REMEDIAL EXERCISES TO OVERCOME READING

DIFFICULTIES OF GRADE II PUPILS OF

SANTA CRUZ EAST CENTRAL SCHOOL,
SANTA CRUZ, MARINDUQUE
(A Simple Research)

An In partial Fulfillment of the Requirements in

EDL 231 Teaching Reading and Literary in Bilingual Context

Submitted by:

MR. CRISTINO O. ROMASANTA

MAED – Educational Management

Submitted to:

JULIETA L. GO, PH. D

Subject Professor

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I. INTRODUCTION

A. Background

Reading is critical to the academic, economic, and social success of children. However,
many children complete schooling without achieving more than basic literacy. Reading
achievement has consistently been a robust predictor of future antisocial behavior. Children with
reading difficulties are considerably less likely to graduate high school, and thus are at greater
risk for unemployment, underemployment, and incarceration.

A remedial activity is one that is meant to improve a learning skill or rectify a problem
area. Remedial instruction involves using individualized teaching of students who are
experiencing difficulties in specific subject areas. Remedial instruction might be taught
individually or in groups and targets academic weaknesses that may hinder learning. Remedial
activities teach basic skills that are the foundation for learning a subject in greater detail, and
such skills must be learned before students can develop a detailed understanding of the topic of
study.

In response to the needs of Grade II pupils of Santa Cruz East Central School, the
researcher attempted to construct relevant and effective remedial exercises to overcome reading
difficulties. Each child has his own limit of learning interest and experiences. These could be
considered in terms of individual needs, abilities, and interests of child. It calls for the provision
of the kind of instructional materials which help these pupils to develop skills in reading which
contribute to their personal and social development. The remedial exercises were prepared to
solve the increased number of pupils who cannot cope with the level of reading performance.

B. Statement of the Problem

The researcher made remedial exercises in reading designed for the Grade II pupils designed
for the Grade II pupils of Santa East Central School.
Specifically, the following problems were investigated.
1. What are the reading difficulties encountered by Grade II pupils?
2. What were the criteria in the evaluation of the reading materials?

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3. How effective are the proposed remedial exercises in the impairment of the reading skills
of pupils?

C. Scope and Limitation

This is a study on identifying the remedial exercises to overcome reading
difficulties among grade II pupils of Santa Cruz East Central School, Santa Cruz,
Marinduque. It covered 20 Grade II pupils belonging to lower section in the said school.

D. Significance of the Study

The result of the study would give significance to the following:
 For the DepEd officials so that they should conduct seminar/workshop on the
preparation and evaluation of remedial exercises;
 For the District Supervisor, to motivate teachers in Reading for the preparation
and construction of different reading materials;
 For the school principal to bring to meetings like PTA meeting and seek
assistance from the parents to help their children to be become good readers;
 For the teachers, they should be resourceful to devise different reading exercises
to suit the needs of the young learners;
 For the parents, their guide, motivation and follow up at home could be a great
contribute to help their children become good readers.

E. Review of Related Literature

This part discusses the key concepts of the study based on the related literature and studies
of the variable to be investigated.

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Word Recognition

According to Doctor and Coltheart (1980) the most obvious skill involved in reading is
the recognition of the letters and the words which make up the text. Both visual and aural
stimulation play a role here, in that the reader either recognizes the word from the visual
pattern which it presents to him, or he converts the visual stimulus into a sound stimulus.
Interestingly, these two skills tie in with the two methods used to teach reading in schools.
The whole-word approach to teaching reading maintains that readers recognize a whole word
and don't identify individual letters and their respective sounds. The phonics approach to
teaching reading argues that readers recognize words by sounding out the individual letters
which make up the word.

Vocabulary

Washington (2001) noted that strong oral vocabulary skills, both expressive and
receptive, are critical for both reading and general academic success. Vocabulary supports
reading development, and both vocabulary breadth and vocabulary depth are significant.

Vocabulary breadth has to do with the number of words which a child knows. This can be
easily targeted at the pre-school age and intervention at this early stage can be effective in
helping children acquire words. Vocabulary depth has to do with knowledge of multiple word
meanings, contextual constraints and relational vocabulary knowledge (Carlisle, Fleming and
Gudbransen, 2000). These researchers found that acquiring deep knowledge of word
meanings will influence a child's academic success. Without this depth of vocabulary,
children may experience difficulty grasping topical academic content.

Hammer (2003) found that children who experience difficulty with the structural aspects
or form of language often have delayed language milestones. These children have difficulty
understanding the grammar of language and when they reach school level, will generally
struggle with the mechanics of reading and spelling. Their processing speed may be slower as
will of their reading speed. They also tend to find it difficult to retain in their short-term

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 memory what they have read. This has obvious negative implications for their ability to learn
and achieve academically

Snowling (2000) found that children who have poor comprehension also tend to
experience a decline in reading accuracy in the later stages of reading development. They
were also found to experience difficulty with higher-level text comprehension as they
experience difficulty integrating information from different aspects of the text and making
inferences. Effective reading can indeed promote learning, whereas difficulty with reading can
hamper learning.

Reading Interventions
Researchers have sought to discover if students of all ages benefit from reading
interventions or if the benefits are restricted to a narrow window up to 2nd or 3rd grade. Spira et
al (2005) found that children's level of reading achievement is determined early in their school
experience. This finding reinforces previous research establishing the importance of
implementing change early on in the learning cycle (Slavin, Karweit and Wasik, 1994).

According to Spira et al (2005) the level of reading ability that children have attained is
likely to remain relatively stable by third grade. It is difficult to escape a pattern of failure that
has lasted throughout a large part of elementary school. In fact, Kennedy, Birman, and Demaline
(1986) suggested that remedial programs have few, if any, effects on students beyond the third
grade. If children do not acquire the skills they need to read at grade level by the beginning of
third grade, they are unlikely to acquire them later on.

The stability of reading difficulties is not absolute; some studies have found that some
children who exhibit reading failure at school entry can show improvement during the later years
of elementary school. For example, Phillips et al (2002) found that of children who were
classified as below-average readers in first grade, roughly 50% were reading at the average level
by sixth grade. Phillips et al. (2002) rebutted Juel (1988) findings of reading status immutability
by showing that the probability of being a poor reader in both first and sixth grades is no more
than .SO as compared to .88 between first and third grades as reported.

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Reading Difficulties

There are several factors that may contribute to lack of reading comprehension skills.
Review of literature indicated that reading fluency, teaching instruction, socio-economic status,
parental involvement, and motivation/interests are some of the factors that affect reading
comprehension. Research also indicated that implementing reading strategies may improve
reading comprehension skills, test scores and academic grades.

Poor reading fluency is one factor that may contribute to lack of reading comprehension.
Greenleaf et al (2001), suggested the typical high school student who is struggling in reading
lacks the fluency to read a complex passage that has advanced vocabulary and also identify and
derive meaning from the passage using comprehension skills. This inability to read grade level
text fluently, decipher vocabulary and apply comprehension strategies can lead to frustration for
high school students (Balfanz, McPartland and Shaw, 2002).

Another factor that may contribute to poor reading comprehension is the type of
instruction high school students receive. Luke and Grieshaber (2004) suggested that traditional
ways of teaching may or may not address the needs of students. If teachers are to address the
needs of their students, they must first acknowledge that children learn differently and then find
ways to help every student read and comprehend. Flesch (1981) suggested “Children learn in
different ways, and it is important to find how a particular child can be helped to learn, rather
than assuming there is one method for all. Itzkoff (1996) suggested there are striking differences
in student development, and there always will be. Therefore, teachers must prepare instruction to
address different needs by using different teaching strategies.

Although many educators would like to include more reading strategies in their teaching,
Bloom (1999) conducted studies which found that large class sizes made it difficult for teachers
to address the needs of every student.

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II. METHODLOGY
A. Research Design
This study is basically descriptive in nature. The design utilized a teacher-made test to
identify the reading difficulties of the pupil respondents.

B. Research Locale
The study was conducted in Santa Cruz East Central School, one of the schools in the
district, Division of Marinduque.

C. Population and Sample

The school has a total population of 670 pupils from kindergarten to grade 6. But the
researcher chose and utilized the 20 pupils belonging to the lower section who badly need
remedial exercises based on the diagnostic test in English.

D. Research Instruments

To answer the problems of the study, the researcher involved all the Grade II Pupils of
Santa Cruz East Central School for whom the remedial exercises were intended.

The researcher made use of the pre and post test to find out the reading difficulties for
remedial purposes. The test is consist of 25-items: 10-items for word recognition, 10-for
vocabulary skill, and 5 for comprehension skills based on the Minimum Learning Competencies.

The test was administered to all Grade II pupils. After the test was finished, the data
were gathered and analyzed. The result was the basis for the preparation on the content of the
proposed remedial exercises.

E. Data Gathering Procedure

Prior to the preparation of the materials, the researcher went into an in-depth analysis of
the Minimum Leaning Competencies, Teachers Manual in English, Reading textbooks to gain
insight in the construction of the reading exercises.

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 In the preparation of the remedial exercises, the following were considered:
1. Listing of reading skills to be developed.
2. Writing brief of outline of the materials that were written.
3. Selection of the contents.
4. Writing the materials.
5. Evaluation of the materials, peer evaluation, pupil evaluation, prevision.
6. The steps/processes to improve/revise instructional materials.
The scores of the pupils were tabulated using the frequency and percentage. The mean
was computed to determine the performance of the pupils.

F. Statistical Treatment

The t-test for correlated samples was used to determine whether there was a significant
difference between the pre and post-test to prove the effectiveness of the remedial instructional
materials. The significance of the difference between the pre and post scores were determine
using .05 level of significance.

III. RESULTS AND DISCUSSIONS:

1. Reading Difficulties Encountered by the Grade II Pupils

Based on the result of the pretest, the Grade II pupils of Santa Cruz East Central
School have difficulties in word recognition, vocabulary, and comprehensions. The try
out of the remedial exercises improved the frequency and percentage of pupil’s difficulty
in the different skills as revealed in the post test result.

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 Table I – Reading Difficulties of the Grade II Pupils
Pre-test Post Test
No of items Reading Difficulties f % f %

10 Word recognition 12 60% 17 85

10 Vocabulary 10 50% 15 75

5 Reading Comprehension 10 50% 14 70

2. Criteria in the Selection of the Remedial Materials

The selection of materials was based on the needs and interest of the pupils. The
materials were constructed to develop the skills that were not developed among Grade
II pupils before.
In the selection of materials, the researcher bears in mind the following:
a. Suitability for the grade level in terms of vocabulary, pace, and understandability.
b. Accuracy of the information.
c. Mechanical excellence of sound and vocabulary.

3. Effectiveness of the Material

Based on the result of the pre test and post-test administrated to measure the
effectiveness of the materials, there was a significant decrease in the frequency errors
on word recognition, vocabulary skills, and comprehension skills. This implies that
the reading materials were effective in improving reading competencies of Grade II
pupils.

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 Table 2 – Effectiveness of Remedial Exercises

Pre-test Post Test

Reading Difficulties

Word recognition 3.25 3.30

Vocabulary 3.05 3.10

Reading Comprehension 3.15 3.19

The data reveals the effectiveness of remedial exercises set at 0.05 level of significance.

IV. CONCLUSION:

In the light of the findings of the study, the following were derived:
1. The low performance of the pupils in reading in a way was caused by the dearth of
textbooks and instructional materials in teaching the subject.
2. Parents are not instrumental in helping their children to improve their reading
competencies due to their low rate of literacy, being less educated, and insufficient
time to guide their children to read.
3. The use of teacher-made instructional materials like the Proposed Remedial Exercises
in Reading, which were based in the needs and interest of the pupil’s greatly
improved the pupil’s reading competencies.

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V. RECOMMENDATIONS

The following recommendations were offered based on the above conclusions:

1. The proposed remedial exercises should be reinforce in the class.
2. The higher officials of the DepEd should schedule seminar/workshop on the
preparation and evaluation of Proposed Reading Materials for the development of
reading skills, where all teachers can participate at least once a year.
3. The district supervisor should motivate all teachers in Reading to prepare and
construct reading materials, which are based on the pupils’ needs, interest, and
capabilities so as to improve their reading competencies.
4. More studies should be undertaken on the preparation of instructional materials.
5. The principal of the school should include agenda on how parents can guide and
assist their children to become good readers during PTCA meeting.
6. Continues administering of diagnostic testing at the beginning of the school year in
order to know where to start and to construct materials to overcome difficulties of
pupils.
7. More textbooks should be given to the pupils.
8. More exercises on reading with comprehension should be given to pupils.
9. Pupils and teachers should speak English during their conversations.

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VI. LITERATURE CITED

Balfanz R., McPartland J. and Shaw A. (2002). Reconceptualizing extra help for high school
students in a high standards era. Paper commissioned for Preparing America’s Future:
the High School Symposium, Washington, D.C. (ERIC Document Reproduction Service
No. ED465089)

Bloom, B.S. (1999). The search for methods of instruction. In A.C. Ornstein and L.S. Behar
orenstein (Eds.), Contemporary issues in curriculum (2nd ed.) Massachuessettes: Allyn &
Bacon pp.209- 226). Boston.

Carlisle H., Fleming J.E and Gudbransen, B. (2000). Incidental word learning in science classes.
COfllemporary Educational Psychology (25): 184-211.

Doctor, EA and Coltheart, M. (1980). Children's use of phonological encoding when reading for
meaning. Memory & Cognition ( 8): 195-209

Flesch, R.F. (1981). Why Johnny still can’t read: A new look at the scandal of our schools. New
York: Harper & Row.

Itzkoff, S.W. (1996). Children learning to read: A guide for parents and teachers. Westport, CO:
Praeger. pp. 123-130

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first
through fourth grades. Journal of Educational Psychology (80): 437-447.

Kennedy, M. M., Birman, B. F., and Demaline, R. (1986). The effectiveness of Chapter 1
services. Washington, DC: U. S. Department of Education.

Luke, A. and Grieshaber, S. (2004). New adventures in the politics of literacy: An introduction
Journal of Early Childhood Literacy 4(1): 5-9.

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Phillips, L. M., Norris, S. P., Osmond, W. C., & Maynard, A. M. (2002). Relative reading
achievement: A longitudinal study of 187 children from first through sixth grades.
Journal of Educational Psychology (94): 3-1 3.

Slavin, R. E., Karweit, N. L., & Wasik, B. A. (1994). Preventing early school failure:
Research, policy, andpractice. Boston: Allyn & Bacon.

Snowling, MJ. (2000) Language and literacy skills: Who is at risk and why? In Bishop D.V.M.&
Leonard LB .(Eds). Speech and language impairments in children : Causes,
characteristics. intervention and outcome. East Sussex: Psychology Press.

Spira, E. G., Bracken, S. S., and Fischel, J. E. (2005). Predicting improvement after first-grade
reading difficulties: The effects of oral language, emergent literacy, and behavior skills
Developmental Psychology 41 (I): 225-234.

Washington, L A. (2001). Early literacy skills in African-American children : Research

considerations. Learning Disabilities Research and Practice 16(4): 213-221.

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