Public Elementary Schools Reading Strategies From Kinder to Grade III in Area IV, Division of Batangas Province: Basis for a Proposed Intervention Plan
Keywords:
Reading Strategies Improved Teaching Methodologies Instruction Process Comprehension Fluency AwarenessAbstract
INTRODUCTION
The study dealt on public elementary schools’ reading strategies from kinder to grade three in Area IV, Division of Batangas: Province Basis for a Proposed Intervention Plan.
METHODS
The instrument used descriptive survey questionnaire. It had two parts. The first part was about demographic profile of teachers and the second part is about the assessment of public elementary schools reading strategies from Kinder to Grade Three in Area IV, Division of Batangas Province.
RESULTS
Results revealed that there is no significant difference in the extent of use of the reading strategies in terms of establishment of baseline data when respondents are grouped according to gender. Likewise, when respondents are grouped according to age, educational background, position, civil status and grade level handled, it was also found out that significant differences do not exist. When theyare grouped according to age, the significant difference existed on the assessment of the teachers regarding the use of material development strategies. No significant difference was found on the use of other reading strategies.
DISCUSSIONS
Similarly, a significant difference was found on the use of assessment tool protocol when respondents were grouped according to educational background. A significant difference was also found on the use of material development strategies.
