Abstract
This study investigated if there would be a significant effect of using mobile-based interactive media on the word recognition and comprehension of Grade-7 students who underwent remedial reading classes because they were identified as non-readers or belonging to the frustration level of reading comprehension. It employed a standardized reading test in administering the pre-test and post-test among the students before and after utilizing the said interactive media, respectively. The test included word recognition (oral) and comprehension (written) tests to determine the reading ability of the students. The findings revealed that there was a significant difference between the pre-test and post-test scores of the students both for word recognition and comprehension. The use of mobile-based interactive media was found effective in enhancing the reading skills of students, even for those students who were already in Grade-7 and those who belonged to the Frustration Level of reading comprehension. The study recommended that a longer period of time could be allotted for remedial reading instructions while using mobile-based interactive media and that interviews could be used as a follow-up strategy in ascertaining the improvement of students’ reading skills.
Highlights
1 Reading is essential for a child’s success
This study investigated if there would be a significant effect of using mobile-based interactive media on the word recognition and comprehension of Grade-7 students who underwent remedial reading classes because they were identified as non-readers or belonging to the frustration level of reading comprehension
The use of mobile-based interactive media was found effective in enhancing the reading skills of students, even for those students who were already in Grade-7 and those who belonged to the Frustration Level of reading comprehension
Summary
In the Department of Education (DepEd) in the Philippines, in Samar National School (SNS), Catbalogan City, 250 of the enrollees in the school year 2018-2019 for Grade Seven were identified as non-readers. As observed after the diagnostic reading test upon enrolling, these students could not recognize letters and sounds of each word. They were, obliged to attend the school’s remedial classes or the Remedial Reading Instruction program of Samar National School (SNS). They focused on improving the students’ reading skills that were not thoroughly given attention before entering the secondary level. The instructional materials they were using were traditional, like the use of flashcards, charts, textbooks, worksheets, etc
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