Reading Online: A Technology-Based Reading Remediation Scheme for Slow Readers of Grade Four Class at Bawi Elementary School

Abstract

INTRODUCTION

Reading is a lifelong skill to be used both at school and throughout life. It is a cornerstone for a child's success in school. But the habit of reading is being neglected by the students nowadays. Today's students are digital natives. This means that they have been raised with access to a variety of technology and have spent many hours using such devices as computers, video games and cell phones. The researcher applied this online reading remediation scheme to develop the habit of reading among students with the aid of their mobile phones and computers. In this study, effect of reading online as a reading remediation scheme is highlighted. The experience of reading online is fundamentally different from the experience of reading printed materials.

METHODS

This research was experimental in approach and sought to determine if reading online remediation scheme is an effective way of teaching reading than the traditional text reading from printed materials. A teacher-researcher reading assessment tool was developed, validated and modified as a data gathering tool. Also, data gathering procedures such as remediation assessment implementation was conducted to gather students' reading level results. Frequency, percentage and weighted mean was used for statistical treatment of data. In terms of the significant difference between test scores, a T-test treatment of data was utilized. Participants are 12 slow readers in Grade IV-Silang.

RESULTS

Based on the findings of the study, it is advisable for teachers to use technology-based reading remediation scheme, not only in oral reading, but also in other subject areas. The controlled experimental group who underwent oral reading classes by applying reading online remediation scheme showed great improvement in text recognition compared to the uncontrolled group who undergone traditional text reading remediation.

DISCUSSIONS

Teachers should further identify other difficulties encountered by their pupils in oral reading, from which they may devise better and more effective teaching strategies to minimize or totally eradicate such difficulties. Traditional method of teaching oral reading should be supplemented by technology-based scheme in the same area. School heads and teachers must maintain consistently their current status of working together for the common goal of enhancing pupils' varied competencies by all means possible.