Remedial Reading Classes among Grade 7 Non-Readers in the Division of Pampanga: Basis for Intensive Reading Instruction

Abstract

Introduction

In the Division of Pampanga, Grade 7 students have been undergoing reading diagnostic tests during enrollment and once they are classified as a non-reader, they will be the subjects for intervention. These learners needed careful attention in addressing their reading gaps to make them improve and eventually become part of the independent readers. The foregoing observations and personal experiences motivated the researcher to delve further into how other public secondary schools facilitate remedial reading classes, paying close attention to the different variables which are expected to help in addressing the reading difficulties of Grade 7 non-readers.

Methods

This study focused on the respondents' demographic profiles, the available school reading facilities, prevalence of remedial reading classes, types of remedial reading classes, their facilitation of remedial reading classes, the techniques and strategies, and the materials used in teaching reading. Frequency distribution, percentage distribution, weighted mean, analysis of variance (ANOVA), and T-test have been used in this study.

Results

Findings reveal that there is a significant difference in the techniques and strategies used by the respondents in teaching reading when grouped according to profile thus, the null hypothesis is rejected. There is a significant difference in the materials used by the respondents in teaching reading when they were grouped according to these four variables: sex, civil status, highest educational attainment, and seminars attended relevant to reading thus the null hypothesisis rejected. There is no significant difference in the materials used by the respondents in teaching reading when they were grouped according to age and length of service thus, the null hypothesis is accepted.

Discussions

Every teacher dreams that every student may acquire all the knowledge, skills, and understanding in overcoming the challenges of life and especially be able to meet the global demands. The teaching of reading is one of the keys to making knowledge in learning the concepts in different learning areas. The teachers at the foundational level should pay a lot of attention in making each student capable to read and comprehend because once a student who cannot read and comprehend enters high school, he will have a hard time understanding all the lessons that the secondary school teachers will be teaching him. He will start to lose his confidence, be depressed or worse, end up withdrawing from school.