KIMBERLY JOSEPHINE A.

MACATANGAY 😉
EFFECTIVE READING PROGRAMS FOR SECONDARY STUDENTS

One of the most important problems in education of the students in America’s

middle and high school was the reading performance. Secondary reading is very slow
despite a substantial focus on reading at all levels in a massive federal, state, and local
investments. According to the OECD Program for International Student Assessment
(PISA), 15 years old American mean of performance did not change between year 2000
from year 2009, and the proportion of struggling readers did not change also (OECD,
2010). According to the survey of adult competencies that was conducted by OECD
(2013), the American young adult (16-24-year-old) average reading level is below the
international average for developed countries.
The high school students who cannot read well are more likely to drop out or to
graduate without skills to obtain anything more than menial work (Joftus & Maddox-
Dolan, 2013). Students who graduated with poor reading skills are likely to experience
serious difficulties in entering college.
For elementary school, reading success would be assured. Yet even if improved
practices in elementary schools could reduce the numbers of below-level secondary
readers, the number are so large that it would be a very long, if ever, before improved
reading programs in elementary schools would entirely solve the reading problems. The
strategies to continue to build the reading skills of their students will always be needed
in secondary schools.
The more successful programs tended to place a strong emphasis on
relationships, not just teaching strategies. The relationships were particularly between
the teachers and the students. The student-student relationships were emphasized in
cooperative learning. In addition to relationships, these approaches give students
opportunities to be active and social and combine learning with fun. This may be
particularly important for adolescents who have not been very successful in school.
They generally allowed for personalization is another common feature across the
more successful programs. This is most obvious in tutoring programs, which can
substantially personalize teaching to meet students’ learning, motivational, and social
needs. Personalization is also facilitated by cooperative learning, where students can
adapt tasks to explain and concepts to each other. Technology-assisted instruction,
where the teachers, students, and computers, can readily determine what individual
student need and facilities personalization.
IMPROVING READING SKILLS BY ENCOURAGING CHILDREN TO READ IN
SCHOOL: A RANDOMIZED EVALUATION OF THE SA AKLAT SISIKAT READING
PROGRAM

One of the major factors of developing countries is the poor quality of public
schools. However, the limited understanding of the education production function
hinders attempts to ameliorate their conditions. Student’ reading skills can be improved
by intervention, but because the intervention changes the educational environment
along multiple dimensions- additional teachers, new pedagogical methods, new
curriculum, changes to organization of the classroom, and additional resources- we
cannot identify which components cause the improvements.