Constructivist -Based Pre-Reading Activities of Elementary School Teachers: Basis for Enhancement of Reading Instruction for Intermediate Pupils

Abstract

INTRODUCTION

Department of Education introduced and implemented different approaches in reading, yet teachers find difficulties in complying because they are confined in the traditional method which they think are effective in developing the reading ability of the learners. This study aims to determine the effectiveness of the Constructivist-Based Pre-reading Activities of Elementary School Teachers as a Basis for the enhancement of Reading Instruction for Intermediate Pupils.

METHODS

The researchers asked for the approval of the school head for the conduct of the study. The respondents comprised of seventeen (17) participants for the survey. The respondents were given a survey questionnaire which is composed of two parts. The data that were gathered were tabulated and analyzed. Mean and frequency was used to get the results. Each table with indicators was interpreted and discussed.

RESULTS

Elementary Teachers of Sta. Clara, Sto. Tomas Batangas employed a Constructivist-based Pre-Reading Activities as a basis for the enhancement of Reading Instruction of the pupils in the Intermediate level. With the support of different studies, the constructivism approach in the Pre-reading activities in class is of great help for the readers' comprehension and better understanding. The Use of Constructivism in Pre-reading activities develops positive attitudes on both the teachers and the learners. The result of the study will be forwarded to the school head for the intervention for the enhancement of the performance of the primary pupils and to make them better learners before they enter the intermediate level.

DISCUSSIONS

It is very evident that teachers do employ all the activities indicated such as: activating the background knowledge before they let their pupils read, making connections with literary and personal experiences, and letting the pupils making predictions about the book. All indicators fall in the "Employed" interpretation of the mean. This indicates that teachers must consider all the indicators as pre-reading activities in preparing the pupils in reading. These will be the basis of their reading enhancement as they enter the intermediate level.