The Effectiveness of Teaching Approaches in English For Struggling Readers in Butuan Central Elementary School
- Author Racel T. Dumanig
- Co-Author Johnsun Galado
- DOI https://ww
- Country : Philippines
- Subject : Butuan Central Elementary
Keywords : Correlation Analysis, Level of Effectiveness, Level of Reading Skills, Struggling Readers, Teaching Approaches.
Abstract
This study, conducted at Butuan Central Elementary School, aimed to assess the effectiveness of various teaching approaches in English for struggling readers. The research, employing a descriptive correlational design, focused on struggling Grade 4 learners. Moreover, to evaluate respondents' reading skills, the study used the PHIL-IRI Assessment tool and an adapted survey questionnaire to gauge the effectiveness of the English teaching approaches for struggling readers. The teaching approaches include phonics, guided, multisensory, and differentiated instruction. The study identified phonics instruction and guided reading as highly effective in substantially improving word recognition, decoding skills, and overall comprehension confidence. Differentiated instruction was found to be adaptable, meeting the varied needs of learners. Conversely, multisensory instruction, while aiding in memory retention, necessitates more engaging approaches. A finding was the predominant categorization of learners at the "frustration" level, underscoring the urgency for targeted support. The correlation analysis indicated that although multisensory and differentiated instruction significantly enhanced reading skills, traditional phonics instruction and guided reading did not correlate strongly with improved reading abilities. The study recommends blending diverse teaching methods in light of these findings. It emphasizes the importance of consistent reading practice, the development of tailored support plans for learners needing extra assistance, and the promotion of parental involvement in the educational process.
Comments
No have any comment !