Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
OF K-12 CURRICULUM
HERMINIA R. LARDIZABAL
Researcher
BACKGROUND OF THE STUDY
English language is a medium of communication
which helps the members of a community to
communicate and interact with one another. It involves
both verbal and non-verbal communication. Reading is a
nonverbal communication that enriches ones greater
understanding and vocabulary. However, two of the
major problems that Philippine high school education
faces are poor reading comprehension and lack of
mastery in English as our second language.
BACKGROUND OF THE STUDY
Phase I:
Pre-Implementation 1.To provide INTENSIVE 1.Selection and Principal, Head Teacher in Exam (Test Questionnaire) January 2016 Level of Support to the
includes Oral Test and who will undergo on the and Remedial Reading
SELECTION
Reading Comprehension one-week Remedial Reading Teachers
(Conceptualize of the
Class
Test
Remedial Reading and
Remedial Reading Teacher,
Selection of Remedial Reading
Students, and Parents
Class)
2.To give orientation on
2. Information Letter to Parents Contact
the nature, scope,
dissemination and Number Level of Acceptability
rationale of the remedial
ORIENTATION Orientation of parents and 1st week of
reading to students and
(Orientation and Introduction students through letters April 2016
parents for familiarity and
and personal conversation.
of the one-week remedial
to stimulate students love
reading program)
for reading.
Instructional Strategies and Evaluation
of Student Progress
Word bank. This strategy was used to build their
sight vocabulary. Since sight vocabulary knowledge
is closely related to comprehension, words not
known were taught to demonstrate proper usage of
words in context. In this strategy, the following steps
were used: (1) the tutor wrote 700 instant words on
note cards. (2) They read 100 words every time.
Instructional Strategies and Evaluation
of Student Progress
Compound match: This strategy was used to provide them the
opportunity to identify inflectional endings, root words,
contractions, possessives, and plurals. They learned to say
compound words with two or more parts. It was a good activity
for them to practice long word recognition. In this strategy, the
following steps were followed: (1) The tutor prepared a short
Passage. (2) The tutor printed compound words (less than 10
words) on strips of construction paper and cut the strip of paper
into two small words using a zigzag motion. (3) They read the
passage.
PEER TURORING
Student’s Background
Student name: JOY YANTO ESTRADA Student name: ODESSA QUINQUITO MAGADIA
Age: 17 yrs. Old
Age: 17 yrs. Old
School: CABAY NATIONAL HIGH SCHOOL
School: CABAY NATIONAL HIGH SCHOOL
Reading Strengths
2. They are able to use context and syntax to identify
unfamiliar words in some settings. When they are
reading, they usually use context clues to guess at
some unknown words. It seems that they also uses
syntax to help identify unknown words.
RESULTS AND DISCUSSION
Reading Strengths
3. They have the capacity to understand and explain
written material. Their performance on the PHIL IRI,
indicate a higher listening comprehension level than
reading comprehension, suggests that they had difficulty in
decoding words. Since they didn’t reach frustration until
level 3, it is clear that they have the capacity to understand
and explain written material but lacks decoding skills
necessary for reading comprehension.
RESULTS AND DISCUSSION
Reading weaknesses
1. Their weak area lies in phonetics, specially blending sounds together.
Although they can read most single-syllable sight words, they usually
show difficulty to read long words that are more than three parts. They
should be provided with suitable materials and encouraged to practice
repeated reading.
2. They cannot write a lot of words. During testing, I found that he even
could not completely write down his last name.
3. Finger-pointing when they are reading aloud, although an aid in helping
him focus on his reading, is an area that needs to be worked on. This is
because of his tendency to cover some of the words in the passage.
CONCLUSION
The above signed students who undergone peer tutoring
is firmly only some of the students who need peer tutoring
or either remediation program. Students may have
individual differences but the competencies and
learnability they should inculcate attained should be the
same. The researcher believes that assessing student’s
needs in language and instruction is a must to do, then
pick up the appropriate approach and remediation that will
suit to remediate his lacking abilities.
CONCLUSION
The research focuses on the enhancement of the four macro
skills through intensive reading give ways to the substantial
program for remedial reading and comprehension drills. The
research will give you an overview of some learner’s
deficiency and the intended program for remediating the
students.
Nowadays, assessing the students’ strengths and
weaknesses will define the learner’s profile, a way to access
their learning using their cognitive skills in decoding printed
materials.
RECOMMENDATIONS
1. Sustained silent reading/ DEAR (Drop everything and read) time
Drop everything, pick up a good book, magazine, or newspaper, and spend some time
devoted to reading every day. Try to get Mom and/or your younger sister to do this with
you. The more reading you do, the better at it you will become.
2. Memory/Concentration
Play this activity on your own, or with your friends. Only, instead of using pictures, use
the sight words or instant words we have been practicing. This way you can play and
learn the words at the same time.
3. EGRP: Elaborated guided reading procedure
This strategy is particularly useful since it will help you monitor your own
comprehension in challenging and fun way. You can even keep points to see how many
predictions were correct and questions were answered in his reading. Perhaps you could
ask your mom to establish a reward system for a number of correct predictions and
SUMMARY
The study is used to diagnose students with learning disabilities and
deficiency in comprehension skills. There are some factors that greatly affect
the learning abilities and skills of the students. The said changes are entirely
affected by reading habits of the students, fitted instructional materials of the
students, proper remediation program suited for the differentiated disabilities
of the learners.
CONCLUSION
The research focus on the enhancement of the four macro skills through
intensive reading give ways to the substantial program for remedial reading and
comprehension drills. The research will give you an overview of some learner’s
deficiency and the intended program for remediating the students.
Nowadays, assessing the student’s strength and weakness will define the
learner’s profile, a way to access his learning using his cognitive skills in
decoding printed materials.
Example 2:
Remembering
Benjamin Button
Example 2:
Thank you!