Supplementary Reading Material Research Articles

Teaching Reading Strategies and Challenges in the New Normal: Context of a School District in Northern Luzon

The strategies in teaching reading and challenges encountered by teachers are influenced by a number of interrelated factors. Using a combination of quantitative and qualitative approaches through the descriptive and comparative methods, this study determined the level of utilization of teaching reading strategies by teachers in pre-reading, while-reading and post-reading. It also examined whether there exists a significant difference in the level of utilization when responses are grouped according to grade level and school classification. Moreover, the study brought out the challenges encountered by the elementary teachers during the COVID-19 pandemic. Findings showed that the level of utilization of teaching reading strategies along pre-reading, while-reading and post-reading is moderate. Further, there are no significant differences in the level of utilization of the teaching reading strategies when grouped according to grade level. and school classification. The challenges encountered included limitation of assistance and teaching time, transportation of teachers for their home visitation, pupils’ lack of interest, lack of assistors/guidance from the family, and lack of supplementary reading materials at home. From these, it could be concluded that the teaching of reading is greatly affected by the pupils’ circumstances.

Developing young learners’ reading competence in Ethiopia: A critical review of the Ministry of Education’s guidelines for developing supplementary reading materials

Developing young learners’ reading competence in Ethiopia: A critical review of the Ministry of Education’s guidelines for developing supplementary reading materials

A Decodable Reader in Southern Sorsoganon for Grade One Pupils

This study developed and validated decodable reader in Southern Sorsoganon as a supplementary reading material for Grade One pupils at Bulusan Central Sachool, Bulusan District, Division of Sorsogon Province for the school year 2023-2024. The respondents of the study were twenty (20) Grade One pupils. Seventeen (17) pupils were from the last section who took the Modified Comprehensive Rapid Literacy Assessment (mCRLA) for the Beginning of School Year to determine their reading profile, while three (3) Grade One pupils were from the first section who took the field testing since they were identified as At Grade Level/fluent readers. Additionally, five (5) evaluators validated the said supplementary reading material. The study employed ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model instructional design in the development and validation of the material. The decodable reader covered Mother Tongue 1; Quarter 1 under the Most Essential Learning Competencies (MELCs). The validity of the decodable reader was evaluated by evaluators using Evaluation Sheet for Print Resources adopted from DepEd Learning Resource Development and Management (LRMDS) along with the following factors: Content, Format, Presentation and Organization, and Accuracy and Up-to-datedness. The decodable reader in Southern Sorsoganon for Grade One pupils passed DepEd Learning Resource Management and System (LRMDS) standards. Moreover, all evaluators agreed that the material should be approved for use in public schools if the necessary changes and revisions were made. The decodable reader, according to evaluators, would effectively supplement the teaching-learning process for the target pupils. In addition, based on the result of the field testing, the pupils regarded the decodable reader as relatable and interactive reading material.

Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.

Appropriacy of Supplementary Reading Assessment Tools and Materials Used In Public Elementary Schools

Given this substantial and transformative shift in teaching and learning paradigms, teachers serving as frontline encounter numerous challenges. These challenges are particularly pertinent in the context of the appropriacy of supplementary reading assessment tools and materials used in public elementary schools. This study employed a descriptive-evaluative research method to determine the appropriacy of the supplementary reading assessment tools and materials used in public elementary schools in the Division of Ozamiz City, School Year 2022-2023. Participants of this study were the Grade-4 reading teachers and pupils. The study underscored the need for enhancements in selecting and appropriating these materials for Grade 4 learners. A notable discrepancy was observed between the intended grade levels of the materials and the actual reading performance of the students. It is imperative to align materials with learners’ reading abilities to provide an appropriate level of challenge conducive to learning. Consequently, there is a pressing need for comprehensive reviews and revisions of reading assessment tools and materials used in Grade 4 classrooms. Additionally, offering professional development programs and workshops to augment teachers’ competencies in selecting and utilizing suitable reading materials is essential for addressing these challenges effectively and promoting better literacy outcomes among pupils.

Effectiveness of Contextualized Marungko Approach-Based Supplementary Reading Material

Acquiring solid reading skills is significant in education as it is the cornerstone for academic success and lifelong learning. This sequential explanatory mixed-methods study investigates the effectiveness of a contextualized Marungko approach-based supplementary reading material in improving the reading performance of Grade 1 pupils. In the pre-experimental phase the Early Grade Reading Assessment (EGRA) tool was utilized to measure the reading skills of the twenty four (24) Grade 1 pupils in terms of identifying letter sounds, identifying initial sounds, reading familiar words, reading invented words, and reading oral passages before and after the implementation of the contextualized Marungko approach-based supplementary reading material. Findings revealed a significant improvement in the early reading skills of Grade 1 pupils after using the supplementary reading material. This indicated that the reading material effectively enhanced the Grade 1 pupils’ reading performance. The responses of the five (5) participants in the qualitative phase, which were examined following Braun and Clark (2013) analysis, yielded two (2) themes. It is recommended that educational institutions and policymakers should consider incorporating the Marungko Approach into their reading instruction programs to enhance alphabet knowledge, phonemic awareness, word recognition, decoding, and oral reading fluency.

Effects of Extensive Reading Programme on Primary School Pupils’ Achievement in Reading Comprehension in Mangu LGA, Plateau State

This study sets out with the objectives to investigate the effects of extensive reading programme (ERP) on primary school pupils’ achievement in reading comprehension in Mangu LGA, Plateau State. Two sets of primary four pupils from different schools were used as experimental and control groups respectively. The population consisted of 215 pupils from two Public Primary Schools, Quasi-experimental research design was adopted to conduct the research using the non-equivalent control groups on the basis of using intact group. All conditions were similar in each group on reading comprehension with emphasis on vocabulary development, grammatical structure and the three comprehension approaches. Two instruments were use: the Standard story book and class Achievement Test (CAT) which was administered to the pupils’ before and after the treatment. Data collected were analyzed using the mean scores, standard deviation and t-test for independent sample. The results indicated that the experimental group performed significantly mean difference over the control group in their post-test in the area of vocabulary development, grammatical structure and the three comprehension approaches. It was therefore recommended that extensive reading should be considered an inevitable programme in the Public Primary Schools to improve their reading culture habit. Supplementary reading materials should be made available aside from the prescribed texts in all Public Primary Schools. Extensive reading programme was also recommended to be made compulsory on the school time table in order to ameliorate the reading challenges pupils have in Plateau state.

Users’ Access, Utilization, and Satisfaction with Library Resources, Services, and Facilities in a Selected Academic Library

The study sought to evaluate the status of access, utilization, and satisfaction with the library resources, services, and facilities. Likewise, it ascertained if utilization has a significant relationship with satisfaction. A sample size of 351, representing 20% of the population, was selected through random sampling. The respondents were the 31 faculty members and 320 students who have visited the library. An online survey using a Google Form questionnaire was used. Data were analyzed using frequency, percentage, mean score, and Pearson's r. The study results showed that almost all faculty and student respondents have accessed the library's resources, services, and facilities. This effort resulted in a very high utilization and satisfaction level. Notedly, faculty members visit the library, avail varied services, and utilize resources in various formats as their primary tool, particularly in developing their course outline, preparing lectures, searching a topic for giving assignments/projects, preparing handouts for students, looking for supplementary reading material and knowing the variety of material available in the library to guide students. The library's high utilization and satisfaction rating create an excellent reputation attributed to its good service philosophy, relevant and appropriate physical set-up, and sufficient collection in quantity, depth, diversity, format, and currency to support the research and teaching mission of the institution.

Suplementary Reading Materials Based on Tourism Spot for Junior High School Students in Southwestern Maluku

The objective of the study was to find out how supplementary Reading Materials Based on Tourism Place For Junior High School Students in Southwestern Maluku. The Literature study was carried out Lack of students’ understanding affect their activities for reading materials in classroom activity. Based on the researcher did observation at Junior High School Students, as result, the problem to the students’ in learning reading material. Lack of reading Materials made their students lowest in reading. When the teacher supplementary reading Materials Based on Tourism Place. The result of reading material has developed into three units which enable the students consisting of new vocabulary, and exercises. Meanwhile the result reading Materials Based on Tourism Place got positive input for students.

Behind the Scenes: Insights on Pedagogy during Implementation of an RbT Open Educational Resource

Research-based Theatre (RbT) offers a powerful stimulus for dialogue about the challenges of graduate supervisory relationships. This paper traces the implementation process for Rock the Boat, an open-access educational resource that includes four professionally acted scenes, a facilitator’s guide, and supplementary reading materials. The resource has been used extensively in online, in-person, and hybrid workshops to identify difficulties in graduate supervision, heighten awareness of power dynamics, and increase reflective practice among participants. Reflecting on lessons learned about the importance of pedagogy and practical logistics, we suggest that implementation aspects of RbT methodology are as vital as the creative and developmental.

Reading Proficiency Levels in English among the Intermediate Graders in Manito District SY 2022-2023

This study aimed to determine the reading proficiency levels in English among intermediate graders in the Manito District, as well as the factors that affect these levels. The research design utilized for this study is descriptive-correlational, which describes the relationship between the factors and the reading proficiency in English of the intermediate graders. The four categories of factors that were explored in this study were pupil factors, teacher factors, home factors, and curriculum factors. The research findings indicated that pupil factors such as vocabulary, comprehension, and word recognition impact intermediate graders’ reading proficiency levels in English. Home factors such as parental involvement, access to reading materials, and socioeconomic status also contribute to the development of reading proficiency. Teacher and curriculum factors had no significant relationship with reading proficiency levels in English. By addressing the identified factors, parents can be provided with support, and pupils can be given reading materials to create a home learning environment that promotes literacy development. A contextualized illustrated short stories and workbook as supplementary reading material was developed to improve reading proficiency levels in English among intermediate pupils.

Reading as A Pre-Writing Activity and the Writing Skills among Esl Students

Effective writing skills are crucial for college students in today's competitive world. This study explores the impact of reading as a pre-writing activity on ESL students' writing proficiency. This quasi-experimental research focuses on 4th year college students enrolled in the course English for Occupational Purposes, analyzing their writing proficiency in content, conventions, and structure through pre-tests, formative assessments, and post-tests. Statistical analyses were conducted on the collected data, revealing a decline in content, conventions, and structure proficiency from the pre-test to the post-test. Formative test scores indicate satisfactory proficiency in content and conventions with slight fluctuations, while structure proficiency remains generally low. No significant difference is observed between the pre-test and formative test performances, indicating stability in writing proficiency. However, a significant negative difference between the formative test and post-test performances suggests a decline in content proficiency. Most importantly, there is no significant difference between the pre-test and post-test performances mainly due to the limited teacher involvement as a sole facilitator in the process. To maximize the benefits of reading as a prewriting activity, teachers may incorporate close monitoring, give timely feedback after each writing activity, select appropriate reading materials, and set clear writing models and guidelines. Administrators may offer workshops on assessment and ensure access to supplementary reading materials. The exploration of different teacher involvement strategies in the pre-writing process is also recommended for future researchers.

DEVELOPING READING BOOK THROUGH EXTENSIVE READING ‘UNSKILLED JOBS’

Extensive reading material is reading material that can help students improve their reading skills in speed and increase vocabulary. Some reading materials discuss professional occupations such as doctors and teachers. However, not many introduce unskilled work, even though this work is an existing job and has even existed for generations. This research on the development of extensive reading materials aims to produce a book product on the types of untrained/academic work. This book introduces these types of unskilled jobs in West Kalimantan. As reading material, this book is an alternative reading in English with vocabulary that are easy to understand in the local context. This book is used as supplementary reading material for Tanjungpura University’s students.

Teachers’ Perceptions of the Impact of Textbooks on their Teaching Efficacy and Students’ Motivation, Involvement, and Self-Esteem: A Case Study in Puntland State, Somalia

The success of teaching and learning is directly linked to the availability of adequate learning resources. Textbooks and other supplemental reading materials are crucial to support both teachers and students. Teachers’ ability to teach effectively is heavily dependent on the resources they have. Similarly, students’ progress and academic achievements are linked to the learning resources they have access to. In this study, the researcher explored the relationship between teaching effectiveness and the availability of textbooks. The study examined if textbooks were helpful for teachers, enabled them to track the progress of their students and whether they had enough learning material that could assist them in delivering the curriculum. On the other hand, the study explored the perceptions of teachers regarding the effect of the textbooks on the morale, enthusiasm, self-esteem, and self-confidence of their students. According to the findings of the study, textbooks provided teachers with significant support to efficiently deliver the curriculum to their students. Approximately 75% of the teachers reported that the use of textbooks made it easier for them to teach their classes and increased the degree to which their students were motivated and confident in their ability to perform well academically. On the other hand, 19% of them pointed out that the textbooks do not have sufficient materials that could assist them in adequately teaching the curriculum. A descriptive survey research design was used for the investigation. The study’s population included 1,456 Puntland secondary school teachers and principals. Simple random sampling was used in the research. The sample size was 233 (16%), with 50 being head teachers and school principals. Purposive sampling was used to select schools and districts for the study. Four districts (Bosaso, Gardo, Garowe, and Galkaio) were selected from thirty-three (33) districts. This was because these districts were the most densely populated in Puntland. The study revealed that Punland secondary textbooks need to be revised thoroughly to integrate the missing instructional materials

Developing ICT-Based Supplementary Reading Materials for the Seventh-Grade Students at Madrasah Tsanawiyah Maarif Karangasem

This study aims at developing ICT-based supplementary reading materials for the seventh-grade students at Madrasah Tsanawiyah Maarif Karangasem. Specifically, this study identified the students' needs, described the design of the ICT-based supplementary reading materials, and identified the content validity and the quality of the ICT-based supplementary reading materials. This study followed the ADDIE approach, which consists of five steps, analyze, design, develop, implement, and evaluate. This study involved 40 seventh-grade students, two content experts, and one media expert. The study data were collected using questionnaires, interviews, observation, and expert judgment sheets. The researchers analyzed the data through qualitative and quantitative analysis. This study found that the students need reading materials with colorful designs, exciting pictures, videos, and online quizzes that can be accessed online. The developed ICT-based supplementary reading materials were proven to have high content validity. Besides, this study also identified that the ICT-based supplementary reading materials have good quality.

Developing Supplementary Materials for Reading Skill by Using Local Wisdom

The purposes of this study are to describe the students’ needs and to design the supplementary materials for reading skill by using local wisdom for second grade students of MTs Al Khairaat Gorontalo. By using Research and Development Method, the results of this study show that 1) students need materials which were related to decription of tourism objects, warning about cleanliness and the local story. 2) Students preffer to read text which consisted of 200-300 words. 3) Students want to answer 5 W + 1 H questions and True False questions in reading activities. 4) Students want to match the vocabularies with the pictures in vocabulary building activity. 5) Students want to fill in the blank sentences in Grammar activity. 6) Students want to work in group and the teacher should help them when they had a problem in the classroom. The content of the materials should be developed in interesting and easy way, language used must be appropriate with the students’ language level, build cultural awareness and motivated students to read. Therefore, by integrating local wisdom into supplementary reading materials, the students and the teacher feel easy and motivated in teaching and learning process.

Early-Grade Reading: The Challenges That Affect Teachers’ Practice of Phonological Awareness: The Case of Koorete Language

This study aimed to identify the challenges affecting teacher practice of phonological awareness (PA) in the first-grade classrooms of the teaching of the Koorete language. The study adopted the descriptive research design using the survey method and exploratory case study technique, and it was conducted in selected schools in Amaro in the Southern part of Ethiopia. The qualitative method was used to observe and interview the selected participating teachers, and questionnaires were used with the thirty native-language teachers selected. Thirty participating schools were selected through stratified sampling, and 30 native-language teachers were selected through targeted sampling from the selected schools based on their qualifications, experience, and recommendations for merit. Classroom observations, in-depth semistructured interviews, and questionnaires were used to collect data. The recorded data was then transcribed, translated, analyzed, and then it was thematically discussed. The results of the study showed that a lack of subject content and pedagogical knowledge, inadequate teaching materials, inadequate teacher-training programs, a lack of an enabling, literacy-rich environment, and a lack of in-service training in the first grades pose major challenges. The study recommends that teachers need to be adequately equipped with content and pedagogical awareness, to be provided with phonological awareness resources, and they require support by way of in-service training to enhance the teaching of native-language reading skills in early grades. Finally, all stakeholders need to work on the access and quality of textbooks and supplementary reading materials, adopt explicit and systematic teaching practices, organize in-service training, and create a literacy-rich environment for the teacher education program.

Ethno-Learning Resources in Teaching Biology for Promoting Sustainability Education: A District-Wide Science Problem

Sustainable development is dependent on the social, cultural, and environmental setting. Authentic learning materials should be designed with real-world applicability outside of the classroom. This study aimed to investigate the locally available ethno-learning resources for teaching biology to promote sustainable development education in the district of Esperanza, particularly in Esperanza Districts I and II. The study employed a descriptive-quantitative approach emphasizing a descriptive research design where the data gathered from the teacher-respondents was recorded and described descriptively. A complete enumeration has been utilized in the study to procure all the teachers in the said locale. Microsoft Excel was used to analyze teacher-respondents’ data and create graphs and tables. Books, modules, supplementary reading materials, laboratory apparatuses, and laptops are both districts’ main instructional learning resources, while speakers, projectors, and TVs are the least technology-based. The most common problems encountered by science teachers are the inadequate number of books, the inadequate number of projectors and computers, and other technology-based resources. Also, indigenous resources, realia, and replicas under localized learning materials are the most effectively used by teachers in teaching science. Future studies should highlight the importance of localized and contextualized materials in teaching science, create more locally available materials, compare learning materials locally and internationally, and use other relevant methods to ensure the availability of learning resources.

Ethno-Learning Resources in Teaching Biology for Promoting Sustainability Education: A District-Wide Science Problem

Sustainable development is dependent on the social, cultural, and environmental setting. Authentic learning materials should be designed with real-world applicability outside of the classroom. This study aimed to investigate the locally available ethno-learning resources for teaching biology to promote sustainable development education in the district of Esperanza, particularly in Esperanza Districts I and II. The study employed a descriptive-quantitative approach emphasizing a descriptive research design where the data gathered from the teacher-respondents was recorded and described descriptively. A complete enumeration has been utilized in the study to procure all the teachers in the said locale. Microsoft Excel was used to analyze teacher-respondents’ data and create graphs and tables. Books, modules, supplementary reading materials, laboratory apparatuses, and laptops are both districts’ main instructional learning resources, while speakers, projectors, and TVs are the least technology-based. The most common problems encountered by science teachers are the inadequate number of books, the inadequate number of projectors and computers, and other technology-based resources. Also, indigenous resources, realia, and replicas under localized learning materials are the most effectively used by teachers in teaching science. Future studies should highlight the importance of localized and contextualized materials in teaching science, create more locally available materials, compare learning materials locally and internationally, and use other relevant methods to ensure the availability of learning resources.

An Assessment of English Supplementary Reading Materials for Elementary Learners in Southville 8 Elementary School

An Assessment of English Supplementary Reading Materials for Elementary Learners in Southville 8 Elementary School