Remedial Reading Program of Selected Struggling Learners in Grade One-Opal of Salong Elementary School

Abstract

INTRODUCTION

It is said that pupils learned in different ways, some are considered as a fast learner, some are the late bloomer/slow learner, that's the reason why a teacher, as a facilitator of learning, should consider, the level of understanding of the learners, this is also the same in the teaching of reading wherein if the students cannot recognize basic word, and cannot pronounce basic sounds, phonemic awareness and phonics are used in teaching reading. Without understanding the connection between sounds and letters students cannot read and write or worst, become illiterate. This can also be observed in the real-life situations, wherein in the primary level some students struggle in reading, this is also the reason why the teacher spends some of his/her break time in remedial instruction, in order to help the learners, overcome these difficulties.

METHODS

A descriptive qualitative method of research was used which includes transcribing of audio-response and categorizing it, in assessing the difficulties of reading and if selected learners in Grade I-OPAL of Salong Elementary School I used the purposive sampling in gathering data using the self-devised instrument. The seven (7) struggling learners in the reading of grade one pupils were chosen and they served as respondents for implementing the remedial reading, they were chosen based on the current result of Oral Reading Test.

RESULTS

Based on the observation from the method/s used it showed that all of the respondents have the same level, when it comes to reading they were considered as non-reader because they can’t recognize words and sounds. After the remedial instruction, all of the respondents agreed that they have learned to read basic words, and they also learned how to pronounce it. The dominant strategy that helped the students develop their reading skills is through the use of flash cards and modules, provided by the teacher.

DISCUSSIONS

The result demonstrates the importance of the remedial instruction by using different strategies and intervention to prevent reading difficulties, teachers must monitor students regularly and give them targeted support as soon as they begin to fall behind their age-level benchmarks. Once students fall behind, intensive and directed support will be necessary to help them close the gap. Content-area teachers must examine how they make meaningful connections for their students. When all teachers take responsibility for developing good reading skills in all students, student success rates will soar.