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educational statistics 203 comparison.pptx
- 1. Comparison of Reading Comprehensionsbetween San Jose Central Elementary School – SPED Center, Liberty Elementary School & Balite National High School EDUC 203 Educational Statistics CAREN G. DALAGO MARIA BENIGNA R. ALCABASA MEDIZA THERESSE M.TAGANAS
- 2. POOR READING ISSUES AFTER2 YEARS OF PANDEMIC Abstract: Focusing on the poor reading issues after Two years of pandemic to Grade 7 students and Elementary age pupils, this study examines the impact of poor reading results report entries of selected Grade 7 students of Balite National High , selected pupils from San Jose Central Elementary School – SPED Center and Liberty Elementary School of Dinagat Islands,
- 3. where they arethe schools coming from the noted SPED Center and a school from the far flung islands and rural area. Different techniques and approaches were employed and applied for this study including open-ended questioning techniques (surveys and interviews), written remarks under the results categories after the pre-reading activity showing how the pupils corresponds the observations in every month.
- 4. written remarks underthe results categories after the pre-reading activity showing how the pupils corresponds the observations in every month. Students and Pupils with frustration level and struggling were follow-up through a reading program developed by the teacher concerned. To categorize the poor reading issues, identification and research in
- 5. 1)improper directional tracking, 2)poorcomprehension skills 3)issues with decoding 4)Dyslexia 5)Attention Deficit Hyperactivity Disorder/ADHD 6)Difficult text 7)disinterest and boredom 8)oral language deficit
- 6. 9)Executive Function Disorder/EFD 10)limited vocabulary 11)workingmemory deficit 12)difficulty with logic and reasoning 13)poor vision 14)hearing loss.
- 7. Keywords: Pandemic, SPED Center, farflung island and rural area, pre-reading activity, frustration level, struggling and non- reader.
- 8. Introduction Teacher literacy intervention plan Aresearch proven strategy to support struggling readers to reach grade level proficiency in phonemic awareness, phonics, vocabulary, fluency, or comprehension. Typically targeting one specific skill at a time.
- 9. The Philippine InformalReading Inventory (Phil-IRI Assessment Tool is aimed to be used as a classroom-based assessment tool to measure and describe student’s reading performance. Information gathered from the assessment can help classroom teachers design and provide appropriate reading instruction for their students.
- 10. Why use teacherliteracy intervention plan and reading audit report? Hypothesis and Research Questions Based on the discussion outlined above, these research questions are posed because this study attempts to reveal the results of the poor reading comprehension after the 2 years of pandemic using the PHIL-IRI Test and the Teacher Literacy Intervention Plan.
- 11. 1. What arethe solution for difficulty in reading comprehension? 2. Why do reading became a struggle to most of the learners today? 3. What are the difficult factors that the students faced in reading comprehension? 4. How do you help students who are struggling with reading comprehension? 5. What is the greatest challenge that students face today 2022-2023?
- 12. Material and Methodology 2.1Research Design The descriptive correlation method was used to collect data and answer the research questions in this study. A descriptive correlational study, according to Sousa et al. (2007), describes the variables and the natural relations that exist between and among them. This is a quantitative strategy that focuses on objective measurements and statistical, mathematical, or numerical analysis of data obtained via questionnaires, and result surveys. The survey method was employed in this study.
- 13. 2.2 Participants In thisstudy, all pupils in two grades 5 level in different areas are entitled for the PHIL IRI Test which measures the ability to read and how far the learning and comprehension of a child reach the learning capability and the passage level of the pupil. Pupils’ shows withdrawal from reading situations by refusing to read identified as frustration level.
- 14. and a childwho finds difficulty learning to read is identified as struggling readers. Struggling readers are different from reluctant readers, but many may also be reluctant readers. This is because they find reading difficult and frustrating which leads to them refusing to learn.
- 15. 2.3 Data Collection Thedata for this study was collected using standardized tools in Pre-Reading Activity Phil IRI, Post Reading Phil IRI and the Teacher Literacy Intervention Plan. These data was collected and gathered in the school head to evaluate the results of the students reading ability.
- 16. 2.4 Data Analysis Itwas found out that poor reading comprehension arises when it experience the 2 years of pandemic. As expected schools from SPED Center who belongs to a fast learner section experience and got the data of frustrations and 1 struggling reader. Liberty Elementary School belongs to a far flung island and got the data of frustrations too which we really expect the poor reading comprehension. These may be due to modular classes done by a 2 years of pandemic.
- 17. 3. Findings Research QuestionOne 3.1 What are the solutions for difficulty in reading comprehension? Visualizing or picturing what they are reading. Making predictions about what will come next in the text. Looking back for keywords and rereading in order to clarify or answer questions, and thinking aloud to model the strategies and thought processes needed for comprehension.
- 18. Research Question Two 3.2Why do reading became a struggle to most of the learners today? Lack of support - support includes the availability of reading materials, one on one support from educators, and additional learning accommodations. Without access to these resources, children who require additional help begin to fall behind and are unable to catch up, putting them at a major learning disadvantage.
- 19. Research Question Three 3.3What are the difficult factors that the students faced in reading comprehension? The study results revealed that lacking of background knowledge, inadequate vocabulary, time pressure and inappropriate use of strategies are the four most popular factors causing reading comprehension difficulties.
- 20. Research Question Four 3.4How the pandemic affects the students? For many students, the pandemic complicated their current plans, increased concern over academic achievements, and changed their mode of functioning. Students trying to cope with either positive or negative coping strategies and seek support from others.
- 21. Research Question Five 3.5What are the effects of poor reading comprehension to academic performance? Academic, emotional and social issues abound for children who are poor readers. Children who are behind their peers in reading struggle with low self- esteem and feelings of inadequacy. Low achievement in reading is also the common denominator in school discipline, attendance and dropout problems, and juvenile crime.
- 22. Research Question Six 3.5Whatis the greatest challenge that students face today 2022-2023? It includes the introduction, Climate change and sustainability, Increased focused on applied learning and graduate employability and falling enrolment rates.
- 23. Discussions The first variablerefers to profile with the comparison of the two elementary schools of Grade 5 and Grade 7 students reading comprehension. The second variables refer to the grade level of the pupils whom are the respondent of our research.
- 24. The mean differenceis 2.4 because the numbers of pupils from the two elementary school and the secondary pupils have struggling readers for both from San Jose Central Elementary School, Liberty Elementary School pupils and from Balite National School. There were three frustration readers and the others got the instructional as well as independent readers too. We choose one sample Test for the comparison of the two variables.
- 25. The summary numbersof the two variables got thirty-four which were the total number of the respondents for the two elementary schools and secondary students. Profile refers to variable 1 and the grade level refers to variable 2.
- 26. We find outthe different problems occur in reading. Issues with reading comprehension occur when students struggle to understand the meaning behind words, phrases and other texts.
- 27. 1. Signs thatmay indicate a reading comprehension difficulty include: 2. Trouble with letter and word recognition 3. Difficulty understanding words and ideas 4. Limited vocabulary or underdeveloped oral language skills 5.Difficulty answering questions about or discussing a texts
- 28. 6. Confusion aboutthe meaning of the word and sentences 7. Lacks the skill to sound out unfamiliar words 8. Poor reading comprehension
- 29. Tips for Teachers:How to Help Students Who Struggle with Reading Comprehension 1. Make sure you understand what your student is struggling with. It’s important to know what specific skills your student needs help with in order to provide the best instruction possible.
- 30. 2. Give yourstudent plenty of practice. This can be done through homework assignments, reading passages, and quizzes. 3. Use different teaching methods. Not all students learn in the same way, so it’s important to use a variety of teaching methods to help your student understand the material.
- 31. 4. Provide themwith reading materials that are at their level and that they will be interested in. 5. Teach them the different comprehension strategies and have them practice using them regularly.
- 32. 6. Help thembuild their vocabulary by providing books containing new and challenging words. 7. Encourage them to read aloud regularly to hear themselves reading and identify areas where they may struggle.
- 33. 8. Be patientand positive. It may take some time for your student to improve their reading comprehension skills, but with practice and patience, they will get there. Always be positive and encourage your student along the way.
- 34. How to HelpStudents Understand What They Read Ask Questions. When students have trouble understanding what they read, it can be helpful to ask questions. It can help them to focus on the text and think about what they are reading. Asking questions can also help to connect the text and the world around them.
- 35. Visualize. It canalso be helpful for students to visualize what they are reading. It means creating a mental image of the scene or events in the text. Visualizing can help students to understand the story better and remember what they have read.
- 36. Summarize. Summarizing is anotherstrategy that can be helpful for students who struggle with reading comprehension. Outlining helps to identify essential information in a text and organize it in a way that makes sense
- 37. Reread and Highlight.Rereading and highlighting can also be helpful. It allows students to go back and read over the essential parts of the text. Draw Pictures. Drawing pictures can also help students understand a text. Images can provide another way of representing the information in the text.
- 38. Create a ConceptMap. Creating a concept map is another way of visually representing the information in a text. It can help students to see how different concepts are related to each other. Use a Graphic Organizer. Using a graphic organizer can also be helpful for students who struggle with reading comprehension. Graphic organizers provide a way for students to organize the information in a text.
- 39. Quiz. Quizzing studentson the material can also be helpful. It allows you to test their understanding of the text and identify areas where they need to practice. Get Extra Practice. Getting extra practice with reading comprehension can also be helpful. Consider giving them reading tasks at home.
- 40. The Benefits ofPracticing Reading Comprehension Skills There are many benefits to practicing reading comprehension skills. One of the most important is that it helps students better understand what they are reading. It can help them in all subjects, not just English class.
- 41. Comprehension skills help studentslearn more effectively and remember what they read longer. Additionally, practicing these skills can help students become better readers, which can open up many opportunities for them in the future.
- 42. Many websites andapps offer games and activities to help students practice reading comprehension skills. By taking advantage of these resources, students can improve their reading comprehension skills and better prepare themselves for success in school and life.
- 43. Conclusions and Recommendations Resultsgained through this study are also consistent with those of some researchers showing the results in reading. Taking the recent developments based on the PHIL-IRI Test, Literacy Intervention Plan and Teacher Consolidated Result Profile. We agree that constant follow-up reading in every month makes possible to change and improve the reading habits.
- 44. As long asthere is an intervention program and committed to their daily task, countless benefits could be gained and they could be carried out in other learning and teaching contexts. It was a great challenged in terms of learning quality transfer, module distribution and retrieval, student’s difficulties in following instruction, power disruption, internet connection, and health risks posed by the pandemic.
- 45. There were questions strategychallenges readers to annotate in the margins by marking passages that answer the questions: These strategies help struggling readers improve reading comprehension, and these are as follows find books
- 46. they’ll like, readaloud, skim the headings of the text, re- read sections that are confusing, use a ruler or a finger to follow along, write down words you don’t know, discuss what your child has read, recap and summarize the main points.
- 47. Rule out problemsat more basic levels of reading, such as phonological awareness and decoding. Reading comprehension is likely to be difficult if a student has trouble processing words in isolation. If a problem exists with phonological awareness or decoding,
- 48. target these skillsbefore focusing on comprehension. Before assigning readings, ensure that students have the proper background knowledge to make sense of the text.
- 49. Spend a fewmoments highlighting important background concepts and vocabulary words. Provide focus to readings, especially those that are long in length. Highlight key points for students to look out for.
- 50. Consider using thefollowing adaptation of the modified SQ3R (Survey, Question, Read, Recite, and Review) strategy to help improve students’ reading comprehension. The following example illustrates this method.
- 51. Have students brainstorm questionsrelated to the first part of a selection. It is very important that teachers participate in this process and model good questioning. Then ask students to formulate similar questions for the next part.
- 52. Remedial classes, home visitationand follow ups by means of communicating their parents through a proper forum were also needed to cope up reading comprehension problems.
- 53. These things willhelp students who struggle with reading comprehension become better readers. If you are a parent, you can also help your child at home by doing some things with them.
- 54. You can readtogether, talk about the books you are reading, and help them to practice using the different comprehension strategies. The more you can help your child, the better they will be at reading comprehension.
- 55. With practice andguidance, they will be able to develop the skills they need to be successful readers.
- 56. Appendix 6.1 Teacher LiteracyIntervention Plan V - SPED FL M English ALCABASA, MARIA BENIGNA R./ With parent f cannot identify some of the letter sounds, words syllabication, needs follow-up, letter with sounds, words with picture, syllabication peer reading Trice a week (4:55-5:05 PM) (Thurs-Friday) Sch. (Sat.)at Home printed dolch words March DOLCH W P -I V - SPED FL M English ALCABASA, MARIA BENIGNA R. lack of retention follow-up guided reading Twice a week (4:55-5:05 PM) (Tues.-Wed.) School printed dolch words March DOLCH W V - SPED FL F English ALCABASA, MARIA BENIGNA R. April (improved) V - SPED FL M Filipino ALCABASA, MARIA BENIGNA R. poor retention more practice peer tutoring Twice a week (11:55-12:05AM) (4:55-5:05 PM) (Mon.) School printed dolch words March Phil-IRI V - SPED FL M Filipino ALCABASA, MARIA BENIGNA R. cannot identify some of the letter sounds, words syllabication letter with sounds, words with picture, syllabication Reading w/ picture & sounds, one on one peer tutoring, pull out Trice a week (4:55-5:05 PM) (Thurs-Friday) Sch. (Sat.)at Home printed dolch words March Phil-IRI V - SPED FL M Filipino ALCABASA, MARIA BENIGNA R. lack of retention follow-up guided reading Twice a week (4:55-5:05 PM) (Tues.-Wed.) School printed dolch words March Phil-IRI V - SPED FL F Filipino ALCABASA, MARIA BENIGNA R. February (improved) V - SPED FL F Filipino ALCABASA, MARIA BENIGNA R. poor retention more practice peer tutoring Twice a week (1:15-1:25 PM) (Tues.-Wed.) School printed dolch words March Phil-IRI V - SPED FL F Filipino ALCABASA, MARIA BENIGNA DEPARTMENT OF EDUCATION Caraga Administrative Region SCHOOLS DIVISION OFFICE OF DINAGAT ISLANDS District of San Jose Poblacion, San Jose, Dinagat Islands SAN JOSE CENTRAL ELEMENTARY SCHOOL- SPEDCENTER TEACHERLITERACY INTERVENTION PLAN ENGLISH Name of Learner Grade Level/Section Sex Learning Area Adviser/Reading Teacher Reason/s Why the Learner cannotread Intervention Activities Schedule of Activities Intervention Materials AssessmentSchedule Assessment Tool Learner's Specific Reading Needs EDERA, MANSMITH G. SAMONTE, DAVE KENT I. BALVESTAMIN, DOROTHY MARGARET JADE P. BAYHONAN, VENZ IANN B. EDERA, MANSMITH G. SAMONTE, DAVE KENT I. BALVESTAMIN, DOROTHY MARGARET JADE P. BUTIHEN, FAITH KIRSTEN JOY A. DELA CRUZ, CHARMEL L. DIABAKID, FIONAH MAE A. SABLADA, MIKAELA GABRIELLE O. TAN, RHUKIZIA R. R. lack of retention follow-up guided reading Twice a week (11:55-12:05AM) (Tues.-Wed.) School printed dolch words March Phil-IRI V - SPED FL F Filipino ALCABASA, MARIA BENIGNA R. F April (improved) V - SPED FL F Filipino ALCABASA, MARIA BENIGNA R. March (imprved) V - SPED FL F Filipino ALCABASA, MARIA BENIGNA R. February (improved) Prepared by Noted by: Adviser School Head FILIPINO MARIA BENIGNA R. ALCABASA JOSE A. DE GUZMAN
- 57. Appendix 6.2 Teacher MonthlyReading Tracker
- 58.
- 59. - Pre-Reading - Post-Reading Note:The abstract of this paper was presented into a school of SNSU of lifelong learning. Learning and dictions
- 60.
- 61. Thank you forwatching & God bless us all!