Reading Clinic - An Experimental Remedial Class for Non/Slow Readers in Grade I -Imus Pilot Elementary School

Abstract

INTRODUCTION

This research consolidated and utilized several teaching methods/strategies in reading. After a series of experimentations using the available reading methods, it was found out that learners do not always respond positively to these methods. After a few reading sessions, they learn how to read with ease. But others with difficulty in remembering the lessons remain the same. This action research will augment all the previous reading methods available and aims to formulate an acceptable, prescriptive & more effective teaching methods and strategies that will patch the missing link to a more effective reading approach.

METHODS

Every category has a different teaching approach depending on the choice and expertise of the teacher. Some of the reading methods used were: Mary Clays, Marungko, Esclaveria, Phonics etc. Categorization of learners according to their reading capabilities: Category I-can recognize the letters of the alphabet, give the letter sounds, pass the Letter Identification Test, read by syllables. Category 2-cannot read by syllables, had difficulty in recognizing some reversible letters. Category 3-no alphabet recognition, low memory retention, cannot write his/her name, refused to cooperate/inattentive, suspected case of ADHD. Category 4-cannot write his/her name, very low memory retention, no alphabet recognition, cannot produce the sounds of the alphabet, refused to cooperate, no attention or focus, shows manifestation of a child having a learning disability. Categorization was essential in this research because it determines the proper teaching method/approach to be used per category.

RESULTS

After 3 months and 10 days of Reading Clinic Class, 82% of the learners were able to read and write in Filipino, 58% in English,9% dropped-out and the rest are considered struggling readers. A few were considered backlogs due to their inability to cope up with the given Reading Program. The application of categorization technique practically segregates learners based on their reading skills thus making reading lessons more adoptable to their learning capabilities.

DISCUSSIONS

The success rate of Reading Clinic based on Reading Categorization Technique suggests that the effectiveness of reading program depends on the proper application of teaching methods and approach. Existing reading methods may serve its purpose of knowing basic reading skills but the level of learning that each learner possessed will depend on the educator's method and teaching skills.