The Effectiveness of the Spiral Progression Approach for the Remedial Reading Program: Addressing the Reading Difficulties of Grade 2 Pupils in Arayat East District

Abstract

The study investigated the effectiveness of the remedial reading program using the spiral progression approach intended for grade 2 pupils with reading difficulties in Arayat East District during the School Year 2016-2017. The participants of the study were 463 Grade 2 pupils and 14 teachers. It utilized quantitative research using Pre-experimental Design. Pre-experimental designs are so named because they follow basic experimental steps but fail to include a control group (Heffner, 2014). This study used the One-Group Pretest-Posttest Study design steps wherein the design includes pre-test-treatment-post-test. Specifically, the study intended to present the reading performance of the respondents before and after the implementation of the remedial reading program using a spiral progression approach and the significant difference that exists between the two reading performances of the respondents. The reading speed, reading comprehension, and reading level performances of the pupil-participants before the implementation of the program are significantly different from their performance after the implementation with computed t-values of 24.658, 25.277, and 27.293 respectively which is greater than the tabular values. Likewise, results on word recognition, reading comprehension, and reading level under oral reading performance before the implementation of the program are also significantly different from their performance after the implementation of the said program with computed t-values of 23.476, 23.809, and 23.476. A significant difference exists between the performance of the pupil-participants before and after the implementation of the remedial reading program using spiral progression at 0.05 level of significance. Along with it, teacher-participants assessed the remedial reading program using the spiral progression approach as very effective with a grand mean of 4.70. The remedial reading program implemented showed a positive effect on the performance of the participants as proven by their improved performance after the implementation. The remedial reading program using the spiral progression approach was found to be effective. It is child-centered, ensures mastery of concepts, and improves retention that facilitates learning which eventually improves the reading performances of the pupils. Thus, teachers should continue using it during remedial time.