Pattern-Based Approach Reading Material For Reading Remediation in Filipino Grade One
Type
Book
Authors
Category
Pages
133
Abstract
The main purpose of this study was to test the Pattern-Based Approach reading material designed by the researcher used as part of the reading remediation program to the 65 or 8.02% out of the total 859 Grade One pupils for school year 2018-2019 in Bagong Silang Elementary School of Caloocan North II District who were identified Non-Readers from the HAPAG ni Oca Pre- Test. It also defined the level of acceptability of the developed Pattern-Based Approach, a remedial reading material based on the LRDMS assessment tool for evaluation. Specifically, it identified the reading level of the grade-ane leamers. The respondents then undergo spontaneous remedial session before or after class in the Grade One Reading Comer, located at the JP Rizal 1 building thru their designated reading teacher. Their reading level are then recorded and monitored together with the 2 assigned Master Teachers. HAPAG material and the Pattern- Based material was used during each sessions Mastery of each reading level will be required before going to the next level. It only covers mastery of Level 1 to Level 5 of HAPAG module. Most of the words were based in HAPAG modules. the researcher decided to sub task each lesson in the Pattern-Based Approach material. The reading remediation sessions where Pattern-Based approach started by August 2018 and ended by November 2018 The researcher used the Descriptive Developmental Method of Research The 65 respondents of this study consisted of 40 male pupils that cover 62% and 25 females that falls 38% Respondents were given with the Pattern Approach Remedial Reading Materials, a researcher made material based in the HAPAG modules but was modified by making it more colorful, simplified and handy in a booklet type reading material. The level of acceptability of the developed remedial reading material has been tested using the LRDMS assessment tool. tulized the Daily Checklist on Mastered Skills for the different grade levels Using this tool, the researcher identified the reading progress of the remediating pupil. Mastery of each level before going to the next level is a must in using this material. The teacher's remarks for each level will also help monitor the pupil's everyday reading improvement. Part II of the Reading Material will help to ensure the comprehension skills of the leamer. Frequency, percentage and weighted mean were used to analyze the data Based on the data gathered, the following are the findings of the study:
The reading level of the Grade-One pupils of Bagong Silang Elementary School based on the HAPAG reading test, there are still one hundred ninety- five (195) total of non-readers. The level of acceptability of the developed pattern-based approach, a remedial reading material based on the LRDMS assessment tool as per respondents rated. Content is suitable to the student's level of development, Material provides for the development of higher cognitive skills such as critical thinking, creativity, learning by doing, inquiry, problem solving, etc. and Material enhances the development of desirable values and traits as very satisfactory. However, one of them rated that the Material contributes to the achievement of specific objectives of the subject area and grade year level for which it is intended, Material has the potential to arouse interest of target reader, and Adequate waming/cautionary notes are provided in topics and activities where safety and health are of concern as satisfactory, With regards to print format, all respondents agreed that Font is easy to read made it to be exceptional. In addition stresses that realistic/appropriate colors. simple and easily recognizable are very satisfactory while clanty and supplement the text properly labelled or captioned, attractive and appealing and culturally relevant are satisfactory. Moreover, the respondents agreed the design and layout format was attractive and pleasing to look at and simple However, they rated the harmonious blending of elements as satisfactory. In the lighter note, the respondents rated that the paper used contributes to easy reading was satisfactory. However, durable binding to withstand frequent use was poor. With regards to the size and weight of resource, the respondents united that it was easy to handle and relatively light. Also the respondents believe that presentation should be engaging, interesting, and understandable. there is logical and smooth flow of ideas and length of sentences is suited to the comprehension level of the target reader. With regards to accuracy and Up-to- datedness of Information, they all of them believe that conceptual errors, factual errors and typographical and other minor errors (eg, inappropriate or unclear illustrations, missing labels, wrong captions, etc. The Most of the pupils have a score of 11.54 in pretest and 14.82 in post- test based on the HAPAG reading test. The significance difference revealed that there is a significant difference in the pretest and post-test in the reading level of the pupils based on the HAPAG reading test.
Based on the findings, the following conclusions were drawn;
It revealed that most of the Grade-One pupils are readers based on the Hapag ni Oca reading test while some are considered as non-readers. Most of the respondents rated the level of acceptability of the developed pattern-based approach in terms of content, format and illustration, as very satisfactory while the design and layout as very satisfactory. The respondents also agreed that the paper and binding of the developed pattern-based approach material was poor. All of them rated very satisfactory the size and weight, presentation an organization and accuracy of the developed pattern-based approach material. The students have a score less than or equal to 11.54 in pretest and 14.82 after the post-test and that there is a significant difference between the pre-test and post-test mean score of the pupils based on the HAPAG reading test. Based on the findings of the study, the following recommendations are offered (1) Pre-Test on the pupils reading ability must be conducted in the earliest time possible at the start of school year. This will determine the number of pupils who might need extra help in reading (2) Reading teachers, aside from the reading materials offered by the school may have their own modified reading materials This will cater their pupils need in a more subjective manner (3) Reading materials to be developed must follow the prescribed LRMDS standards. This would ensure that the materials created may be utilized by many (4) Monthly monitoring of any remediation program is a must. This will ensure that progress is on its way if there none, a change in strategy or material should then be taken (5) Reading remediation should be in a progressive manner. There should be a plan or program to be given, as well as materials to be used. It should cater the clients need based on his ability (6) The use of Pattern-Based Approach reading material together with the HAPAg ni Oca reading material has aid the readers in terms of progressing from their current reading level/status.
The reading level of the Grade-One pupils of Bagong Silang Elementary School based on the HAPAG reading test, there are still one hundred ninety- five (195) total of non-readers. The level of acceptability of the developed pattern-based approach, a remedial reading material based on the LRDMS assessment tool as per respondents rated. Content is suitable to the student's level of development, Material provides for the development of higher cognitive skills such as critical thinking, creativity, learning by doing, inquiry, problem solving, etc. and Material enhances the development of desirable values and traits as very satisfactory. However, one of them rated that the Material contributes to the achievement of specific objectives of the subject area and grade year level for which it is intended, Material has the potential to arouse interest of target reader, and Adequate waming/cautionary notes are provided in topics and activities where safety and health are of concern as satisfactory, With regards to print format, all respondents agreed that Font is easy to read made it to be exceptional. In addition stresses that realistic/appropriate colors. simple and easily recognizable are very satisfactory while clanty and supplement the text properly labelled or captioned, attractive and appealing and culturally relevant are satisfactory. Moreover, the respondents agreed the design and layout format was attractive and pleasing to look at and simple However, they rated the harmonious blending of elements as satisfactory. In the lighter note, the respondents rated that the paper used contributes to easy reading was satisfactory. However, durable binding to withstand frequent use was poor. With regards to the size and weight of resource, the respondents united that it was easy to handle and relatively light. Also the respondents believe that presentation should be engaging, interesting, and understandable. there is logical and smooth flow of ideas and length of sentences is suited to the comprehension level of the target reader. With regards to accuracy and Up-to- datedness of Information, they all of them believe that conceptual errors, factual errors and typographical and other minor errors (eg, inappropriate or unclear illustrations, missing labels, wrong captions, etc. The Most of the pupils have a score of 11.54 in pretest and 14.82 in post- test based on the HAPAG reading test. The significance difference revealed that there is a significant difference in the pretest and post-test in the reading level of the pupils based on the HAPAG reading test.
Based on the findings, the following conclusions were drawn;
It revealed that most of the Grade-One pupils are readers based on the Hapag ni Oca reading test while some are considered as non-readers. Most of the respondents rated the level of acceptability of the developed pattern-based approach in terms of content, format and illustration, as very satisfactory while the design and layout as very satisfactory. The respondents also agreed that the paper and binding of the developed pattern-based approach material was poor. All of them rated very satisfactory the size and weight, presentation an organization and accuracy of the developed pattern-based approach material. The students have a score less than or equal to 11.54 in pretest and 14.82 after the post-test and that there is a significant difference between the pre-test and post-test mean score of the pupils based on the HAPAG reading test. Based on the findings of the study, the following recommendations are offered (1) Pre-Test on the pupils reading ability must be conducted in the earliest time possible at the start of school year. This will determine the number of pupils who might need extra help in reading (2) Reading teachers, aside from the reading materials offered by the school may have their own modified reading materials This will cater their pupils need in a more subjective manner (3) Reading materials to be developed must follow the prescribed LRMDS standards. This would ensure that the materials created may be utilized by many (4) Monthly monitoring of any remediation program is a must. This will ensure that progress is on its way if there none, a change in strategy or material should then be taken (5) Reading remediation should be in a progressive manner. There should be a plan or program to be given, as well as materials to be used. It should cater the clients need based on his ability (6) The use of Pattern-Based Approach reading material together with the HAPAg ni Oca reading material has aid the readers in terms of progressing from their current reading level/status.
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