Implication of Balanced Strategic Approach in Teaching Struggling Readers in Grade 9 integrity of Dacanlao Gregorio Agoncillo National High School Sy 2016-2017

Abstract

INTRODUCTION

Studies dealing with the use of varied strategies in teaching reluctant and critically struggling readers in high school is pretty limited. Mostly, one or two strategies were used before, yet failed to increase reading skills from non-readers to instructional readers. In this study, the researcher explored the implications of balanced strategic approach in teaching reading with strategies such as the direct, explicit instruction of reading strategies, the use of different types of technology to supplement reading instruction, the use of classroom talk moves, and the importance of fluency instruction in improving reading comprehension skills of junior high school students.

METHODS

The experimental method in conducting research was used in this study aligned with what Manset-Williamson & Nelson (2005) used in creating a balanced, strategic approach to reading with explicit reading comprehension. 10 out of 42 students in the class of Grade 9 -Integrity were the focus of this study. They were taught reading through direct instruction of reading strategies (and other strategies aligned to it to make a balanced strategic approach), while the rest of the class taught regularly.

RESULTS

After ten days of using this approach for ten struggling readers, the oral fluency level and comprehension scores on tests of the ten students increased notably. In a comparison of the control and experiment group, the experiment group gradually increased the scores in reading tests and even exceeded the objectives in oral fluency, comprehension, context clues, word parts, and phrasing. And during the reading speed and comprehension test, 8 out of 10 students in the experiment group scored under the instructional reader group. This revealed that a balanced strategic approach in teaching reading is effective.

DISCUSSIONS

As a result of the increased direct fluency instruction, the ninth-grade class increased their oral fluency which, in turn, increased their reading comprehension. Although only 10 days were used in teaching using the specific strategies from a balanced strategic approach to reading, tremendous growth was observed. By increasing direct fluency instruction strategies in a reading classroom, there will be an increase in student comprehension.