1 Chapter II The Effectiveness of Remedial Reading Classes in Secondary Schools: A Basis for a Proposed Reading Intervention Program

Nowadays, many students are encountering difficulties in reading. Most teachers are having hard time on extending their help to these students. Reading difficulties has been an issue since then. During the past decades, issues on students reading difficulties are a main issue in many schools. Just as World War I had a significant impact on American society, certain individuals had a significant impact on the field of reading between 1917 and 1919. These individualsCharles Judd, Francis Parker, William S. Gray, Edward Thorndike, and Ernest Hornreceived much public support since the act of reading was the new focus of nationwide attention. The war led to the discovery that thousands of U. S. soldiers could not read well enough to follow printed instructions; thus, reading became a household concern (Smith, 2002, p. 149). In 1917, William S. Gray who would in thirty-eight years become the first president of the International Reading Association declared that silent reading is more practical, more efficient, and more effective than the regular regime of oral reading (Shannon, 1989, p. 22). Charles Judd and Francis Parker, whom John Dewey considered the father of progressive education (Who Is, n.d.,para. 1) agreed that deriving meaning was more important than reciting (Smith, pp. 150-151). Parker believed that expression helps thought*,+

2 thought is necessary for expression, [and] ordinary reading [silent reading] was not a form of expression but a matter of attention (p. 150). In 1919, reading pioneer Ernest Horn suggested reducing the forty principles of spelling instruction to five rulespretest all words to be taught, teach only those words that students spell incorrectly, provide vigorous review, show students progress continuously, and keep up the interest (Shannon, 1989, p. 24). Poor readers can be taught if the program has necessary components, the teacher is well prepared and supported, and the students are given time, sufficiently intensive instruction, and incentives to overcome their reading and language challenges. Given the right approach, students will buy in. In fact, theyll ask why were allowed to go so far without being taught to read (Loiusa Moats, When Older Students Cant Read, 2001). According to Josefina M. Tabudlong, (et al) students of Mindanao State University- Iligan Institute of Technology, Philippines in their research work entitled Cognitive Skills and Reading Comprehension across Disciplines a great number of Filipinos which sadly includes teachers and learners failed to really grasp the total effect of reading in their day to day lives. Philippines brag about having the highest literacy rate in Southeast Asia and yet the country cannot overcome the increasing number of alliterate Filipinos specially those who fail when it comes to understanding what they read. How can the researchers prove their claim? The gradual decrease of the countrys performance in Math, Science and English compared to sister countries in

3 Asia, has been stated in the news in Philippine Daily Inquirer dated June 8, 2002 wherein in 38 countries, Philippines ranked 36th. In the local scope Iligan posted 49% or the lowest in the National Achievement Test (NAT) in Northern Mindanao and third from the bottom in Mindanao (Gloria, 2010). This is a great manifestation of such domino effect of reading and understanding what is being read among readers. Their study traced the relationship between the performances in the levels of reading comprehension and the respondents profile as well as validated the idea that reading comprehension is totally dependent to the strength of the cognitive foundation of the respondents in their early years of cognitive development. According to Ocarna B. Figuerres Of University of Northern Philippines her study aimed to assess the Reading Literacy Extension Program (RLEP) of the University of Northern Philippines through determination and analysis of the reading competencies of the pupil-clients during the implementation of the program and to assess the said program as a whole. The subjects of the study involved five groups: the Grades I - III public elementary pupils (non-readers and poor readers), the stakeholder, namely: teachers, school heads, parents and Local Government Units (LGU) officials of Vigan City and Sto. Domingo, Ilocos Sur. The assessment research design was employed using classroom tests, questionnaires and interview to gather data. Findings show that the RLEP improved remarkably the reading competencies of the pupils and strengthened their reading skills. The stakeholders rated the RLEP excellent. Parents significantly differed in their assessment on the RLEP from the other groups of

4 stakeholders. The teachers, school heads and LGU officials assessment did not significantly differ. The stakeholders found the RLEP highly commendable which yielded to the formulation of laws by LGUs to support financially said program for its sustenance. To develop better reading comprehension of pupils, the use of mother tongue language is proposed. Continuous monitoring and evaluation of the program is recommended. Significant differences in the assessment of the four groups of stakeholders were obtained. The significant difference manifested in the assessment of the parents. No significant differences were found in the assessment of teachers, school heads and LGU officials. The stakeholders found the Reading Literacy program highly commendable. The LGU Officials instituted measures by drafting laws to address the issue on the difficulty of reading among public school pupils. It is recommended that the program should be continued. The use of the mother tongue language is proposed for pupils to have a better comprehension in reading. Close and continuous monitoring and evaluation should be done by the program implementers. According to Kevin S. Anderson a compelling body of research indicates that English language learners and other students who live in poverty are at-risk for reading failure. This study uses data to assess the effectiveness of a mandatory, eight-week, intensive reading remediation program for English language learners, and other students identified with reading failure. Results indicated that students received widespread no significant gains on a repeated measure of reading achievement Two months post-intervention; however students in seventh grade, students who received

5 Title 1 services during the previous year, and Hispanic students demonstrated significant gains. Results also indicated that consistent attendance at the reading intervention produced significant gains in reading achievement. Limitations and recommendations are discussed. Public schools are responsible for the education of all students who reside within their district and are not enrolled in a private school or educated in a home-school setting. This presents school districts with complex curricular challenges and competing priorities. The scope and sequence of the curriculum must satisfy state and federal standards and equip students with a minimum level of academic proficiency so they can benefit from the expectations and rigor of the next grade level. Further, schools must incorporate new students into the curriculum despite their previous educational experience or personal variables. The curricular challenges and competing priorities within Austin Public Schools (APS), one Minnesota school district, have been intensified by recent, demographic changes. The demographic composition of APS has shifted from a relatively Caucasian/Englishspeaking, working/middle class community to one that has become ethnically, linguistically, and economically diverse. The remarkable improvement of the reading competencies of the pupil-clients gained popular support from the stakeholders who highly commended the Literacy Program due to the great contribution the program provides to its clientele. The pupil-clients can become effective readers in the higher grade level. After the implementers presented the results of the Literacy Program in a session of the Sangguniang Panglungsod (SP) of Vigan, Focus Group Discussion with the

6 members of the City Council of Vigan, School Heads of the DepEd and implementers of the program was conducted. Series of sessions and meetings were held until finally the City Council came out with an Ordinance through the Committee on Education, the Vigan City Ordinance No.6-14, s.2007: An Ordinance Establishing Reading Literacy and Numeracy Program for the City of Vigan and Appropriating Funds Thereof. Similarly, the LGU of Sto. Domingo, Ilocos Sur approved a resolution entitled (Resolution No. 040, s. 2008): A Resolution Establishing Reading Literacy and Numeracy Program for the Elementary Schools of Sto. Domingo, Ilocos Sur. The effect of the Literacy Program yielded the formulation of laws by the LGUs involved in the program as measures to improve the reading performance of the pupils under their respective jurisdiction. Hence, these LGUs caused to provide funds for the implementation of Reading Literacy Program to ensure better delivery service of the said program. The reading intervention programs contributed to change in the participants in two broad areas. The first was associated with cognitive needs. The second was associated with social emotional needs. Concerns about boys literacy performance usually refer specifically to their demonstrated competence in the context of literacy as it is done and evaluated in schools, despite the fact that this represents only one broad set of literacy practices (Fehring, 2002). In other words, boys may underachieve in school-based literacy, but they do not necessarily underachieve in other forms of socially valued and more desirable literate practice, for example, the competence in

7 literacy required for surfing the Internet (Alloway & Gilbert, 1997). Martinos (1995) interviews with secondary school boys demonstrate that homophobia and a general fear of being identified as non-masculine may feature in regulating boys engagement with reading per second. However, as highlighted earlier in this thesis, in the mainstream class situation, boys do not suddenly begin to resist school-based reading tasks in secondary school. The process of alienation is identifiable in the primary years (Orlandi, 1996). While much of a girls social learning has introduced her to performances of passive activities, such as in reading, much of a boys learning has been different. His experiences through sport and leisure have introduced him to performances of activity and to masculinities that are embodied in homophobic ways (Gilbert, 1994). The differences between groups of boys in their response to reading tasks need to be carefully monitored. The complex relationships between class and masculinity, for instance, may mean that privileged groups of boys are more likely to be encouraged to accept forms of school regulation in reading in anticipation of career rewards in the post-schooling period (Fehring, 2003). In other words, the willingness to take up positions as literate subjects will consequently be dependent on a range of factors associated with socio-economic position and with versions of masculinity boys find desirable.