Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Documentary analysis
CONTEXT AND RATIONALE
A lot of efforts had been made in the past to solve
problems in reading, however the problem still exists
at present.
This study therefore hopes to contribute knowledge
in the field, by offering another to solve the
problem.
Gap of knowledge
CONTEXT AND RATIONALE
The researcher chose the grade 7 students among
the other grade levels because they are still
adjusting to the new academic life in junior high
school and have to be equipped with the necessary
skills to be become successful in school.
REVIEW OF LITERATURE
Reading Intervention Defined
A reading intervention program is one that hinders or alters
the action of reading failure by preventing it from occurring or
stopping it if it has already started.
Importance of ROL/RRL
REVIEW OF LITERATURE
Content of a Reading Intervention Program
In terms of the content of effective reading instruction, there
are seven dimensions that should form part of an effective program
(Scammaca et al., 2007; Singleton, 2009; Kennedy et al., 2012;
Eurydice Network, 2011).
REVIEW OF LITERATURE
Principles in Reading Intervention
According to research by Haring and Eaton (1998) on their
Instructional Hierarchy, interventions should be targeted based on
four phases or stages of learning: Phase 1: Acquisition of new skills,
Phase 2: Proficiency, Phase 3: Generalization, and Phase 4:
Adaptation.
REVIEW OF LITERATURE
The duration or length of time
Research indicates that the more time students engage in
learning activities, the more they learn. The extent to how long
reading interventions be implemented will depend on the learner’s
needs. There should be careful planning of activities.
THEORETICAL UNDERPINNINGS
Cognitivism (Gagne & Robert, 1916)
Interactive model
Hybrid – combination of Gestalist and Behaviorism
Gestalist or top-down theory
Behaviorist or bottom-up model
PARADIGM OF THE STUDY
Mixed-method
It combines elements of quantitative and qualitative
approaches for the purpose of breadth and in-depth
understanding and corroboration (Johnson, 2007)
METHODOLOGY – SAMPLING PROCEDURE
This study used the purposive
sampling/ judgmental
sampling
(Cristobal, 2013)
METHODOLOGY – PARTICIPANTS/SUBJECTS
OF THE STUDY
The participants of the
study, who were subjected in
the remedial reading
intervention program were
the thirty (30) lowest
performing grade 7
students who were
diagnosed as slow and non-
readers
METHODOLOGY – DATA COLLECTION
METHODS
1. PHIL-IRI (Standardized)
2. Reading Comprehension Sub-skills Test (Teacher-made)
3. Survey Questionnaire for Teachers (Semi-structured)
4. Observations (Participant and Non-participant)
5. Tool for Assessing the Program (Adopted)
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
1. Administration of the Phil-
IRI to grade 7 students
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
2. Identification of the
reading level of the
grade 7 students
3. Identification of the
participants of the
remedial reading
program
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
4. Administration of the reading comprehension sub-
skills test
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
5. Analysis of the reading comprehension sub-skills
test
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
5. Crafting of
the reading
program
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
6. Content
evaluation of
the Reading
Intervention
Program
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Phonemic awareness
and the teaching of
phonics
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Decoding and word
studies, including the
learning of sight
vocabulary
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Language
development, to include
vocabulary
development
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•The explicit teaching of
comprehension strategies
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Meaningful writing
experiences
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•The development of
fluent reading by
reading and rereading
familiar texts
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•A wide-range of reading materials, opportunities
for both guided and independent reading
METHODOLOGY – ANALYSIS OF DATA
Descriptive statistics was used to reveal the overall patterns and to
make them easily manageable. The researcher used the following statistical
treatment to process the data.
1. Percentages. To get the proportion of the whole.
2. Weighted mean. This is to arrive at a verbal description of each item in
the instrument.
T-test. To compare the two means before and after exposure to the
intervention.
FINDINGS
1. Reading fluency and reading comprehension scores increased
among the students who participated in the reading program.
2. Results of the t-test indicated a significant improvement on the
scores on reading comprehension sub-skills, oral and vocabulary
test.
3. Males were overrepresented in the remedial program.
4. Females scores improved more than female.
FINDINGS
Table 1 Comparative pretest and post-test result of the RCSST