Specific Learning Disabilities of Self - Contained Classroom in Second Year Level

Only available on StudyMode
  • Topic: Dyslexia, Learning disability, Special education
  • Pages : 15 (3360 words )
  • Download(s) : 224
  • Published : June 1, 2013
Open Document
Text Preview
Specific Learning Disabilities of Self - Contained Classroom in Second Year Level : The Remedial Reading and The Project LEARN Program Implementations SY 2012 - 2013

AN ACTION RESEARCH
of
GINGOOG CITY COMPREHENSIVE NATIONAL HIGH SCHOOL
Division of Gingoog City
Gingoog City

By:

SUSAN TAN APAREJO
April 2013

Department of Education( DepEd)
DIVISION OF GINGOOG CITY
GINGOOG CITY COMPREHENSIVE NATIONAL HIGH SCHOOL
Gingoog City

April 26, 2013

MYRNA T. CASTANOS, Ph. D., CESO VI
OIC Office of the Schools Division Superintendent
Division of Gingoog City
Gingoog City

Thru:

EVELYN CAÑOSA, Ph.D.CESO VI
EPS 1, English ( Secondary)
Division of Gingoog City

Madame:

I would like to submit to you this Action Research entitled “Specific Learning Disabilities of Self - Contained Classroom in Second Year Level: A The Reading Remediation and The Project LEARN Program Implementations for SY 2012 – 2013.

With this, I would like to be considered as one of the Secondary Action Research Presenter in the coming Division Research Congress comes April 29, 2013 as scheduled.

Looking forward for the approval of this request.

Thank you very much.

Respectfully yours,
SUSAN T. APAREJO GCCNHS Master Teacher Action Research Abstract

This action research would find out the improvement of the reading levels of second year Villar students at risks with LD at Gingoog City Comprehensive National High School, Gingoog City in Self-Contained classroom for the whole school year 2012 -2013 after the implementation of the two intervention programs- the Reading Remediation and The Project Learn. There were thirty respondents of this study at the beginning of the school year. However, it decreased to twenty five ( 25 ) at the end of school year due to transferees and dropout for valid reasons.

This study anchored on the Orton’s theory, Response to Intervention and Intervention Theory. The instruments used in this study were the Specific Learning Disability Checklists , Reading Efficiency Index ( REI ), the standard DepEd instrument to identify the reading levels of secondary students. The research method used was descriptive in purposive sampling procedure using the statistical treatments of frequency and percentage.

Results revealed that the majority of specific LD among respondents were dyslexia and all of the respondents were at frustration level in reading before the intervention took place. Results revealed further that there were reading level improvements among the respondents after the implementation of two reading interventions.

i
Introduction

Learning Disability ( LD ) has been defined by the National Joint Committee on Learning Disabilities (NJCLD) as a heterogeneous group of disorders of presumed neurological origin manifested differently and to varying degrees during the life span of an individual ( NJCLD, 1980) . LD varies from person to person. One person may have trouble with reading ( dyslexia), writing( dygraphia) and another person may have problems with understanding math ( dyscalculia). Still another person may have trouble in each of these areas, as well as with understanding what people are saying. Thus, by identifying LD earlier, children will get the help they need to reach their potential ( Boyse 2008).

Gingoog City Comprehensive National High School ( GCCNHS ), Gingoog City is the only secondary school accepting Special Education ( SPED ) students. The increasing number of enrollees at risk with LD each year is so alarming that a Self- Contained classrooms are opened to address students’ needs....
tracking img