This action research was conducted at Mayor AS Fortuna Memorial Elementary School during school year 2020 -2021.
The gathering of the data was done according to the following scheme: preliminary preparation, administration and collection of instruments, scoring and statistical treatment of data. This research used a survey-based design to assess the significance of technology assistive instruction for grade 3 struggling readers in English.
The reading performance in English of grade 3 learners as to oral fluency was instructional. The data implied that some learners promoted to the next level even if their reading ability were frustration. Their performance level in comprehension was also instructional. It showed that there were still many learners in the grade three level under frustration level in the comprehension. All of the respondents read the Self-Learning Kit.
Twenty one of them preferred to read books and some were using mobilephone. Hence, children are not allowed to go to school because of the pandemic, one of the primary sources of the learners in reading was books aside from SLK due to the availability of the materials or resources at home. Eighteen of them or 58 percent spent time in reading during their free time for less than 30 minutes with verbal description of infrequent.
This study proves that Assistive –Technology Instruction significantly improved the reading performance of the Grade Three Struggling Readers in English. The top three issues encountered by the learners and researchers in the implementation of the program were lack of resources, lack of parent involvement, and competing priorities.
Table of Contents
1. INTRODUCTION
2. Context
3. RESEARCH QUESTIONS
4. METHODOLOGY
5. DISCUSSION OF RESULTS AND REFLECTION
6. SUMMARY OF FINDINGS
7. REFERENCES
Research Objective and Core Themes
This research aims to evaluate the effectiveness of Assistive Technology Instruction as a strategic intervention to improve the reading proficiency, specifically oral reading fluency and comprehension, of grade three students identified as struggling readers.
- Application of Assistive Technology in reading remediation.
- Assessment of reading proficiency through pre-test and post-test measurements.
- Identification of challenges in implementing technology-aided reading programs.
- Analysis of the relationship between instructional intervention and learner performance.
Excerpt from the Book
INTRODUCTION
Reading is a process that involves recognizing words, leading to the development of comprehension. Reading is a process that negotiates the meaning between the text and its reader. Learning to read (or, reading skills acquisition) is the acquisition and practice of the skills necessary to understand the meaning behind printed words. For a skilled reader, the act of reading feels simple, effortless, and automatic. However, the process of learning to read is complex and builds on cognitive, linguistic, and social skills developed from a very early age. As one of the four core language skills (listening, speaking, reading and writing), reading is vital to gaining a command of the written language (Rayner, Schotter, Masson, Potter, & Treiman, 2016).
For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography, alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation. The simple view of reading is a scientific theory about reading comprehension. According to the theory, in order to comprehend what they are reading students need both decoding skills and oral language (listening) comprehension ability. Neither is enough on their own. In other words, they need the ability to recognize and process (e.g., sound out) the text and the ability to understand the language in which the text is written (i.e., vocabulary, grammar and background knowledge). Students are not reading if they can decode words but do not understand their meaning. Similarly, students are not reading if they cannot decode words that they would ordinarily recognize and understand if they heard them spoken out loud (Castles, Anne; Rastle, Kathleen; Nation, Kate, 2018).
Chapter Summaries
INTRODUCTION: This chapter defines the multifaceted nature of reading acquisition and highlights the necessity of structured instructional interventions for struggling learners.
Context: This section details the challenges of providing reading remediation during the school year 2020-2021, particularly focusing on the shift to modular and digital learning materials.
RESEARCH QUESTIONS: This chapter outlines the specific inquiries regarding reading proficiency, the usage of assistive technologies, and the impact of the proposed intervention.
METHODOLOGY: This section describes the research design, participant demographics, data gathering instruments, and the procedural framework used to assess the effectiveness of the intervention.
DISCUSSION OF RESULTS AND REFLECTION: This chapter analyzes the collected data on reading fluency and comprehension and provides critical reflections on the implementation process.
SUMMARY OF FINDINGS: This section synthesizes the results, confirming the statistical significance of the technology-aided intervention and identifying key implementation obstacles.
REFERENCES: This section provides a comprehensive list of scholarly works and sources consulted for this research.
Keywords
Reading remediation, Assistive Technology, Grade three learners, Oral reading fluency, Reading comprehension, Instructional intervention, Educational technology, Literacy acquisition, Learner proficiency, Struggling readers, Action plan, Teacher-researcher, Phonological awareness, Student performance, Academic development.
Frequently Asked Questions
What is the primary focus of this research study?
The study focuses on evaluating the effectiveness of using Assistive Technology Instruction to improve the reading skills of grade three students who are struggling with oral fluency and comprehension.
What are the core research topics covered in the paper?
The research explores reading theory, the implementation of technology-aided instruction, the assessment of student reading levels, and the common obstacles faced by educators in remediation efforts.
What is the central research question?
The primary research question asks whether the implementation of Assistive Technology Instruction leads to a significant improvement in the reading performance of grade three struggling readers.
Which methodology was employed for this research?
The researchers utilized an action research framework using an input-process-output (IPO) continuum, involving pre-tests and post-tests to measure changes in reading proficiency.
What does the main body of the document address?
The main body addresses the rationale behind reading intervention, the analysis of specific performance data from students in various sections, and a detailed discussion on the effectiveness of the chosen intervention methods.
Which keywords characterize this work?
Key terms include Reading remediation, Assistive Technology, Reading comprehension, Oral reading fluency, and Struggling readers.
How were the struggling readers identified in this study?
Struggling readers were identified based on their performance on Oral Reading Verification tests from the previous school year, which were subsequently validated through teacher observation and current assessments.
What was the most significant challenge encountered during the implementation?
The study identifies the lack of resources, the lack of parent involvement, and competing priorities within the school system as the top three challenges encountered by the researchers and learners.
Did the Assistive Technology Instruction yield successful results?
Yes, the study found a statistically significant improvement in reading performance, as evidenced by a t-test value of 4.229, which exceeded the critical value, supporting the rejection of the null hypothesis.
How did the researchers reflect on their role as educators?
The researchers concluded that the program not only helped the students but also transformed their own approach to teaching, leading them to adopt roles as innovators and designers to better support struggling learners.
- Quote paper
- Louie Sanlad (Author), 2021, Technology assistive instruction for grade 3 struggling readers in English. An analysis, Munich, GRIN Verlag, https://www.grin.com/document/1118841
