Improving The Reading Performance of Grade 3 Learners Using Multimodal Reading Instruction (School Level

Abstract

This study aimed to develop multimodal reading instructions during COVID-19 pandemic for grade 3 learners. The subjects were the 33 Grade 3 pupils of Aplaya Elementary School, Lingayen III District, Schools Division Office I Pangasinan during the school year 2021-2022. The development of the instructional materials was based on the result of the teacher-made test in reading English. The researcher used a quasi-experiment. The respondents (19 or 57.6%) had their level of computational performance assessed as poor in the given multiple tests prior to the utilization of Multimodal Reading Instruction aimed at improving their reading performance and academic performance in English. There were 14 learners (42.4%) whose performance in the test was found satisfactory while none (0.0%) proved to be outstanding. On the other hand, a comparison of how they fared in the posttest after they were taught in English using MRI reveal a marked improvement in their level of performance. Notably, there were no longer learners whose performance was poor (0 or 0.0%) while there were just 10 (30.3%) learners whose performance was satisfactory and 23 or 69.7% were assessed as outstanding. This study looked into the influence of Multimodal Reading Instruction (MRI) as intervention in improving the reading fluency of the respondents. Results of the study reveal how the utilization of multiple modalities in reading instruction yielded positive results among the respondents. Teachers are then enjoined to explore multiple modalities or platforms in the development or of interventions aimed at addressing reading loss among elementary learners.