Teaching Strategies and Performance of Non-readers in Remediation

Abstract

INTRODUCTION

The study investigated the teaching strategies used by the teachers in handling the identified non-readers based on the result of Philippine Informal Reading Inventory (PHIL-IRI) English oral and Early Grade Reading Assessment (EGRA) conducted last June 2017. To measure the effectiveness of the teaching strategy, a questionnaire was developed to assess the performance of the respondents.

METHODS

The study utilized a quantitative research design using the PHIL-IRI and EGRA result as the bases for identifying non-reader respondents in Antao Elementary School during the School Year 2017-2018. Out of one hundred thirty-eight (138) enrollment from Grades I-6, one hundred eleven (111) were identified to be at the frustration level. To determine the strategies employed the weighted mean was used; while the Pearson-Product moment correlation was used to test the difference between the pre-test and post-test result.

RESULTS

The results showed that the number of non-readers decreased after the conduct of remediation, which means that the teaching strategies employed by the teachers have positive effects on the part of the pupils. Regarding teaching strategy, individualized instruction gained the highest mean with 4.64 weighted mean, while reading aloud attain the lowest with 4.31 weighted mean. The independent and instructional level of pupils has significant effect on the teaching strategies employed by the teachers.

DISCUSSIONS

Hence, the need to resort to other system through seminar/workshop is beneficial to teachers in the conduct of remediation to non-reader pupils using the standardized EGRA and PHIL-IRI instrument prescribed by the department of education in the elementary department.