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Effectiveness of Remedial Reading To Non-Readers in Grade 2 - Pearl Learners
Effectiveness of Remedial Reading To Non-Readers in Grade 2 - Pearl Learners
RIZA R. COSTANILLA
Teacher I
Bagong Negros Elementary School
Kiblawan South District
Division of Davao Del Sur
January 2022
I- CONTEXT AND RATIONALE
they begin with recognizing letters and sounds is the leading concern of all
educators. In this situation, the teacher should focus by giving each learner’s
adequate time on remedial reading. It was difficult for teachers back then,
especially with limited resources and materials (Bowman, Comer & Johns;
Martinez, 2018).
it allows the learner to imagine, infer, predict, conclude and draw judgments
among other skills. In addition, it allows the learner to discover new things.
Through reading books, magazines and articles from the internet, the learners
will become aware on the latest innovations and discoveries in various fields
the following reasons: the English proficiency of the educators not the language
teachers but also other teachers who are handling different subjects. There are
cases wherein due to limited number of teachers in some schools, those who are
teaching the subject are not English major or they lack the necessary training to
develop the said competency; and the aggravating situation regarding the
actual face to face classes and maybe was caused by the following factors and
particularly their parents, are illiterate. This means that they are unable to guide
their children in reading at home because they themselves are unable to read;
parents are so preoccupied with their daily tasks that they are unable to provide
follow-up to their children at home, and they even fail to check their children's
Thus, the researcher would like to help the learners to improve their
reading level through remedial reading to Grade 2- Pearl learners, know their
proficiency level of reading and to develop their ability and willingness of reading.
Unlock the reading difficulty of learners who find it hard to read, pronounce words
utilizes strategy that is not suited to the interests and level of the pupils, the
pupils will become bored. The classroom conditions can also affect the
provided every fifth week of the quarter to help the learners cope with the lesson.
Project RIZA
Reading Remediation to
Zestful in their studies even in this test of time and they will be
tutoring when they haven’t fully mastered the basics of language. However,
online remediation will not yield the same results as in-person sessions–we are
all working through a challenging situation so it’s okay! With this in mind,
If anything has become clear through the months of online learning, it’s that
teachers know how to get creative with their lessons. This out-of-the-box thinking
is just as necessary with reading remediation. As if engaging students wasn’t
different kinds of learners. In online remediation settings, educators can still use
various tactics to help students engage multiple areas of the brain to better
movements can get students engaged and help them remember a specific
reading skill.
3. Is there a significant relationship between pre test and post test result?
study?
IV- Action Research Method
This action research using the relevant method and the EGRA, where all
learners from grade 2- Pearl were measured individually in terms of their reading
skills to be able to determine who among them cannot read. This is appropriate
for this action research since it endeavor to look into the effectiveness of the
identified intervention.
a. Participants:
The respondents of this study were the Grade 2- Pearl. They were
females 3 of them identified non-readers because they could not read words.
b. Gathering Methods:
The researcher will seek permission from the Head Teacher of the school
to administer the research. The researcher will gather the non-reader pupils with
IATF Standard Protocol and explained to them that they will be the participant in
the remedial reading program of Grade 2 to help them read and improve their
reading ability. Also, the researcher will call parents’ attention about the remedial
reading and asked permission from them. After that, the implementation of the
reading intervention will happen upon the approval of the School Head and the
parents. The researcher will use a passage in EGRA to determine the specific
number of non-readers in grade 2 – Pearl. The pre reading assessment test will
be administer to all pupils enrolled in grade 2. The resulting list of non-readers
will then use by the researcher as respondents and subjects of the study.
the pupils. Not just 15-20 minutes but conducted 60 minutes every day. At the
same time varied reading texts will be provided by the remedial teacher. After the
session, the pupils will be provided of another set of reading materials that they
can bring home, so they can practice reading at home. The said materials were
read the next day therefore, the pupils need to practice reading them. Moreover,
varied instructional materials were utilized like flashcards, charts, hand-outs, big
books and the like. The pupils will also instruct to ask assistance or help from
To determine the reading levels of non-reader pupils before and after the
using range.
Work Plan
Approval of January DepEd
Research to Authorities,
Cost Proposal in February Researcher
Estimates the school,
2022
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and
Data
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study might be of importance. In the school or district level, this could also be
Furthermore, in utilizing the result, this will give additional ideas in creating
plans and a big help to parents in teaching their children how to read. Officials of
the Department of Education may give attention on the results of the study and
its recommendation in making effective policies and programs that will address
the problems of the parents in teaching and guiding their children in their studies,
VIII. REFERENCES
Bowman, B. T., Comer, J. P., & Johns, D. J. (2018). Addressing the African
American achievement gap: Three leading educators issue a call to
action. YC Young Children, 73(2), 14-23.
Lovett, M. W., Frijters, J. C., Steinbach, K. A., Sevcik, R. A., & Morris, R. D.
(2021). Effective intervention for adolescents with reading disabilities:
Combining reading and motivational remediation to improve outcomes. Journal
of Educational Psychology, 113(4), 656.
Martínez, R. A. (2018). Beyond the English learner label: Recognizing the
richness of bi/multilingual students’ linguistic repertoires. The Reading
Teacher, 71(5), 515-522.
Saavedra, A. (2020). Factors that contribute to the poor writing skills in Filipino
and English of the elementary pupils. International Journal on Innovation,
Creativity and Change.
Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning:
where are we and where are we going?. Computer Assisted Language
Learning, 34(5-6), 751-777.