Effects of Teacher-Initiated Reading Remediation: Basis for Enhanced Classroom Reading Intervention

Abstract

INTRODUCTION

Reading is a skill one should master to gain learning beyond the four-walled classroom. One can use it anywhere he goes and anytime he wants. However, reading skill is not something that is learned overnight. It is a process of identifying the letters and producing and blending the sound until one is able to produce the words. When he can do it, it will develop into understanding the meaning of the words that will lead to comprehension. Thus, teachers should initiate remedies to bridge the increasing number of non-readers and slow readers among their learners.

METHODS

The study used descriptive quantitative-qualitative research. It got its data from the survey-interview of the respondents. The quantitative method was used to measure the effects of the reading remediation to the pupils while the qualitative method was used for their experiences. The respondents were the Grade 1-Pechay pupils, the school year 2017-2018 of Rogaya Bajunaid Integrated School, Seguil, Tinoto, Maasim, Sarangani Province.

RESULTS

Results showed that the pupils were improving in their reading skill level during the conduct of the study. The reading pre-test was used to identify the pupils' reading level. The post-test results supported the increase in the number of independent and instructional readers. The one-on-one teacher-initiated reading remediation, using the Marungko approach materials, to the nation and slow readers, gave way to the gradual elevation of their skills. There were pupils who shared that they appreciate reading since they can already identify the words and understand them.

DISCUSSIONS

The Grade 1-Pechay pupils were struggling with reading. Pre-test results showed that there were about 45% non-readers, 40% slow readers, 10% instructional readers, and 5% independent readers. Post-test results displayed changes in about 10% non-readers, 20% slow readers, 50% instructional readers, and 20% independent readers. The respondents mentioned that they do not like reading before since they had a hard time understanding the words they read. They learned to appreciate it when they knew how to read those words and understand them. The increase in the number of independent and instructional readers boosted the teacher to keep on enhancing the materials she used during their one on one reading session.