Interactive Reading Techniques in Teaching English among Grade Two Pupils of Sta. Rita Elementary School

Abstract

INTRODUCTION

The researcher chooses interactive reading techniques as the core of the study for pupils to sustain higher comprehension skills and to avoid misunderstanding and the wrong overall picture of what they are reading. It will also help teachers and future teachers to design and develop quality reading instruction for students.

METHODS

The descriptive method of research was used in this study. This method is vital and appropriate in as much as a descriptive investigation with the lesson plan as the main gathering instrument used in gathering data.

RESULTS

It implied a dominant number of the respondents have used these interactive learning techniques which helped them in improving students reading skills. There are only 5 teachers in Sta. Rita Elementary School who disagreed that the interactive reading techniques are effective. It implied that only a few teachers are still using traditional techniques.

DISCUSSIONS

The teachers utilized varied activities involving IRT in comprehension, reading skills and vocabulary in teaching English II. It was found that students' reading comprehension activities improved in four areas, i.e. test results, meaning construction, motivation, and word definition. The difference could be seen through the result of students' pre-test and post-test. Majority of the pupils had remarkably high performance with the use of varied interactive reading techniques.