Remedial Reading Module and Student's Reading Performance

Abstract

INTRODUCTION

Reading is the most important process in recognizing written symbols and getting meaning from it. Through this, we begin to uncover some answers to questions and are stimulated to raise more questions and to continue our pursuit of deeper understanding. Thus, this study was geared towards the development and validation of the Remedial Reading Module for Grade 8 to help improve the reading performance of students, particularly in word recognition and reading comprehension.

METHODS

The descriptive-evaluative and experimental research designs were used to determine the quality of the Remedial Reading Module. The results were based from the evaluation made by the teacher-evaluators in terms of content, relevance, acceptability, and its instructional aspects. These designs revealed the effectiveness of the Remedial Reading Module in improving the reading level of the respondents. The study also utilized pre-test and post-test experimental research design intentionally to give discrete comparison and differences mainly from the pre-test to post-test, non-equivalent and randomized groups design was used to find out the desired level of performance in the reading level of the Grade 8 students.

RESULTS

The result of the study shows that the Remedial Reading Module developed by the researcher herself as to its content, relevance, acceptability and instructional quality is excellent as evaluated by the panel of experts.

The experimental group who used Remedial Reading Module for Grade 8 obtained a higher mean score compared to the control group in reading comprehension but both belonged to Instructional Level in word recognition. On the other hand, the Remedial Reading Module was proven to be effective in developing reading comprehension since the experimental groups obtained a higher mean score than the control group.

Therefore, it can be claimed that the Remedial Reading Module has a significant effect on their word recognition and reading comprehension performances.

DISCUSSIONS

It implies that in reading comprehension, the mean gain score of experimental group is relatively higher compared to control group. Therefore, there is enough evidence that the experimental group has achieved a higher mean gain score compared to control group after the Remedial Reading Module was used as a method in reading. It also shows that the reading comprehension strategies included in the module which are intended for developing reading comprehension were highly effective and contributed greatly in the improvement of the reading comprehension. The effectiveness of the Remedial Reading Module in developing reading comprehension of the experimental group further proves the evaluation of the expert validators that the module is reliable and valid.