This study aims to develop the reading comprehension of the Grade Four learners using Asynchronous Reading Modality during pandemic.
An adopted assessment tool (Reading Profile) was utilized in this study. This assessment tool had an indicator specifically in developing the reading comprehension. The reading performance of the learners were recorded through video to monitor their improvement. Their reading performance accumulated and elucidated by the researcher to come into a conclusion whether the program is effective at AES. The internal consistency reliability will be ensure. Though the pre-test and the post-test measure the same constructs, they will be worded differently. The instrument will likewise be validated by the experts in reading. Descriptive Method of research was used to interpret all the data gathered.
The study revealed that the Asynchronous Reading Modality developed the reading comprehension of the learners during pandemic. This study focused on the learners who were classified in the frustration level wherein learners can red but comprehension is low. The conduct of the study contributed in improving the reading comprehension level of the learners during pandemic.
Table of Contents
I. Abstract
III. Acknowledgement
IV. Context and Rationale
V. Proposed Innovation , Intervention and Strategy
VII. Action Research Question
VII. Action Research Method
a. Participants and/or other Sources of Data and Information
b. Data Gathering Method’s
VIII. Discussion of Result and Reflection
IX. Action Plan
X. References
XI. Financial Report
Objectives and Themes
This study aims to evaluate the effectiveness of an Asynchronous Reading Modality in improving reading comprehension among Grade Four pupils at Agtas Elementary School during the pandemic. The research seeks to transition struggling readers from frustration levels to independent reading proficiency through targeted intervention and online monitoring.
- Implementation of asynchronous reading modalities.
- Use of digital platforms for teacher-learner communication (Google Meet, Zoom, FB Messenger).
- Monitoring reading progress through video submissions.
- Assessment of reading comprehension levels before and after intervention.
Excerpt from the Book
IV. Context and Rationale
The undying facts that educational system were facing right now is the delivery of learning from the teachers towards the learners. Come up with the different learning style that suits to every learners need. In a recent study of Beth Werrell ( May 10 , 2020 ),ONLINE LEARNING & CURRICULUM, RESOURCE LISTS according to her, online reading resources is the most favorable in terms of succor the distance learners exigency. Cited 7 great online reading resources for parents and learning coaches. Hence, in stimulating to get your children kick off in reading, distinctly while exertion of distance learning and working from home –at any moment.
Issues and impediments of the conventional, homeschool or online school learners literacy. An article published November 2018, stated that children learn to read at their own pace. Discussed that the parents is not aware that their children’s is struggling with their reading. An estimated of 40% of the learners are struggling with an early intervention most struggle readers can overcome this. investing in an online program will make a difference to support on their needs.
Summary of Chapters
I. Abstract: Provides a concise overview of the study's purpose, methodology, findings, and the specific focus on learners at the frustration level.
III. Acknowledgement: Expresses gratitude to the individuals and colleagues who supported the completion of the research study.
IV. Context and Rationale: Explores the challenges of remote learning and the necessity of finding effective online interventions for struggling readers.
V. Proposed Innovation , Intervention and Strategy: Describes the integration of digital tools and apps for video conferencing and material management to bridge communication gaps.
VII. Action Research Question: Outlines the core inquiry regarding the effectiveness of the asynchronous modality in improving comprehension levels.
VII. Action Research Method: Details the participants involved (149 pupils) and the assessment tools utilized to gather data.
VIII. Discussion of Result and Reflection: Presents the comparative analysis of pre-test and post-test data across several months to track student progress.
IX. Action Plan: Summarizes the systematic approach, including activities, timeline, and expected outcomes for the intervention.
X. References: Lists the academic sources and articles used to ground the study in research.
XI. Financial Report: Breaks down the allocated budget for materials, travel, and research dissemination.
Keywords
reading modality, comprehension, asynchronous, intervention, strategy, reading comprehension, struggling learners, online learning, distance learning, academic excellence, remediation, educational technology
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on helping Grade Four pupils at Agtas Elementary School who are struggling with reading comprehension by implementing an asynchronous reading modality during the pandemic.
What are the central themes of the work?
The study centers on remote learning challenges, digital intervention strategies, the importance of early intervention for struggling readers, and progress monitoring in an asynchronous setting.
What is the main research question of this paper?
The study aims to determine the effectiveness of the Asynchronous Reading Modality in improving the reading comprehension level of Grade Four pupils at Agtas Elementary School.
Which scientific method is applied in this study?
The researcher employed a descriptive method of research, utilizing an adopted reading assessment tool (Reading Profile) to track improvements and validate findings through pre-tests and post-tests.
What is covered in the main body of the research?
The main body covers the rationale for online intervention, the presentation of the proposed innovation (use of apps like Google Meet and Zoom), the methodology for participant selection, and an empirical analysis of test results over several months.
Which keywords define this work?
The key concepts include asynchronous learning, reading comprehension, remediation strategies, intervention, struggling readers, and digital assessment tools.
How were reading performance and improvement monitored?
Performance was monitored by having students submit self-made videos of themselves reading, which allowed the teacher to evaluate progress despite physical distance.
What was the observed impact on students at the frustration level?
The intervention demonstrated a continuous decrease in the number of learners categorized at the frustration level, indicating that the modality effectively helped students develop their comprehension over time.
- Quote paper
- Merly Nana (Author), 2024, Asynchronous reading modality to improve the reading comprehension of grade four pupils, Munich, GRIN Verlag, https://www.grin.com/document/1484001
