students in silent and oral reading was found.
Psychology and Education: A Multidisciplinary Journal , 2022
The development of word recognition or reading ability is a massive challenge every language teacher and student alike has to face every day. It has been a dilemma among all private and public schools nationwide. The study used a mixed method of research; combining qualitative methods and quantitative methods. It utilized the results of the pre and post-PHIL IRI tests; researchers designed pre and post-IRI tests which were checked and validated by the School Principal, and English Consultant. This action research proved that the Teacher-assisted Reading Module in the Remedial Program Project RECITeS (Reading Exercises through Comprehensive and Innovative Teaching Strategies) is effective in improving the students reading performance. The result shows that Grade 7 students improved on most of the reading components with the p-value of 0.0001 interpreted with significant difference except for vocabulary with a p-value of 0.3123 interpreted with no significant difference. Meanwhile, Grade 8 students improved on all the reading components with a p-value of 0.0001 interpreted with a significant difference. The researchers recommend the modification and enhancement of the module on vocabulary. The study focused on the Effectiveness of the Teacherassisted Reading Module in the Reading Remedial Program Project RECITeS (Reading Exercises through Comprehensive and Innovative Teaching Strategies). One of the effective ways to improve the struggling readers' deficiency in reading is to expose them to a reading remediation program that selects comprehensive English skills and utilizes innovative strategies with the immediate assistance of reading teachers.
International Journal of Educational Research, 2001
This article reports a six-month study that used a matched-pairs pre-test, post-test control group design to measure the relative effectiveness of extensive reading with remedial reading students in a Philippines secondary school (n=60). Ninety percent of students at the school come from low-income homes where reading materials tend to be scarce. The dependent variable, reading proficiency, was assessed using the Informal Reading Inventory and the Gray Standardized Oral Reading Test. Both groups received the same 40 daily minutes of English instruction plus a remedial class. In their remedial class, the control group studied via a traditional approach, emphasizing intensive reading and phonics. For the experimental group, remedial reading class involved reading self-selected materials and doing a variety of post-reading activities. Results suggest that extensive reading led to greater gains than traditional reading instruction. Details on how extensive reading was implemented and a rationale for extensive reading are provided.
Reading performance has been the problem of most schools affecting the students’ academic achievement results. Using the non-equivalent pretest-posttest quasi-experimental design, this study was conducted in order to determine the effects of the remedial reading program on the oral and silent reading skills of Grade VII students by comparing the progress of the experimental group using the Science Research Associates (SRA) materials and the control group using the Developing Reading Comprehension Skills materials, donated books of Former Senator Letecia Ramos Shahani. The students’ profile in terms of age, sex, general point average in Grade VI, and the grade in English were used as intervening variables to determine the significant relationship between reading performance of the experimental and control groups in the silent reading and oral reading skills. To determine the significant relationship and difference between the performance of the experimental and control groups in the oral and silent reading, this study utilized the pretest and posttest mean scores of the silent and oral reading tests. The posttest results exhibited an increase in the mean scores of the oral and silent reading tests. Decoding accuracy and automaticity showed a significant relationship between the pretest and the posttest results in the grade point average in Grade VI, which suggests that the students’ performance is closely related to their grade in Grade VI. All the skills in oral reading are found to have high significant difference except for the experimental group’s comprehension which is significant. The results suggest further that the study skills lag behind other skills in silent reading such as vocabulary and comprehension, implying that students with learning and behavior problems have difficulty in learning these skills. Therefore, appropriate research on study skills should be conducted to help augment the learning skills of students. Both the SRA and Developing Reading Comprehension Skills materials were effective in the development of the reading skills of the students.
MAED-ELT, 2018
ABSTRACT Keywords: READING PROFICIENCY, LEAST MASTERED READING SKILLS, SCHOOL-BASED READING INTERVENTION PROGRAM The study sought to determine the reading proficiency of 296 Junior High School students of Calaitan National High School in relation to the following profiles: ethnicity, first language spoken, exposure to print and non-print reading materials, and grade level. The least mastered reading skills were determined through the validated Reading Proficiency Test that includes the skills on using phonetic analysis, using contextual clues, using idioms, getting the main idea and identifying facts and opinions, predicting outcomes, drawing conclusions, following directions, using parts of the book, and using dictionaries, encyclopedia and other reference materials and using the internet. Descriptive-developmental survey method was used in the study. The instrument used in the study has two parts: the first part determines the profile of the respondents; and the second part was the 50-item reading test of the thirteen skills being tested. The following statistical treatment were used in the study: (1) percentage and frequency to describe the profile of the respondents and (2) mean and mean percentage score (MPS) to determine the least mastered reading skills (below 60 % MPS) of the respondents. The study revealed that out of thirteen (13) reading skills, identifying facts and opinions fall under beginning level with a mean percentage score of 27.75% and the rest of the skills are under developing level. Their profiles particularly exposure to print and non-print reading materials and grade level influence their reading proficiency level. The results of the study were considered in the development of the reading intervention program and the reading materials that will be used in the conduct of the intervention. It is recommended that the school administrator adopt the proposed reading intervention to aid the least mastered reading skills of the junior high school students. Researchers are encouraged to validate the content and usability of the reading materials as well as to conduct an action research on the proposed intervention program.
This study aimed to describe the performance in the Phil-IRI test of 1,697 Grade II pupils from 19 schools in San Miguel North District, Bulacan during the School Year 2014-2015 after implementing a set of intervention activities. To determine the effectiveness of the strategies employed in preparing pupils for the Phil-IRI post test, t-test for correlated samples was used to compare the pre-test with the post-test results. The school heads and teachers rated their preparation of Grade II pupils for the Phil-IRI post test. The reading levels of pupils were categorized as frustration, instructional, and independent in silent reading speed, word recognition, and comprehension. In silent reading, there was a huge improvement for the slow readers; it increased from 23.60% to 45.98% and for the fast readers from 19.46% to 37.35%. For the average group, however, from 34.56% it only increased to 41.2%. The mean difference was statistically significant for the slow and the fast group but not for the average group. Similar trend was observed in word recognition and comprehension levels. The mean difference for the three levels in the pre-and post-test results were statistically significant, however, the increase for the instructional group was smaller. The different learning activities given resulted to a significant improvement in pupils' reading and comprehension level but it is unclear as to which intervention strategy was most effective. It was recommended to systematically assess the strategies employed and to have a uniform set of criteria for gauging pupils reading improvement. Furthermore, performance target must be set and teachers who have attained such target must be rewarded.
Psychology and Education: A Multidisciplinary Journal, 2024
The study aimed to determine the effectiveness of reading intervention program for struggling readers in Quiterio San Jose Elementary School, District of Teresa. The respondents of the study were the one hundred percent total population of Grade Five pupils. This consists of 247 pupils during the administration of pretest in Phil-IRI. After the administration of the pretest the result was evaluated. A researcher –made questionnaire-checklist, pretest and posttests were utilized to determine the reading skills performance level of the respondents with respect to word recognition, vocabulary development, listening skills and comprehension skills before and after exposure to reading intervention program with respect to the aspects mentioned above. The study found out that majority of the pupils are normal when it comes to nutritional status. For pupils’ reading materials available at home, all have books while more than half have encyclopedia or dictionary and one third has magazines and journals. The study revealed also that there was a gain in the reading skills performance level of pupils with respect to word recognition, vocabulary development, listening skills and comprehension skills after exposure to reading intervention program. The study concluded that there is a significant difference in the reading performance of the pupils after the intervention program with respect to word recognition, vocabulary development, listening skills and comprehension skills when grouped by reading level, sex, nutritional status. Pupils’ reading materials available at home are not predictors of the reading level of the pupils.
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