EFFECTS OF REMEDIALPROGRAM ON THE READING LEVELS OF SOME GRADE ONE STUDENTS WITH SPECIAL NEEDS Cebu Normal University
Mimieluz B. Patiño
Erlinda P. Inot
TITLE:EFFECTS OF REMEDIAL PROGRAM ON THE READING LEVELS OF
SOME GRADE ONE STUDENTS WITH SPECIAL NEEDS
AUTHORS: Mimieluz B. Patiño
Erlinda P. Inot
SCHOOL: Master of Arts in Education with the field of specialization in English Language Teaching
STATEMENT OF THE PROBLEM
This study aimed to determine the effects of remedial program on the word recognition and reading comprehension of some students of Mainggit Elementary School, Toledo City, SY 2010-2011. Specifically, this study attempts to answer the following sub-problems: What are the reading levels of the students in terms of:
1.1 word recognition
1.2 reading comprehension
What are the common miscues committed in word recognition? What remedial program is used?
Are there significant effects in the reading levels of the students after the intervention? Based on the findings, what remedial program may be designed for the students improvement of the reading levels?
This study uses quasi-experimental method.
This study is conducted at Mainggit Elementary School, Toledo City
The subjects are the three selected grade one students who have reading disability based on the diagnostic test conducted by the researchers. Non-probability sampling technique is used in this study, that is purposive sampling. RESEARCH INSTRUMENTS
Philippine Informal Reading Inventory (Phil IRI) is used as a tool to collect data and remedial program designed by the researchers for the intervention .
The study has three major parts. The first step is the gathering of the remedial program materials, then the administration of the Phil IRI pre-test (oral). The second step is the administration and utilization of the remedial program/instruction, I hour a day in one ½ months. The third step is the administration of the post-test and the interpretation of the results. The Philippine Reading Informal Reading Inventory is one of the most useful classroom tools in assessing pupil’s reading disability. It can give the teachers information on the level of their pupils’ performance in reading by actual observation. The Philippine Reading Informal Reading Inventory (Phil IRI) Oral Test is one variation of IRI. It is adapted in the context of IRI to help teachers determine the reading abilities and needs of their pupils in order to provide bases for planning classroom instruction. The Phil IRI Oral Test is an informal measure that assesses the pupils’ word recognition, vocabulary, and comprehension skills in oral reading. It consists of graded reading passages from grade 1 to grade six. Each graded passage is followed by 5-7 comprehension questions. The questions are categorized into three dimensions namely literal, interpretive, and applied. The Phil IRI Oral Test gives both quantitative and qualitative information about the pupils’ oral reading capabilities. Quantitative in information shows the reading levels namely frustration, instructional and independent. Qualitative information emphasizes word recognition, patterns of words errors, comprehension strengths and difficulties as well as oral reading behaviors and attitudes. The Phi l IRI Test uses predetermined set of criteria in identifying reading levels of the pupils. These criteria are adapted from the set of criteria for the reading levels proposed by Johnson, Kress and Pikulsi (1987). Phil IRI- Oral Test criteria are shown below.
Level | Word Recognition | Comprehension |
Independent | 97-100% | 80%-100% |
Instructional | 90-96% | 59%-79% |
Frustration | 89% | 58%-below |
The Phil IRI-Oral Test findings are to be...
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