A Comparative Analysis: Effectiveness of Traditional Reading Strategy Using the Teacher-made Flash Cards Vs. Multimedia Approach on the Reading Intervention Program of the Identified Non-Readers o

Abstract

INTRODUCTION

To read without learning and to read without comprehension cannot be called reading. As the child enters the school, our main goal as a teacher is to develop their reading ability. Despite the efforts of the teachers in teaching and doing their craft, stil, there are pupils who are below the expected learning ability. They can distinguish letters but it's hard for them to read it when it’s combined with other letters. They cannot show phonological awareness, unlike their classmates. And so for this, remedial teaching or reading intervention was placed as an alternate approach to instruct this kind of learner. Teachers use varied traditional teaching styles such as peer-teaching, one-on-one tutorial, and multimedia for this program to look for a solution into this long-time problem.

METHODS

The pupils who will be identified as non-readers in Grade 3 after the conduct of GST or Group Screening Test in the current school year 2018-2019 will be the beneficiary of the project. The identified non-reader pupils will have their school reading intervention such as traditional reading strategy using the teacher-made flashcards and using the multimedia approach will identify which is more appropriate and effective in the reading development of the children. The pupils were grouped into two: the first group will use the traditional technique of reading intervention and the other group will use the multimedia approach.

RESULTS

One of the possible issues that arose during the implementation of the research is the willingness of the pupils to learn and the active participation of the parents as well. The researchers found it difficult to follow the time table in the implementation of the project.A series of test for ten weeks has been given to the pupils to test what are the things they already knew from each previous lessons and topics. Thereafter, the researchers computed and compared the results to know the effectiveness of the two strategies.

DISCUSSIONS

After having a research-based reading intervention, answering a series of test questions, it is evident that traditional reading strategy using the teacher-made flashcard is more effective. Children read more, analyzed the letters easier, combined words and read words after a rigid intervention and everyday monitoring of the 16 non-readers of the grade level beneficiary of the project.