Email this article STRATEGIC READING INTERVENTION FOR LEFT-BEHIND LEARNERS IN THE PHILIPPINES
(1) Sorsogon State University
(2) Bicol university
(3) University of Santo Tomas-Legazpi
(*) Corresponding Author
Abstract
Education for all means no one should be left behind; thus, teachers should provide effective strategies for struggling readers. The “one-size fits all strategy” further divides the gap between the slow and advanced learners. This study used a quantitative observational research design to determine the reading ability of 30 struggling readers in terms of word recognition, reading comprehension, and reading speed using reading stories, Dolch's basic sight words and the Phil-IRI Manual 2018. The study develops strategic reading intervention materials to support teachers and students during the remedial programs. The pre-tests revealed that the reading ability of the struggling readers was at a frustration level. Furthermore, the develop strategic intervention reading materials used in remedial programs were composed of 4 parts: learning content, learning task guide, assessment guide, and enhancement guide. The post-tests show that the participants reading ability progressed to instruction and independent level after the remedial program. It was concluded that determining the student’s present ability is beneficial to develop effective intervention materials. It was suggested that the school leaders and program specialists should develop faculty and student support programs ideally to uplift the student’s literacy.
Keywords
Full Text:
PDFReferences
Akemoglu, Y., Hinton, V., Laroue, D., & Jefferson, V. (2021). A parent-implemented shared reading intervention via telepractice. Journal of Early Intervention, 44(2). https://doi.org/10.1177/10538151211032211
Anagün, S. S. (2018). Teachers' perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825-840. https://doi.org/10.12973/iji.2018.11452a
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364. https://doi.org/10.1007/BF00138871
Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the importance of vocabulary for English as an additional language learners' reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351-376. http://dx.doi.org/10.14746/ssllt.2021.11.3.3
Collins, A., Brown, J. S., & Newman, S. E. (2018). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Knowing, learning, and instruction (pp. 453-494). New York: Routledge.
Education, D. O. (2018). The Philippine informal reading inventory manual 2018. TEACHERPH. Pasig City: Department of Education. https://drive.google.com/file/d/1iiNxsoU1ridsB-yctWTRO5bpgy0okc9z/view
DepEd. (2019). Statement on the Philippines’ ranking in the 2018 PISA results. Retrieved from https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-ranking-in-the-2018-pisa-results/
Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456-460. https://www.journals.uchicago.edu/doi/epdf/10.1086/457353
Durban, J. M., & Catalan, R. D. (2012). Issues and concerns of Philippine education through the years. Asian Journal of Social Sciences & Humanities, 1(2), 61-69.
Ferguson, T., & Roofe, C. G. (2020). SDG 4 in higher education: Challenges and opportunities. International Journal of Sustainability in Higher Education, 21(5), 959-975.
Finnegan, E., & Mazin, A. L. (2016). Strategies for increasing reading comprehension skills in students with autism spectrum disorder: A review of the literature. Education and Treatment of Children, 39(2), 187-219. https://www.jstor.org/stable/44684103
Galang, A. D. (2021). Teachers’ critical reflections on the new normal Philippine education issues: Inputs on curriculum and instruction development. International Journal of Social Learning (IJSL), 1(3), 236-249.
Glazzard, J., & Stokoe, J. (2017). Teaching systematic synthetic phonics and early English. London: Critical publishing.
Graham, J., & Kelly, S. (2018). How effective are early grade reading interventions? -A review of the evidence: A Review of the Evidence. World Bank Policy Research Working Paper no 8292. Retrieved from https://ssrn.com/abstract=3096288
Hazelkorn, E. (2014). Reflections on a decade of global rankings: What we've learned and outstanding issues. European journal of education, 49(1), 12-28.
Heinze, G., Wallisch, C., & Dunkler, D. (2018). Variable selection–a review and recommendations for the practicing statistician. Biometrical journal, 60(3), 431-449.
https://doi.org/10.1002/bimj.201700067
Jenkner, M. E., & Hillman, M. A. L. (2004). Educating children in poor countries. International Monetary Fund.
Mohajan, H. K. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of Economic Development, Environment and People, 9(4), 50-79.
Nederveld, M. (1967). The effective remedial reading program. Reading Horizons: A Journal of Literacy and Language Arts, 7(2), 7. https://scholarworks.wmich.edu/reading_horizons/vol7/iss2/7
OECD. (2019). PISA 2018 results (Volume I, II, & III): Combined executive summary.
Orbe, J. R., Espinosa, A. A., & Datukan, J. T. (2018). Teaching chemistry in a spiral progression approach: Lessons from science teachers in the Philippines. Australian Journal of Teacher Education (Online), 43(4), 17-30.
Pabalate, N. (2021). DLSU researchers use machine learning for deeper mining of data from international assessments. Manila Bulletin. https://mb.com.ph/2021/07/22/dlsu-researchers-use-machine-learning-for-a-deeper-mining-of-data-from-international-assessments/
Peng, W. J., McNess, E., Thomas, S., Wu, X. R., Zhang, C., Li, J. Z., & Tian, H. S. (2014). Emerging perceptions of teacher quality and teacher development in China. International Journal of Educational Development, 34, 77-89.
Pocaan, J. M. (2022). Exploring teaching strategies and challenges towards a holistic context-based special education teaching strategies program. The Normal Lights, 16(1).
Sabatini, J. P., O'Reilly, T., Halderman, L. K., & Bruce, K. (2014). Integrating scenario‐based and component reading skill measures to understand the reading behavior of struggling readers. Learning Disabilities Research & Practice, 29(1), 36-43. https://doi.org/10.1111/ldrp.12028
Scott-Clayton, J. (2015). The shapeless river: Does a lack of structure inhibit students' progress at community colleges? (pp. 102-123). New York: Routledge.
Sukma, E., Mahjuddin, R., & Amelia, R. (2017, September). Literacy media development in improving reading and writing skill of early class students in elementary school Padang Utara Padang. In 9th International Conference for Science Educators and Teachers (ICSET 2017) (pp. 145-150). Atlantis Press.
United Nations. (2021). SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. United Nations. Retrieved from https://unstats.un.org/sdgs/report/2019/goal-04/
Yang, Y., Li, J., Wu, X., Wang, J., Li, W., Zhu, Y. I., ... & Lin, H. (2019). Factors influencing subspecialty choice among medical students: A systematic review and meta-analysis. BMJ open, 9(3), e022097.
DOI: https://doi.org/10.24071/llt.v25i2.5087
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jordan Miranda Pocaan, Lyndon Lucila Bailon, Jean Pauline Trilles Pocaan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.