Development And Utilization Of Reading Intervention Materials For English 8
Type
Thesis
Authors
Category
Publication Year
2019
Pages
109
Abstract
This study aimed to develop and utilize the Reading Intervention Materials for English 8.
It answered the following questions:
First, what are the least mastered skills in English 8 in the second quarter based on the test item analysis of the school year 2017-2018? Second, Based on the identified least mastered skills, what reading intervention materials may be developed? Third, what is the level of acceptability of the developed reading intervention material based on the Learning Resource Management and Development System (LRMDS) assessment tool? Fourth, what is the mean score of the pretest and posttest of the student-respondents? Fifth, is there a significant difference between the pretest and posttest scores of the student- respondents after using the reading intervention materials? Sixth, what are the challenges encountered in the utilization of the reading intervention material (RIM) in English 87 Seventh, what are the recommendations for the enhancement of the Reading Intervention Materials (RIM) based on the findings of the study?
The least mastered skills of grade 8 learners under study shows that among the least mastered skills; Grammar Awareness recorded on the topped rank with the highest frequency of 15 followed by Vocabulary Development on the second rank recorded a frequency of 6, Writing and Composition on the third rank recorded a frequency of 4, and Reading comprehension together with the Literature on the fourth rank recorded a frequency of 3.These are the evidence that learners have their difficulties in answering the questions that include analytical and critical thinking that require intervention to increase the level of reading performance and manifested that learners need guidance.
Learners evidently have difficulties in skills in grammar awareness, vocabulary and writing and composition, therefore the researcher conceptualized a reading materials to cater the needs of the learners. The intervention materials focused on the increase in reading performance of the learners and also to have fun in reading, while analyzing and doing critical thinking.
The level of acceptability of Developed Reading Intervention Materials based on LRMDS in the Factor 1 in terms of content has a passing rate of 4 under the content of the materials boost the students level of interest. It contribute to specific objectives intended for the subject area got the rate of 3.The materials that provides development of higher cognitive skills such as critical thinking, learning by doing, creativity, problem solving, inquiry, and drawing conclusions got the rate of 3. The materials involve cultural diversities that challenges individual differences to modernization got the rate of 4. The material encourages and enhances development of desirable values and traits got the rate of 4. The content that provides precautionary measures integrated in the topics and activities that consider safety and health got the rate of 4 with the total score of acceptability of 22 in terms of content.
The summary of the mean scores of the Pre- and Post-test of the reading performance of the grade 8 in pre-test has a low standard deviation and the mean difference in section Washington is 8.79, in section Ottawa is 6.16, Brasilia 14.14, Manila 8.94 and in section Canberra the difference is 10.24 and the interpretation was based on the gathered data. It shows that the intervention and the materials used were helpful and effective that motivates the learner to be more active and increases their potential to become productive individual.
The results of the hypothesis testing on the significant difference between the mean scores Pre and Post-test of Grade 8 Learners. this finding reveals that the null hypothesis is generally rejected implying that there is a significant difference between the mean scores Pre and Post-test. This further concludes that there is a significant improvement of the post-test result as an impact of the development and utilization of reading intervention materials in English 8. The challenges encountered in utilizing Reading Intervention Materials in English 8, Rank 1 is the conflict for remediation schedule which is the most important wherein mostly there's no time for intervention.
The teacher focused on paper works rather than to the learners which is the center of our educational system. Rank 2 is the limited time, wherein the teacher has only 6 hours contact with the learners and the 2 hours spent to his/her lesson plan, visuals etc. Rank 3.5 both lack of support from the parents and lack of interest in reading materials. That's another problem wherein both parents have no time to monitor their children's activities. Children love to stay with their peers rather than to stay at home. Rank 4.5 both not interested in written text and teachers have no adequate time for remediation. If it happen that both ends did not meet, so it's another problem.
The recommendation can be proposed for the enhancement of the reading intervention materials based on the findings of the study are the following: Teachers need to prioritize reading intervention to meet the standards based on the least mastered skills and the learner's different learning abilities. Teacher teaching reading could have appropriate materials for different learners that arouse learner's interest and enhance their reading skills. The intervention cannot be done without the parent's cooperation not only in the school but in their home as well. The result of the mean scores can be monitored through graph to find out the sections that need intervention. The administration can observe the level of performance of different levels and sections through pre-test and posttest mean scores. Encourage and motivate learners to read other reading resources for additional knowledge. Intensive interventions are necessary to fill all students' needs with efficient system for providing our learners a high quality of education. The instructional intensity and power must be compatible with the range of diversity among students.
According to the Principal's Guide for Effective Intervention to Struggling Readers by Joseph K. Torgesen (2003) Scientific reading research has identified important characteristics of effective interventions for students who are at risk for reading difficulties. These include: a) Interventions should be offered as soon as it is clear the student is lagging behind in the development of skills or knowledge critical to reading growth b) Interventions must significantly increase the intensity of instruction and practice, which is accomplished primarily by increasing instructional time or reducing size of the instructional group, or doing both. c) Interventions must provide the opportunity for explicit (direct) and systematic instruction and practice along with cumulative review to insure mastery. d) Interventions must provide skillful instruction including good error correction procedures, along with many opportunities for immediate positive feedback and reward. e) Interventions must be guided by, and responsive to, data on student progress. f) Interventions must be motivating, engaging, and supportive a positive atmosphere is essential. Schools must establish a reading center conducive for intervention for better results and meet the standards of our educational system
It answered the following questions:
First, what are the least mastered skills in English 8 in the second quarter based on the test item analysis of the school year 2017-2018? Second, Based on the identified least mastered skills, what reading intervention materials may be developed? Third, what is the level of acceptability of the developed reading intervention material based on the Learning Resource Management and Development System (LRMDS) assessment tool? Fourth, what is the mean score of the pretest and posttest of the student-respondents? Fifth, is there a significant difference between the pretest and posttest scores of the student- respondents after using the reading intervention materials? Sixth, what are the challenges encountered in the utilization of the reading intervention material (RIM) in English 87 Seventh, what are the recommendations for the enhancement of the Reading Intervention Materials (RIM) based on the findings of the study?
The least mastered skills of grade 8 learners under study shows that among the least mastered skills; Grammar Awareness recorded on the topped rank with the highest frequency of 15 followed by Vocabulary Development on the second rank recorded a frequency of 6, Writing and Composition on the third rank recorded a frequency of 4, and Reading comprehension together with the Literature on the fourth rank recorded a frequency of 3.These are the evidence that learners have their difficulties in answering the questions that include analytical and critical thinking that require intervention to increase the level of reading performance and manifested that learners need guidance.
Learners evidently have difficulties in skills in grammar awareness, vocabulary and writing and composition, therefore the researcher conceptualized a reading materials to cater the needs of the learners. The intervention materials focused on the increase in reading performance of the learners and also to have fun in reading, while analyzing and doing critical thinking.
The level of acceptability of Developed Reading Intervention Materials based on LRMDS in the Factor 1 in terms of content has a passing rate of 4 under the content of the materials boost the students level of interest. It contribute to specific objectives intended for the subject area got the rate of 3.The materials that provides development of higher cognitive skills such as critical thinking, learning by doing, creativity, problem solving, inquiry, and drawing conclusions got the rate of 3. The materials involve cultural diversities that challenges individual differences to modernization got the rate of 4. The material encourages and enhances development of desirable values and traits got the rate of 4. The content that provides precautionary measures integrated in the topics and activities that consider safety and health got the rate of 4 with the total score of acceptability of 22 in terms of content.
The summary of the mean scores of the Pre- and Post-test of the reading performance of the grade 8 in pre-test has a low standard deviation and the mean difference in section Washington is 8.79, in section Ottawa is 6.16, Brasilia 14.14, Manila 8.94 and in section Canberra the difference is 10.24 and the interpretation was based on the gathered data. It shows that the intervention and the materials used were helpful and effective that motivates the learner to be more active and increases their potential to become productive individual.
The results of the hypothesis testing on the significant difference between the mean scores Pre and Post-test of Grade 8 Learners. this finding reveals that the null hypothesis is generally rejected implying that there is a significant difference between the mean scores Pre and Post-test. This further concludes that there is a significant improvement of the post-test result as an impact of the development and utilization of reading intervention materials in English 8. The challenges encountered in utilizing Reading Intervention Materials in English 8, Rank 1 is the conflict for remediation schedule which is the most important wherein mostly there's no time for intervention.
The teacher focused on paper works rather than to the learners which is the center of our educational system. Rank 2 is the limited time, wherein the teacher has only 6 hours contact with the learners and the 2 hours spent to his/her lesson plan, visuals etc. Rank 3.5 both lack of support from the parents and lack of interest in reading materials. That's another problem wherein both parents have no time to monitor their children's activities. Children love to stay with their peers rather than to stay at home. Rank 4.5 both not interested in written text and teachers have no adequate time for remediation. If it happen that both ends did not meet, so it's another problem.
The recommendation can be proposed for the enhancement of the reading intervention materials based on the findings of the study are the following: Teachers need to prioritize reading intervention to meet the standards based on the least mastered skills and the learner's different learning abilities. Teacher teaching reading could have appropriate materials for different learners that arouse learner's interest and enhance their reading skills. The intervention cannot be done without the parent's cooperation not only in the school but in their home as well. The result of the mean scores can be monitored through graph to find out the sections that need intervention. The administration can observe the level of performance of different levels and sections through pre-test and posttest mean scores. Encourage and motivate learners to read other reading resources for additional knowledge. Intensive interventions are necessary to fill all students' needs with efficient system for providing our learners a high quality of education. The instructional intensity and power must be compatible with the range of diversity among students.
According to the Principal's Guide for Effective Intervention to Struggling Readers by Joseph K. Torgesen (2003) Scientific reading research has identified important characteristics of effective interventions for students who are at risk for reading difficulties. These include: a) Interventions should be offered as soon as it is clear the student is lagging behind in the development of skills or knowledge critical to reading growth b) Interventions must significantly increase the intensity of instruction and practice, which is accomplished primarily by increasing instructional time or reducing size of the instructional group, or doing both. c) Interventions must provide the opportunity for explicit (direct) and systematic instruction and practice along with cumulative review to insure mastery. d) Interventions must provide skillful instruction including good error correction procedures, along with many opportunities for immediate positive feedback and reward. e) Interventions must be guided by, and responsive to, data on student progress. f) Interventions must be motivating, engaging, and supportive a positive atmosphere is essential. Schools must establish a reading center conducive for intervention for better results and meet the standards of our educational system
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