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All Journal Lingua Cultura LLT Journal: A Journal on Language and Language Teaching
Lyndon Lucila Bailon
Bicol university
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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STRATEGIC READING INTERVENTION FOR LEFT-BEHIND LEARNERS IN THE PHILIPPINES Jordan Miranda Pocaan; Lyndon Lucila Bailon; Jean Pauline Trilles Pocaan
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i2.5087

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.
Development and Implementation of Strategic Reading Intervention in Remedial Program: A Quasi-Experimental Study of Left behind Filipino Learners Jordan Miranda Pocaan; Lyndon Lucila Bailon; Jean Pauline Trilles Pocaan
Lingua Cultura Vol. 17 No. 1 (2023): Lingua Cultura (In Press)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v17i1.8899

Abstract

The research aimed to develop an effective strategic reading intervention for remedial programs to aid the reading gaps of the left behind grade 5 learners. To realize education for all, teachers and school leaders should provide effective interventions targeting students’ interests and weaknesses. It used a quasi-experimental approach to determine the reading ability of 38 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 research developed 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 developed strategic intervention reading materials used in remedial programs were composed of four parts: learning content, learning task guide, assessment guide, and enhancement guide. The post-tests showed that the participants’ reading ability progressed to instruction and independence levels after the remedial program. It is concluded that determining the student’s present ability is beneficial to develop effective intervention materials. It is suggested that school leaders and program specialists should develop faculty and student support programs ideally to uplift the student’s literacy.
Co-Authors Jean Pauline Trilles Pocaan Jordan Miranda Pocaan