Remedial Reading Instructions in Grade I Learners: Basis For Supplementary Literacy Activities

Abstract

INTRODUCTION

Learning to read is arguably the most important work of learners in the early elementary grades. Learning to read lays the foundation for future learning and understanding across all areas of the curriculum. Further, reading occupies a high place of significance in the child's development. The main reason why the researcher chooses this problem is because she encountered learners who cannot even identified the letters of alphabet and each sound. The needs of the struggling learners in Grade I is to have more activities wherein they can easily catch up on how to be a good reader.

METHODS

The respondents of the study consist of forty two (42) Grade 1 teachers. The researcher employed the descriptive-evaluative survey method with documentary analysis. The tabulated data were analyzed and interpreted with the application of the following statistical tools: Frequency Count, Percentage Technique, Weighted Mean, and Five-Point Rating Scale.

RESULTS

1. The level of reading proficiency of Grade 1 learners based from the year-end district reading assessment revealed that 304 or 25.42 percent are Sentence Readers; 241 or 21.03 are Syllable Readers; 239 or 20.86 are Word Readers; 182 or 15.88 percent are Alphabet Readers; and 180 or 15.71 percent are Non-Readers; 2. The top three remedial reading instructions very much employed by the teachers to improve the reading skills of the pupils are: Utilize "MARUNGKO" to enhance reading skills (4.50); Use Guided Reading (4.45); Give plenty of exercises in phonetic analysis (4.40);. And the three bottom instructions are: Use "WORD WEB" by attaching as many words learners can find in the selection to associate it to the idea featured in a box (3.71); Administer strategic intervention materials (SIM) in reading (3.71), and; Compare and contrast by using "VENN DIAGRAM" (3.52); 3. The Supplementary Literacy Activities was developed based from the results of the study.

DISCUSSIONS

The results of the research were drawn. There were more number of Grade 1 pupils who are already good readers, yet there are still a high number of pupils who cannot even read. There were wide varieties of remedial reading instructions employed by the Grade 1 teachers, some of them very much employed, while many are much employed; The Supplementary Literacy Activities addresses the individual needs of each child and help struggling readers to raise their reading proficiency. The SupplementaryLiteracy Activities should be adopted by Grade I advisers.