The Strategies-Resources (S-R) Model in Teaching Reading: A Hybrid Framework for Capacitating Teachers

Abstract

INTRODUCTION

As teachers, it is our main goal to teach our pupils how to read. Reading is a fundamental skill that everyonemust attain for us to function effectively in our society. Pursuant to Regional Memorandum No. 20, s. 2018, Region XII launched the Care for Non-Readers (CNR) Program with the main goal to make every child in SOCCSKSARGEN (Region XII, Mindanao, Philippines) will be a reader within his/her mastery level. The main goal of this study is to identify the strategies and resources perceived by teachers to be effective in teaching reading to non-readers. A framework for capacitating teachers in teaching reading will be created out of the adjudged best teaching reading strategies and teaching reading resources for CNR implementation.

METHODS

This action research utilized the quantitative-qualitative type of research. The strategies and resources were ranked and teachers' perception using the Delphi Technique, Davidson (2013) was used to gather qualitative data. Before the main study, the field test was conducted to obtain feedback on the survey questions. In Round 1 for the Delphi Technique, the researcher asked the respondents about the strategies and resources they are using in teaching reading. In Round 2, the respondents were asked to rank the strategies and resources and in Round 3, teachers were asked to confirm their consensus and to provide recommendations for utilizing these practices in constructing the framework in teaching reading. The ADDIE Model was used to design the framework.

RESULTS

The study concluded that explicit instruction was believed to be the most effective strategy in teaching reading to struggling readers and the use of flashcards and pictures were the best resources to be utilized in the conduct of reading remediation. The framework designed is a hybrid type for it integrates the strategies and resources believed to be effective by teachers who are conducting reading remediation. It also targets specific Phonemic Awareness Task that needs to be developed based on the assessment done by the teachers.

DISCUSSIONS

The framework can serve as basis of teachers on how to conduct reading remediation for developing Phonemic Awareness skills which is deemed, essential in developing the reading ability of pupils. However, further research may be done in determining its effectiveness in the classroom.