Instructional Manual for Reading Remediation: Its

Effectiveness for Grade 7 Students with Reading Difficulties

A Thesis
Presented to the
Faculty of the Graduate School
Naga College Foundation, Inc.
City of Naga

In Partial Fulfillment
Of the Requirements for the
Degree of Master of Arts in Education
Major in English

ANJENETH N. ALDAVE
2020
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CHAPTER I

THE PROBLEM

Introduction

Learning to read is one of the most important skills that children acquire.

Children need to learn to read as reading is a complex process that involves

sensation, perception, comprehension, application and intervention. It is a process

of making and getting meaning from printed words and symbols. As a whole,

reading is a means of communication of information and ideas. It is a foundation

of academic success and life learning.

As far as academic learning is concerned, the ability to read well has now

been a basic requirement for all academic levels and career opportunity

development for learners. For instance, students who do not acquire good reading

skills in school might face failure in their social and academic life. This requirement

is one of the main objectives of education in the Philippines. The Department of

Education (DepEd) intensifies reading literacy in schools by different programs

such as implementing the program called “Every Child A Reader Program”, the

Basa Pilipinas (USAid 2013), and the latest program, the “Philippine Informal

Reading Inventory” (PhilIRI) which is one of the diagnostic tools that can be used

to determine students' abilities and needs in reading.

However, one article from Philstar (philstar.com 2010) states that “ The

undeniable fact remains that majority of Filipino students do not posess the ability
 2

and motivation to read.” Various studies had confirmed that the secondary school

students were found deficient in acquiring basic skills due to their inability to read

English with comprehension. As a result, they learn least on subject areas taught

in English like Mathematics, Science, and English itself. Moreover, in 2007, the

Department of Education, reported that 70 percent of the learners are incapable

of reading within the expected level. This was realized by the former DepEd Sec.

Abad that one of the major problems in reading is the poor reading comprehension

which leads to poor understanding of the printed text where in fact is just taken

for granted due to the reality of evolving world and modern technology.

Recent reports made by school administrators all over the country stressed

that there are really “half-baked” secondary school graduates which are attributed

to their poor learning in English particularly in reading comprehension. The status

of reading among students across the nation remains very alarming. As an

evidence, one article in the Inquirer.net (2017) states that Philippine Business for

Education (PBEd) chair Ramon del Rosario opened a forum with the information

that Filipino graduates do not possess the skills demanded by industry and that

the Philippines has one of the highest youth unemployment rates in Asia. Based

on the Labour Organization data, 21.7 percent of the youth are not in education,

employment or training as of 2017. This goes back to the poor learning that

happens in schools as evidenced by low scores in the National Achievement Test.

Although there are noble efforts to arrest these trends, they are sporadic and in

grave need of coordination.

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With this context, every reading teacher faces the challenge to improve the

reading comprehension skills of the learners and achieve better class performance.

Reading Comprehension is a complex and active process in which vocabulary

knowledge is a crucial component and which requires an intentional and thoughtful

interaction between the reader and the text, it is the goal for the students in

teaching them to read. McNamara and Kendeou (2011) added that reading

comprehension is a product of mental representation in the reader’s memory. This

mental representation happens in the process of reading. Failure in reading

process leads to low comprehension product.

Marie Clay’s definition of reading says that reading is a message-getting,

problem-solving activity (Zoeller, 2015). The reader anticipates, attempts and

confirms if his attempt was correct or incorrect. There are factors that affects

reading comprehension. Among these factors are : word recognition, vocabulary ,

and fluency. These factors are the quest to produce 21st century learners.

To address this quest, Pado, et.al (2018) stated that the Bureau of Learning

Delivery, Department of Education initiates Philippine Informal Reading Inventory

(Phil-IRI), a program which directly respond its thrust to make every Filipino child

a reader. It is anchored on the flagship program of the Department: “Every Child

A Reader Program,” which aims to make every Filipino child a reader and a writer

at his/her grade level. The Phil-IRI is an informal reading inventory designed to

determine the individual student's performance in reading. The data from this

measure could be used to design or adjust classroom, small group or individualized

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instruction to fit the students’ needs and abilities. The data serve as one of the

bases in planning, designing/redesigning the reading programs or activities in the

school to improve the overall school reading performance.

The conduct of the Phil-IRI Reading test in Salvacion High School during

the opening of the school year 2019-2020 revealed that 96% of the Grade 7-

students were frustrated readers in English where the students only got below

89 % in word reading and below 58 % in comprehension, therefore these students

need to undergo further remediation.

Working on a common goal, teachers are expected to device strategies

applicable to enhance reading skills of the students. Reading intervention is one

of these strategies. Therefore, producing instructional materials to sharpen the

reading skills of the students and to respond their reading difficulties is one of the

primary concern of the teachers.

This study will focus on the crafting and developing of a reading

instructional manual to target the improvement of the students reading skills. It

will be realized through the validation by experts English Teachers of an

instructional manual. The content of the instructional manual is based on the Phil-

IRI Group Screening Test and Oral Reading Test result conducted at the beginning

of school year 2019-2020.

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The researcher is motivated to make this study on instructinal manual for

reading remediation to help teachers with poor readers and minimize difficulties in

reading especially those frustrated readers.

Statement of the Problem

This study aims to develop and validate a teacher made manual for reading

remediation for Salvacion High School, Sipocot North District school year 2019-

2020. Specifically, it aims to answer the following questions:

1. What is the format of the instructional manual along:

a. Objectives;

b. Rationale;

c. Content;

d. Activities; and

e. Evaluation

2. What are the strategies employed in the instructional manual on the

reading difficulties along:

a. Word recognition;

b. Fluency;

c. Comprehension

3. What is the content validity of the instructional manual in terms of:

a. Usability;

b. Practicability; and

c. Suitablity
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Assumptions of the Study

This study will be based on the assumptions that:

a. The development of instructional manual is important to address poor

readers or students with reading difficulties.

b. The Instructional Manual will be validated by the teacher-validators guided

by a set of criteria.

Significance of the Study

The findings of this study will be useful to the following:

English Teachers. Teachers who will use this manual will be guided on

how to teach students who are poor readers and students with reading difficulties.

They will find it easy to execute the instructional manual for reading remediation,

for it will be presented in a simple and practical way. Teachers will find it useful to

use the manual for lessons within reach of the students.

Students. This study will encourage students to learn because reading

instruction and activities are within their level of understanding. They will be given

additional excercises to sharpen their skills in decoding and word recognition,

fluency, and comprehension. They will find learning experience enjoyable and

lessons will be remebered. They will continually grow and expose to the word of

learning.
 7

Administrators. This study will provide further insights for administrators

designing future trainings and seminars for having a good reading skills

improvement of the students and having teachers who are experts in teaching

reading. They could make guidelines, memorandum, and promotions as incentives

to encourage more teachers to be dedicated in teaching profession for assurance

of productive education among students in the society.

Parents. Parents will be aware that they are part of the school program

for them to reinforce their children’s progress in word recognition, fluency, and

comprehension. They will be aware that they have the obligation as parents in the

formation and promotion of the learning of school children.

Other Researchers. This study will serve as reference material for other

researchers. This will contribute to make and develop more teaching materials that

can be used in reading.

Scope and Delimitation of the Study

The focus of this research will be the development and validation of an

instructional manual for reading remediation of Salvacion High School, Sipocot

North District, School Year 2019-2020.

The respondents of this study will be the Secondary English teachers from

public and private schools. The researcher confidently believe that because of the

number of years, adequate teaching experiences and qualifications, they will give
 8

comments and suggestions in the development of the manual to supplement the

need of instructional manual for reading remediation.

This study will be anchored on the objectives which will enhance the

students’ reading skills and respond the readers’ reading difficulties through

teaching word recognition, fluency, and comprehension.

The Grade 7 students will be the recipient of this study because the

researcher is a strong supporter of ECARP (Every Child a Reader Program) in the

DepEd. The aim of the reading program is to ensure that every Grade seven (7)

student will become a skillful and good reader before reaching higher grades.

Definition of Terms

For better understanding and clarification purposes, several terms that use in this

study are operationally define.

Instructional Manual. This refers to the teacher-made instructional

material to be use for remediation of the readers or students with reading

difficulties.

Reading Remediation. This is the special time given to students who are

poor readers or students with reading difficulties. This is also the reinforcement

activity to improve the reading status of the students with reading difficulties.

Effectiveness. This term means the relevance of the instructional manual

to the recepient of the study to improve learning in reading. This also pertains to
 9

the result brought by the instructional manual on reading performance of the

students after undergoing the remedial reading instruction.

Reading Difficulties. The meaning of this term is a diagnosis through

different assessment tools which shows the learners need more time to learn new

skills to understand concepts like reading.

Development and Validation. This refers to the creation of something

over a period of time that cause something to grow and the process of

recognizing, astablishing, or illustrating the worthiness of something.

In this study, it is the development of an instructional manual that can be

used to remediate students with reading difficulties. The validation of instructional

manual designed for reading remediation will be done by English Teachers who

have expertise in teaching Reading.

Word Recognition. This refers to the ability to identify a written word by

sight or by deciphering the relationship between the sounds of spoken

language and the letters in written language. If there is difficulty in word

recognition in reading a particular selection, there is going to be a gap in the

understanding of the text. This gap will post a problem in the readers’

comprehension of the selection.

Fluency. refers to reading with accuracy, speed and proper expression.

Lack of fluency may lead to the reader not being able to pick up on the author’s

tone and other implied connotations in the selection. If these points are missed
 10

out because of the wrong use of pauses, phrasing and expression, getting the

meaning of the selection may be hindered, thus greatly affecting comprehension.

Comprehension. This refers to the ability to understand what is read

which is the ultimate goal of reading. It is a complex and active process in which

vocabulary knowledge is a crucial component and which requires an intentional

and thoughtful interaction between the reader and the text.

Format of the Instructional Manual for Reading Remediation. In

this study, it refers to the manner in which this instructional manual arranged. It

is the plan and arrangement of the lessons and activities. The format includes:

Rationale, Objectives, Content, Activities, and Evaluation.

Objectives. It refers to the aim or goal in every activity in the

content of each lesson introduced in the instructional manual. It is the expected

result that shoul be attained after the discussion, interaction and series of activities

to acquire the reading skills.

Rationale. It is the set of reasons or a logical basis for a course of

action. This is the part of the instructional manual that explains the competency

being addressed and prepare the students in the tasks ahead anchored on the

different reading difficulties of the learners particularly word recognition, fluency

and comprehension.

Content. These are the activities and lessons programmed in the

instructional manual for reading remediation.

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Activities. In this instructional manual, these refer to the reading

drills. Word Recognition Drills, Fluency Drills, and Comprehension Drills are

intended to address the reading difficulties of the students.

Evaluation. In this study, it refers to the assessment of the skills

learned. It aims to gauge the performance of the students after each lesson.

Content Validity. This refers to the criteria for validation as given to

teacher-validators for evaluation. The validity will be measured based from the

parameters: usubility, practicability and suitability.

Usability. In this study, this refers to variety of uses that the

instructional manual offers. This instructional manual can be used s supplementary

book, a referance book and a basis for future action research. Ultimately, this

refers to the use of the instructonal manual in enhancing the oral reading of the

students.

Practicability. This is the importance of the instructional manual. The

manual will serve as a teacher’s guide at the same time a manual of the learners

in reading class.

Suitability. This refers to the appropriateness of the lesson discussion

and activities in the instructional manual in accordance to the reading

competencies.
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NOTES

DepEd Memorandum, (2014)_”Every Child A Reader Program (ECARP),

ecarpfoundation. Org.

USAid Philippines (2013)” Basa Pilipinas” Department of Education

2013Dictionary.com/ dictionary.reference.com/browse/noting/2015.Retrived
from: www. deped.gov.ph/sites/default/files/memo/2014/dm_121.pdf

Philstar.com (2010) “ Low proficiency in reading comprhension may

threaten global competitiveness” www.philstar.com February 2010.

McNamara, D.S. & Kendeou, P. (2011). Translating advances in reading

comprehension research to educational practice. International Electronic Journal
of Elementary Education, 4(1), 33-46.Retrieved from www.iejee.com

Zoeller, E. (2015). Comprehension and the bilingual reader: thinking within

a decodable text. Center for Teaching Biliteracy Building. Madison Metropolitan
School District.

Felicitas E. Pado, et.al (2018). The Philippine Informal Reading Inventory

Manual 2018. Department of Education – Bureau of Learning Resources (DepEd-
BLR)
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CHAPTER II

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents the summary of the related literature and studies

that the researcher has taken from books, articles, internet, professional

magazines, journals, unpublished theses and other researches relevant to the

present study.

Reading Remediation

Reading Remediation is the special time allotted for reteaching of reading

lesson to the students to achieve improvement of their reading level status. It is

one of the programs that is directed by a highly trained medial instructor and has

gained the cooperation and support of teachers, administrators, and parents. The

effectiveness of such program is achieved only by a long range planningin which

everyone involved is made cognizant of the aims and objectives of the program.

The study on Cornthwaite (2012) determined an effective remedial reading

method for early elementary students by comparing the progress of two group of

students. It was determined that individual SRA Reading Mastery and Guided

Reading research groups made gains in the reading subtests of Reading

Comprehension, Word Reading, Early Reading, Pseudoword Decoding and Basic

Reading.

According to Guang Lea-Lee et al., (2012) students who were in a public

primary school in Midwest, USA identified as learning disabled. At the end of the
 14

proposed interventions and remediations, the child was able to read fluently at her

grade level and exceeded all expectations and predictions of her parents and

teachers. These strategies will be beneficial for classroom teachers, reading

specialist, and special education teachers who are working with struggling readers.

Hausheer, Hansen and Doumas (2013) examined the effectiveness of a

remedial reading program on improving reading fluency and comprehension

among elementary school students. Their study indicated reading fluency and

reading comprehension scores improved significantly across the academic year for

both male and female. Examination of gender differences indicated significantly

more males were referred to the program than females. Additionally, examination

between the group size indicated that males’ scores in reading comprehension

improved more than females.

Nichols (2014) evaluated the effects on reading achievement for middle

school students after participation in a remedial reading program. The study

revealed the significance between the effects on student motivation to read during

the implementation of the reading intervention program.

Ugwuanyi et.al (2012) investigated the effect of remedial reading

instruction on word recognition for inclusive education in Nigeria. The study

revealed that there was mean difference in remedial instruction on word

recognition, they were insignificant. It was emphasized that it should be placed

high quality reading instructional provision in class. Remedial reading remains a

better alternative in helping children with reading problem.

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Furthermore, the study of Lanuzo(2013) about the perceived effectiveness

of an instructional Teacher’s manual for reading remediation for Grade III pupils

revealed that instructional manual is important to address poor readers or pupils

with reading difficulties and its effectiveness can be determined by experts.

Tally (2017) identified the role of the teachers as facilitators and motivators

who identify, assess, and observe struggling readers and then measure

comprehension with assessments, discussion, and running records. This study was

guided by teacher perceptions of instructional strategies to include reading time,

small groups, use of one text, and reading strategies that motivate struggling

readers. The study concluded that reading instruction changes when a struggling

reader is introduced to multiple grouping strategies, vocabulary instruction, and

comprehension strategies that are embedded in the instruction. The study also

identified that games, group work, high interest texts, and plays or poetry

influence struggling readers to engage in the process of reading.

Jones (2011) compared the impact of a reading intervention program, Read

180/System 44, on students in a Behavior Disabilities class with students in a

Learning and/or Language disabilities class and an “at risk” group of students from

the general education population. It was found that The “ at risk” general

education program displayed the most signifcant growth. The students in

Behavioral Disabilities class as well as those in Learning and/or Language group

also responded positively to the reading intervention program.

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The study of Smith (2015) showed that using direct insruction in small

groups helped the students grow in their reading abilities by increasing their self-

efficacy. Interventions were successful, however it appeared that the students

were further behind in attaining grade-level proficiency.

Paz (2018) determined the reading comprehension levels in English of

Grade 7 students of Caraga State University. The research described the profile of

participants and the perceived factors which determine the participants’ reading

comprehension levels in terms of availability of literary reading materials at home,

adequacy of reading instruction in reading, availability of reading materials in

school, and reading habits. It was found out that there was no significant

relationship between the particpants profile and factors of reading toward their

reading comprehension level. It gave way to deal with some of the levels of reading

comprehensions that were weak, namely interpretative, critical, and application

that requires desirable intervention program.

Reading Difficulties

Reading difficulty is the weakness of the learners in the word analysis,

phonics, word recognition, spelling oral reading, silent reading, comprehension

and oral vocabulary.

Plessis (2016) determined the factors affecting the reading readiness as

understood by teachers and mothers. The factors affecting reading readiness

were: learner’s individual development level; the learner’s maturity; the learner’s
 17

desire to learn to read; the learner’s phonological awareness; the learner’s need

to play kinesthetic; the learner’s parents’ contributions; the learner’s

socioeconomic living conditions; and reading stories to the learner. It was implied

that these findings may improve teaching practice and curriculum development.

Guth (2013) stated that reading ability is a critical component to students’

overall academic success. Effective early interventions in the area of reading can

help students achieve their full academic potential by providing them with a strong

foundation of knowledge and skill. Reading interventions, such as Reading

Recovery, utilize one-on-one tutoring in order to cater to student’s specific reading

needs.

Cooper (2013) stated that students who struggle with emotional behavior

disorders (EBD) often enter high-school with reading levels far below those of

their peers. At the secondary level, these at-risk students must regularly read and

write proficiently in order to demonstrate their literacy achievement and potential

for succes either in college or on the job. As a result, many EBD students choose

to drop-out of school instead of daily feeling that they do not measure up. The

study examined the impact of the five essential componets of reading instruction,

teacher modeling, repeated readings, and progress monitoring on the disruptive

antisocial behaviors of a student with EBD.

Hlalethwa (2013) investigated and explored the extent of reading difficulties

experienced by learners in Foundation Phase in schools within inclusive settings in

Makapanstad Central. It was concluded that reading difficulties are exacerbated

 18

by various factors such as the socio-economic factors, the neurological factors,

educational factors and many more. Most teacher are not sure on what methods

to use when teaching learners to read with the majority sticking to the one way

approach to teaching reading with hampers learners’ reading abilities and

encourages low reading levels. Lack of resources contributes immensely to

learner’s reading difficulties.

It was further stated by Sanapao (2016) that reading comprehension was

an inticate understanding that includes of processing and every learner of English

as a Second Language (ESL) should know. One of the most crucial aspect was to

decode unfamiliar words encountered in text which shows difficulty in reading of

the learners.

It was added by the statement of Chall & Stahi (2008) that the ability to

read becomes iseful if one was to gain more knowledge. This was because of the

growing technicalization of society had brought in increasing demands for literacy.

However, most learners were unable to use reading as a tool for learning new

information. They were unable to read. Reading difficulties were usually detected

in childhood, but it took someone knowledgeable to identify that a child has a

reading difficulty. If no interventions were put in place, reading difficulty can affect

someone through adulthood. This was the weakness of the learners in word

analysis, phonics, word recognition, spelling, oral and silent reading,

comprehension and oral vocabulary.

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Validity of Instructional Manual

To give the quality education to the students as required by the Department

of Education, teachers have to look for ways to respond on this and one of these

ways is the creation of instructional manual to eradicate the reading problem of

the students.

In the study of Lanuzo (2013), it was presented that teacher’s manual was

important to address non-readers and students with reading difficulty. Teaching

will not materialize effectively without the use of teaching aids. In her study, a

R&D process and curricular validation questionnaire were employed to assess

effectiveness of this manual in terms of format, content, usability, practicability,

and the effectiveness of her instructional manual for reading remediation. The

study revealed that a teachers’ instructional manual which was validated by

experts was an effective tool to address pupils with reading difficulties long sight

words, word analysis, vovabulary, and comprehension.

Reyes and De Guia (2015) stated in their study that the teachers’

competence can be jeopardized by the deteriorating quality of effective

instructional materials (IM) available such as textbooks and workbooks. Teachers’

creativity and resourcefulness in the design and use of instructional manuals is put

into a test. Therefore, the need to organize and develop instructional manuals that

suit the changing landscape of ESL learners and pedagogy in the country must

definitely be one of the serious concerns.

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The study of Cruz (2014) drawn the conclusions that students exposed to

the developed worktext in Drawing 2 attained better performance than students

taught without the use of worktext. The developed Worktext in Drawing 2

contributed to the improvement of students accomplishements in Drawing. The

developed worktext is effective and acceptable to use as instructional material in

Drawing 2.

In the study of Seeletso (2015) entitled “The Design and development of

instructonal materials as potential contributor to academic success of secondary

school open and distance learners in Botswana”, it was stated that material

developers for ODL study materials need to be well versed with Cognitive level

Load Theory and the Theory of Instructional Design to develop highly interactive

and accessible study materials. Well designed and appropriate study materials

could increase accessibility and facilitate progression of ODL learners in the

remotest corners of rural parts of the developing world. With the design and

implementation of both inclusive policies and curriculum, this can be possible.

Accessible open and distance learning materials, coupled with effective learning

support initiative can contribute to the development of all people.

Naval (2014) stated that developed modules are acceptable and have a

positive impact on students’ performance . However, carefully conducted research

should be done at different grade levels and in variety of disciplines. Furthermore,

this study reveal additional insight of the impact of the developed materials.
 21

Synthesis of the State of the Art

The studies and articles cited herein has relevance and give worthy insights

on the present study.

The articles of Cornthwaite (2012), Guang Lea-Lee et, al. (2012), Huasheer,

Hansen and Doumas (2013), Nichols (2014), Ugwuanyi (2012), Lanuzo (2013),

Sanapao (2016), Tally (2017). Jones (2011), Chall & Stahi (2008), Smith (2015),

and Paz (2017) are piled as reading remediation. The studies stated that reading

achievement for middle school students improve after participation in a remedial

reading program. Reading difficulties are exacerbated by various factors such as

the socio-economic factors, the neurological factors, educational factors and many

more. Remedial reading remains a better alternative in helping children with

reading problem. These studies are well correlated to the present studies where

these focused on reading remediation to address the reading difficulty of students.

The studies of Plessis (2016), Guth (2013), Cooper (2013), Hlatehwa

(2013), Sanapao (2016), and Dawkins (2017) stated that there are factors that

affect reading readiness of the students. Reading ability is critical component of

students academic succes. Students at risk must read regularly as to decode

unfamiliar words shows difficulty in reading. Parental involvement and home

environment affect the reading ability of the students. The stated studies are

related to the present study as these focused on factors that affecting the reading

skills of the students and these are about identifying students with difficulties in

reading.
 22

In the study of Lanuzo(2013), Reyes and De Guia (2015), Cruz (2014),

Seeletso (2015) and Naval (2014), it was stated that teachers manual was

important to address non-readers Teachers competence can be jeopardized by

deteriorating of quality effective instructional materials. Developed and validated

worktext was effective and acceptable to use as instructional material and

accessible open and distance learning materials coupled with effective learning

support. These studies and statements are all correlated to the present study

where these focused on the development and design of an instructional module

which is valid, acceptable and effective tool to help in decreasing the reading

problems of students.

Gap Bridged by the study

The usual instructional manual that was made by the unpublished authors

in thesis writing was focused on the goal to improve the comprehension skills as

one of the reading difficulties of the students through validating an instructional

material that aimed to further enhance reading skills as skill book. The gap that

would like to bridge in this study is to have an instructional manual that will be

used as teacher’s guide by the teachers and a skill book for the students at the

same time which will focus not only in comprehension but also in word recognition

and fluency.
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Theoretical Framework

This study will be guided by the in developing instructional materials for

reading remediation, five theories are considered to determine the reading skills

needed to be included in the instructional manual.

The main theory is Robert Gagne’s Instructional Theory as cited by

Arshavsky (2016). It was supported by Cognitive Development of Jean Piaget as

cited by Cherry (2019), Connectionism Theory of Edward Thorndike as noted by

Ghandhi (2010), PASS (Planning, Attention, Simultaneous, and Successive) Theory

(Naglieri & Das, 2018), and Jerome Bruner’s Constructivist Theory as cited by

Jones and Carter (2007).

Robert Gagne’s model of instructional design was based on the information

processing model of the mental events that occur when adults are presented with

various stimuli focused on the learning outcomes and how to arrange specific

instructional events to achieve these outcomes. The following are the Gagne’s

nine-step model: 1) Gaining attention, 2) Informing learners of the objectives, 3)

Stimulating recall of prior learning, 4) Presenting the stimulus , 5) Providing

learning guidance, 6) Eliciting Performance, 7) Providing feedback, 8) Assessing

performance, and 9) Enhancing retention and transfer.

Gagne’s Instructional Theory as cited by Arshavskly (2016) stipulates that

there are several different types or levels of learning. The significance of this

classification is that each type requires different types of instruction. This theory
 24

ROBERT GAGNE’S INSTRUCTIONAL THEORY

Arshavskly (2016)

“States that there are several different types or levels of

learning that requires different types of instruction”

“Piaget’s Cognitive
Development” “Thorndike’s
Cherry, 2019 Connectionism
“Each cognitive Theory”
development stage Ghandhi, 2010
represent a “Learning was the
qualitatively different formation of a
connection between
type of thinking.”
stimulus and
response.”

INSTRUCTIONAL
MANUAL FOR
READING
REMEDIATION

“PASS (Planning, Bruner’s

Attention,
Constructivist
Simultaneous, and
Successive)Theory” Theory
Naglieri & Otero, 2018 Jones and Carter
“Learning when (2007).
assessed in terms of Intellectual
cognitive processes Development has three
relates strongly to stages:1) enactive; 2)
reading achievement. Iconic, and 3) Symbolic.

Figure 1
Theoritical Paradigm showing theories that explain the skills needed to be
included in the development of an instructional manual for reading remediation.
 25

explains that the instructional manual is made for reading remediation to identify

reading difficulties such as word recognition, fluency and comprehension. Different

reading difficulties have different reading instructions presented in the instructional

manual to answer the needs in reading remediation of students.

Cognitive development (2019) is the aspect of development that deal with

thinking, problem solving, intellegence and language. According to Piaget,

cognitive development is a combined result of the maturation of the brain and

nervous system and the experiences that help individuals adapt to the

environment. He contends that cognitive development in all children will follow

predictably and qualitatively distint levels or stages. These stages are from

concrete operational thought to formal operational thought.

This theory has relevance to the present study for the instructional material

will be prepared to suit the needs or mental level of the students in reading

remediation. Since the learning level of the students in reading is at slow pace, the

lesson then, is simplified to answer the needs of the immediate user of the study.

Thorndike (2010) “Connectionism Theory” stated that learning was the

formation of a connection between stimulus and response. Learning takes place

because of positive results and readiness of the learner physically, mentally,

emotionally, environmentally, and positive in learning outcome was expected. The

instructional manual after a series of learning exercises for transfer of learning and

development to the student, an evaluation test will be given to know if there is

 26

any improvement and development that take place after commiting in a reading

remediation.

The PASS (Planning, Attention, Simultaneous, and Successive, 2018) theory

of cognitive processes stated that the maintenance of attention, the processing

and storing of information, and the management and direction of mental activity

comprise activities of the operational units that work together to produce cognitive

function. This theory explains that learning when assessed in terms of cognitive

processes relates strongly to reading achievement.

Bruner (2007) postulated three stages of intellectual development. The first

stage was termed as “ Enactive”, when a person learns about the world through

actions on physical objects and the outcomes of these actions. The second stage

is called “Iconic” where learning can be obtained through using models and

pictures. The final stage was “Symbolic” in which the learner develops the capacity

to think in abstract terms. Based on these three stages, it was recommended to

use activities for more effective learning.

Conceptual Framework

Providing adequate learning materials that enhance the skills of the learners

are essential to attain the target goals in every educative process. This is the

reason why the researcher decided to design and develop an instructional manual

that can cater in answering the needs of the learners particularly the need to

improve reading along word recognition, fluency and comprehension.

 27

INSTRUCTIONAL MANUAL FOR READING REMEDIATION: ITS

EFFECTIVENESS FOR GRADE 7 STUDENTS WITH READING
DIFFICULTIES
SALVACION HIGH SCHOOL, SIPOCOT, CAMARINES SUR

S/Y 2019-2020

Instructional Validation of
Reading Difficulties Manual Instructional
Manual

A. Decoding and A. Format

A. Rationale
Word
Recognition B. Usability
B. Objectives

B. Fluency C. Practicability
C. Content

D. Suitability
D. Activites
C. Comprehension
E. Evaluation

Figure 2
Conceptual Framework showing the process of developing an instructional
manual in teaching reading remediation for students with reading difficulties
along word recognition, fluency, and comprehension.
 28

This study will focus on the the development of an instructional manual for

reading remediation of Grade 7 students with reading difficulties.

Figure 2 presents the conceptual framework of the study. The figure shows

that the instructional manual for reading remediation is the research study in

Salvacion High School. The reading difficulties identified are word recognition,

fluency and comprehension. Because of these difficulties, it directs the

instructional manual to have rationale, objectives, content, activities, and

evaluation. The instructional manual for reading remediation has to be evaluated

by the expert English teachers in terms of usability, practicability and

suitability.The manual contains the list of reading lessons and activities to practice

and remediate students who have reading difficulties in English.

The figure suggests that it is important for teachers to determine the

students’ reading ability to address their reading difficulties.

 29

NOTES

Joanna-Atkinson-Cornthwaite, (2012). Fnding an Effective Reading

Remediation for Young Readers: A Comparison of Two Methods.

Guang-Lea Lee, et. al (Effective Reading Remediation instructional

Strategies for Struggling Early Readers. Procedia Social and Behavioral Sciences.

Robin Hausheer, et.al (2013). Improving Fluency and Comprehension

Among Elementarary Students: Evaluation of a School Remedial Reading Program.

William D. Nichols, et. al (2009). Effective Reading Instruction for Struggling

Readers. The Role of Direct/ Explicit Teaching Reading and Writing Quarterly.
https:// www. Tandfonline.com/action/journalinformation

Ugwuanyi, LT et. al (2012). Effect of Remedial Reading Instruction on Word

Recognition Problem for Inclusive Education in Nigeria. Journal of Education and
Practice. Vol. 3.

Marjorie A. Lanuzo (2013). Instructional Teacher’s Manual in Reading

Remediation: It’s Perceived Effectiveness. (Unpublished Master’s Thesis, Naga
College Foundation, Naga City).

Leigh A. Talley, (2017). Best Teachig Strategies to Help Striggling Readers,

Carson-Newman University

Susanne Jones, (2011). The Impact of a Reading Intervention Program on

Students with Reading Difficulties.

Bonnie S. Smith (2015). A case Study of the Impact of Reading Intervention

in Early Elementary School Grade Levels. Education and Projects.144

Petervir A. Paz, (2018). Reading Comprehension Levels in English among

Grade 7 Students in Caraga State University, Philippines.

Susan Du Plessis, (2016). Factors Affecting the Reading Readiness of Grade

R Learners in Selected Preshools in Gauteng Province, South Africa.

Anna C. Guth (2013). Reading Intervention Effectiveness: An Analysis of

Reading Recovery. University of Wisconsin-Stout, Graduate School.

Lucinda N. Cooper (2013). Impact of Remedial Reading Interventions on

Secondary Student with emotional behavior Disorder: A Case Study. A Dissertation,
Liberty University, Lynchburg, VA
 30

Bella D. Hlalethwa (2013). Reading Difficulties experienced by Learners in

Foundation phase in inclusive schools in Makapanstad.

Joseph P. Sanapao, (2016). The Effect of Reading Fluency and

Comprehension in Learning Englsih as Second Language (ESL). International
Journal of Social Sciences and Humanities Research, 4,I,422-426.Retrieved from
January-March 2016. www.researchpublish.com

Chall, J.S & Stahi, S. (2008). Reading Microsoft Student (DVD). Redmond ,
WA: Microsoft Corporation, 2007.

Yolanda D. Reyes and Rowell G. De Guia (2015). Development of English

Worktext in English 101. International Journal of Science and Research. Retrived
October 10, 2017. http:// ijrs.net

Erich D. Cruz (2014). Development and Validation of Worktext in Drawing

2. International Journal of Scientific and Research Development Publication, Vol.
4, I.9.

Mmabaledi K. Seeletso (2015). The Design and Development of

Instructional Materials as Potential Contributor to Academic Success of Secondary
School open and Distance Learners in Botswana. University of Pretoria.

D.J. Naval (2014). Development and Validation of Tenth Grade Physics

Modules Based on Selected Least Mastered Competencies. International Journal of
Education and Research. Vol. 2, No. 12.Retrieved December 2014 from http://
www.aiou.edu.pk/Pakistan%20journals%5cvol26,%20ISSUEII%202009/article_7
.pdf

Learning Theories of Instructional Design.

http://tip.usask.ca/education/coursewor/802papers/mergel/brendahtml.(Septem
ber 25, 2012)
Theories of Cognitive Development: Jean Piaget. http:
//phsycohawks.wordpress.com/2010/09.o5/theories-of-cognitive…
Overview of manual development. Revised September 15, 2003.http: //
www.asu.edu/aad/manuals/cam/cam102.html.(march 12, 2013)
George Spanoudis, (2015) Reading comprehension and PASS Theory.
https://www. Researchgate.net/publication/303215875
 31

CHAPTER III
METHODS AND PROCEDURES

This chapter presents the research design, respondents, data gathering

tools and the statistical treatment of the data that will be used in analyzing the

gathered data.

Method Used

Research and Development will be used in developing the instrumental

materials in teaching reading remediation. The R&D process will be considered

appropriate since the study will focus on the instructional manual development.

Hall (2006) stated that research and development comprises systematic work in

order to increase knowledge and device new product, in this study the instructional

manual.

Research and development method involves careful research and planning

phase, wherein the conceptualization of the instructional manual must undergo

researches on other studies and claims to be able to establish an action plan. After

thorough examining of other researches, planning on how the skill book will be

crafted will be followed through setting the target reading skills. To finally

conceptualiza the design, further researchers will be made. The researcher will

conduct benchmarkingon other studies conducted that involved Research and

Development. After which, the researcher will craft the instuctional manual

through writing the needed activities and discussions. The evaluation of the
 32

instructional manual will follow which will be done by English Teacher-validators.

Revisions will be made after the evaluation.

As such, this study will follow the R&D steps such as: 1) Research and

Information Collection refers to the research materials undergone , unstructured,

and interview to expert teachers and validation of questionnaire among expert

teachers. 2) In Planning, through the problem that raised up in the making of the

manual, it guides the researcher to construct objectives for the manual and it has

corresponding rationale, content, activities and evaluation. 3) Drafting, this refers

to the making of the lessons in teachig reading remediation along word recogntion,

fluency and comprehension. For the unit of word recognition, there are 15 lessons,

for the unit of Fluency, there are 3 lessons only and for the unit of comprehension,

there are 11 lessons. Every lesson has its own objectives, rationale, content,

activities and evaluation. 4) Validation, the made instructional manual will be

validated in the form of indicators’ checklist to raise up suggestions, comments

for the improvement of the manual. 5) Revision, this refers to the changes done

as suggested in the validation of expert English teachers. 6) Final Evaluation, this

will be the finished product of the instructional manual.

The descriptive method will be used to evaluate the Instrustional Manual

for Reading Remediation.

 33

Respondents of the Study

The validators of the study will be the worthy experienced English teachers

handling Grade 7 and teaching English in Secondary Schools of Sipocot District,

Division of Camarines Sur. The teacher-validators will give comments and

suggestions that will help in the revision of the manual. They are expert in the

field of teaching education most especially in reading.

Procedure of Investigation

For more reliable and valid results, the study will follow the different steps

in the research process by Berenguila (2019).

Preparation of research instruments. The research instrument that will be

used in the conduct of this study will be the checklist of indicators and the prepared

Instructional Manual for Reading Remediation adapted from other researchers that

will be validated by English teacher-valiadtors.

Securing of permit to conduct the study. The request letter to conduct the

study that will be addressed to the district supervisor and school principal will be

prepared to allow the distribution of the checklist of indicators to the target

participants.

Administration of the indicators checklist . After the approval of the request

to conduct the study, the researcher will explain personally to the English-teacher

validators how to accomplish the cheklist of indicators. They will be given

assurance that their responses will be kept confidential.

 34

Processing of gathered data. The gathered data will be tallied and organized

for the table presentations and statistical computations. Analysis, interpretation

and discussion of results will also be prepared.

Writing of the research report. After the data were organized, analyzed, and

interpreted, the researcher will prepare the research report which will be subjected

to a series of revision and improvement.

Research Instrument

The tools that will be utilized by the researcher will be the indicators

checklist and the prepared Instructional Manual for Reading Remediation which

will be validated by the English teacher-validators. Indicators which will be

presented to the validators will cover the five parameters: format, content,

usability, practicability and suitability, Bue (2017) . Each parameter will support

the questions being answer.

The format of the research study has its objectives, rationale, content,

activities, and evaluation.

The content is the indicated subject matter included in the lesson. The

contents are at the level of understanding of the students.

The usability of the instructional manual explains the usefulness and to

whom primarily the book is intended.

 35

The practicability refers to the end product of the result using the

instructional materials.

The suitability refers to the appropriateness of the lesson discussion and

activities for reading remediation.

The following descriptors will be utilized to validate the instructional manual

for reading remediation.

Weighted
Scale Interpretation Description
Mean

All indicators on usubility, practicability

and suitability were met and were

5 4.55 - 5.54 Ver High
remarkably evident.

Most indicators on usubility,

practicability and suitability were met

4 3.55-4.54 High
and were remarkably evident.

Some indicators on usubility,

practicability and suitability were met

3 2.55-3.54 Average
and were remarkably evident.

Indicators for usubility, practicability

and suitability were occasionally

2 1.55-2.54 Low
evident.

Indicators were not met.

1 0.5-1.54 Very Low
 36

Data Gathering Procedure

The researcher has an idea to prepare the instructional manual because of

the low result of PhilIRI Group Screening Test and Oral Reading Test of the Grade

7 students in school.The researcher had developed the instructional manual which

which is the manual for reading remediation. The researcher will prepare the

appropriate checklist of indicators to evaluate the instructional manual according

to the parameters set. The instructional manual will be validated by English

teacher-validators for possible comments, suggestions, for further revision and

improvement before its final evaluation.

Statistical Treatment of Data

Weighted mean will be used to determine the effectiveness of the manual

in teaching reading remediation according to its format, content, usability,

practicability, and suitability using the formula:

X1 = ∑(𝑤𝑥)
∑𝑤
Where:

X1 = weighted mean
w = weight of each item
X = the item value
∑ 𝑤 =summation of the weight
∑ 𝑤x= summation of the class product of the weight and the item value.
 37

NOTES

Bronwyn H. Hall (2006). Reseacrh and Development. Contribution to the

International Encyclopedia of the Social Sciences, Second Edition.University of
California, Berkeley.

Mylene A. Berenguila (2019). Level of Anxiety and Selected Communication

Performance in English: Basis for Crafting Grade 7 Skil Book. (Unpublished Master’s
Thesis, Naga College Foundation, Naga City).

Sherell M. Bue (2016). Learning Styles-Based Skill Book for Intermediate

English. (Unpublished Master’s Thesis, Naga College Foundation, Naga City).