Reading Remediation: Effect in Developing Reading Ability of the Non-readers of Grade 3 pupils of Aguado Elementary School (Annex). S.Y 2018-2019

Abstract

INTRODUCTION

"Learning to read is a pre-requisite for success in our literate society" (Hines, 2009, p.21). The studies and the theories involving around reading are numerous. Teachers ponder many questions about reading but many answers are ambiguous. More research needs to be completed to review the enigmas of reading and the effects of reading remediation on elementary children who are at risk of reading disabilities.

With so many struggling readers with various reading difficulties, it is imperative that teachers not only identify struggling readers, but know the best reading remediation practices. The literate was reviewed with an effort to find the best effective practices with students who are at-risk of reading disabilities.

It is essential for students to get the proper instructions needed for them to find accomplishments in the classroom. Achievement in reading can affect success in every subject areas in the child's school day as well as their teachers’ success in pursuing a career. A need exists for thorough research on how well reading remediation work and the most effective intervention techniques.

METHODS

This study will employ the descriptive and experimental methods in research. Descriptive in the sense that the profile of non-readers will be collected and recorded and a pre-test and post-test design will be used to gauge the improvement of the reading ability of non-readers before and after the reading remediation.

Experimental in the sense that the researchers will use a variety of tools in reading during their remediation to determine the most effective way to improve the reading ability of the non-readers (Cresswell, 2005, Franekel and Wallen, 2009.1).

RESULTS

The outcome of Reading Remediation (Pre and post) assessments shows the students/participants in this study received intervention using either Guided Reading or making use of a variety of books and materials. There were 11 out of 15 pupils involved in this study whose reading ability have improved.

DISCUSSIONS

Initial assessment using both Guided Reading or making use of a variety of books and materials shows that the pupils were struggling in reading. However, they could still read some words. In post-assessment, pupils improved their reading ability by reading a variety of books and materials. Therefore, it is recommended that pupils should be provided with different reading materials to improve their reading skills.