Comprehension Concerns: Signs and Signals for Improving a School-based Reading Intervention
Main Article Content
Keywords
comprehension, remedial instruction, reading difficulties, school-based reading intervention program, teaching reading
Abstract
This qualitative case study explores the school-based reading intervention in a public elementary school by analyzing how the reading teachers viewed the intervention's program objectives, assessed learners' reading levels, employed reading strategies, and utilized reading materials. Through the narrative analyses of interview data coupled with triangulation of observation notes and program artifacts, it was found that the teachers' reading objectives and strategies focused mainly on the development of word reading skills while providing little to no attention to the improvement of comprehension skills. Also, piloted teacher-made and adapted materials may be more beneficial if subjected to further testing and review to be grade-level appropriate and diverse learner sensitive. The reading teachers' illustrative cases, lack of literacy-relevant resources, effective strategy, and assessment in this study may inform school stakeholders, drivers, and the school intervention program for an all-out engagement towards a well-programmed road promoting literacy for all at the school level.
Publication History
Version of Record online: December 27, 2022
Manuscript accepted: December 27, 2022
Manuscript revised: December 14, 2022
Manuscript received: September 26, 2021
References
December 27, 2022, from http://journal.uin-alauddin.ac.id/index.php/Eternal/article/view/13809
Baha, O. A. (2017). Reading Models: A review of the current literature. International Journal of English Literature and Social Sciences, 2(3), Retrieved December 27, 2022, from https://www.academia.edu/download/54005032/6_IJELS-MAY-2017-4-Reading_Models_A_Review_of_the_Current_Literature.pdf
Cabalo, J. P., & Cabalo, M. M. (2019). Factors affecting pupils’ reading proficiency in multi-grade classes among rural elementary schools. International Journal of Science and Management Studies, 2(2), 108-124. Retrieved December 27, 2022, from http://www.ijsmsjournal.org/2019/volume-2%20issue-2/ijsmsv2i2p114.pdf
Cacho, R. M. (2014). TPCK Assessment of pre-service teachers toward enhancing teacher educators’ modeling. Asian Journal of Education and e-Learning, 2(05).
Cacho, R. M., & Cacho, L. C. (2015). Huntahan vocab assessment toward enriching mother tongue-based classroom practices. Journal of Language and Cultural Education, 3(1), 78-84. https://doi.org/10.1515/jolace-2015-0007
Department of Education. (2018). Revised Philippine Informal Reading Inventory (Phil-IRI). Retrieved December 27, 2022, from https://www.deped.gov.ph/2018/03/26/do-14-s-2018-policy-guidelines-on-the-administration-of-the-revised-philippine-informal-reading-inventory/
Department of Education. (2019). Do 334, S. 2019- Hamon: Bawat bata bumabasa. Retrieved December 27, 2022, from https://www.deped.gov.ph/wp-content/uploads/2019/11/DM_s2019_173-1.pdf
Ditona, G., & Rico, F. (2021). Reading level of grade II pupils scaffolding for reading program of Eastern schools in Botolan District, Philippines. American Journal of Humanities and Social Sciences Research (AJHSS), 5(8), 86-94. Retrieved December 27, 2022, from https://www.ajhssr.com/wp-content/uploads/ 2021/08/K21588694.pdf
Echaure, J. A., & Torno, V. D. (2017). Developing the reading literacy among Grade I learners in the Philippines. International Journal of Social Sciences and Education, 7(2), 15-21. Retrieved December 27, 2022, from http://ijsse.com/sites/default/files/issues/2017/v7i2/Paper-1.pdf
Egloff, F., Förstera, N., & Souvigniera, E. (2019). Students’ reading ability moderates the effects of teachers’ beliefs on students’ reading progress. Frontline Learning Research, 7(1), 1-22. Retrieved December 27, 2022, from https://files.eric.ed.gov/fulltext/EJ1203329.pdf
Figuracion, V. C., & Ormilla, R. C. G. (2021). The word reading performance of grade V pupils through a library hour program in the Philippines. EDUCATUM Journal of Social Sciences, 7(1), 95-103. Retrieved December 27, 2022, from https://ejournal.upsi.edu.
my/index.php/EJOSS/article/view/4250
Gatcho, A. R. G., & Bautista, J. C. (2019). A literature review on remedial reading teachers: The gaps in the Philippine context. Journal of English Teaching, 5(2), 91-104. Retrieved December 27, 2022, from http://ejournal.uki.ac.id/index.php/jet/article/view/1063
Hernando-Malipot, M. (2020, February 27). DepEd to focus on reading literacy of students. Manila Bulletin. Retrieved December 27, 2022, from https://mb.com.ph/2020/02/27/deped-to-focus-on-reading-literacyof-students/
Kawulich, B. B. (2012). Collecting data through observation. In C. Wagner, B. Kawulich, & M. Garner (Eds.), Doing Social Research: A global context (pp. 150-160). McGraw Hill. https://www.researchgate.net/publication/257944783_Collecting_data_through_observation
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
OECD. (2019).PISA 2018 results (Volume I): What students know and can do. Paris: OECD Publishing. Retrieved December 27, 2022, from https://www.oecd-ilibrary.org/docserver/28450521-en.pdf?expires=1656727
841&id=id&accname=guest&checksum=11D9FCF79A24A21048DDC23FDF7B57DB
Protacio, M. S., & Sarroub, L. K. (2013). A case study of reading instruction in a Philippine classroom. Asia Pacific Journal of Education, 33(3), 338-349. https://doi.org/10.1080/02188791.2013.788477
Reading Models for Effective Teaching of Reading. (2022, February 12). Retrieved December 27, 2022, from https://chalkypapers.com/reading-models-for-effective-teaching-of-reading/
Reysio-Cruz, M. (2020, February 19) DepEd pressed to bare national data on reading. Philippine Daily Inquirer. Retrieved December 27, 2022, from https://newsinfo.inquirer.net/1230567/deped-pressed-to-bare-national-data-on-reading
San Juan, R. (2019, December 04). DepEd welcomes PISA results, recognizes ‘gaps’ in education quality. The Philippine Star. Retrieved December 27, 2022, from https://www.philstar.com/headlines/2019/12/04/1974229/deped-welcomes-pisa-results-recognizes-gaps-education-quality.
Smith, B. S. (2015). A case study of the impact of reading intervention in early elementary school grade levels. (Education Dissertations and Projects, Gardner-Webb University). https://digitalcommons.gardner-webb.edu/education_etd/144/?utm_source=digitalcommons.gardnerwebb.edu%2Feducation_etd%2F144&utm_
medium=PDF&utm_campaign=PDFCoverPages
Taylor, S. J., Bogdan, R., & DeVault, M. L. (2016). Introduction to qualitative research methods: A guidebook and resources (4th ed.). John Wiley & Sons, Inc.
UNICEF & SEAMEO. (2020). SEA-PLM 2019 Main regional report: Children’s learning in 6 Southeast Asian countries. Bangkok, Thailand: United Nations Children’s Fund (UNICEF) & Southeast Asian Ministers of Education Organization (SEAMEO) – SEA-PLM Secretariat. Retrieved December 27, 2022, from https://www.unicef.org/eap/media/7356/171file/SEA-PLM%202019%20Main%20Regional%20Report.pdf
Vogel, J. (2013). A case study on the impact of the READ 180 reading intervention program on affective and cognitive reading skills for at-risk secondary level students. (Doctoral Dissertations and Projects, Liberty University). https://digitalcommons.liberty.edu/doctoral/65
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.