Comprehension and Motivation of ESL Learners: Basis for a Reading Intervention Plan

Marcelo, Danica N.; Santillan, Jennifer P.

doi:10.13189/ujer.2020.081120

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…In these PISA reading tests, Level 5 or 6, students could comprehend lengthy texts, deal with abstract or counterintuitive concepts, and establish distinctions between fact and opinion based on implicit cues about the content or source of information. In a survey conducted by the Functional Literacy, Education, and Mass Media Survey, as cited in Marcelo and Santillan (2020), 20.1 million Filipinos aged 10 to 64 cannot comprehend what they read. Furthermore, according to San Juan (2019), in the 2018 PISA conducted by the Organization for Economic Cooperation and Development (OECD), the Philippines ranked the lowest in reading comprehension with a score of 340, more than 100 points less than the average score which is 487 among 79 countries who participated in the program.…”

Section: Comprehension As a Prevalent Issuementioning

confidence: 99%

“…These scientific findings are consistent with previous research on reading comprehension in the mother tongue in the university population. In a survey conducted by the Functional Literacy, Education, and Mass Media Survey, as cited in Marcelo and Santillan (2020), there are 20.1 million Filipinos aged 10-64 who cannot comprehend what they read. Furthermore, according to San Juan (2019), in the 2018 Program for International Student Assessment (PISA) conducted by the Organization for Economic Cooperation and Development (OECD), the Philippines ranked the lowest in reading comprehension with a score of 340, more than 100 points less than the average score which is 487 among the 79 countries who participated in the program.…”

Section: Introductionmentioning

confidence: 99%

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Difficulty of Reading Comprehension and the Proficiency of the Grade 10 Students of Aloran Trade High School, Philippines

Cabural,

Infantado

2023

J. Tert. Educ. Learn.

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In the 2018 Program for International Student Assessment (PISA), the Philippines ranked the lowest among the 79 countries participating in the assessment. This study aimed to determine the proficiency of the grade 10 students at Aloran Trade High School and the difficulty of reading comprehension. The instruments used in this study were adapted reading materials from PISA assessments with questions needing subjective answers, categorized according to the different comprehensions proposed in Barrett’s Taxonomy. The researchers collected data from 40 grade 10 students who were selected randomly using a random sampling technique. Item analysis (item difficulty and item discrimination) and descriptive analysis (mean and standard deviation) were used to analyze the data. After tabulating the data gathered, the researchers determined that the students have low proficiency in reading comprehension. Furthermore, no comprehension has an easy difficulty with the proficiency of grade 10 students. Literal and reorganizational comprehension have moderate difficulty, while inferential and evaluative comprehensions are difficult among the students. These imply that students need to be proficient in understanding a text’s explicit and implicit information. It is therefore recommended that interventions be made to address this issue.

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Section: Comprehension As a Prevalent Issuementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Difficulty of Reading Comprehension and the Proficiency of the Grade 10 Students of Aloran Trade High School, Philippines

Cabural,

Infantado

2023

J. Tert. Educ. Learn.

View full text Add to dashboard Cite

show abstract

“…It might be difficult to meet the requirements of those with print disabilities, but one can assist their capacity to become better readers by establishing reading programs, intervention tactics, and involving them in activities that inspire them to do so (Wilhelm, 2016). For instance, one of the key targets that an intervention plan may focus on is the selection of the reading materials, Filipino teachers think that what they provide their students are texts which the latter are interested in (Marcelo & Santillan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Collaborative-Constructivism Approach Reading Remediation

Kilag,

Aniel,

Engbino

et al. 2023

IJSSR

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The study focused on the students' reading challenges, the techniques, methods, and strategies used, as well as the changes seen following the mentoring sessions. The study's output was the formulation of a plan for peer mentoring. On the second grade non-readers in Toledo City's division, a study was done. The cases consisted of eight students. They all came from low-income homes, and three of them were Pantawid Pampamilyang Pilipino (4Ps) participants. The study was qualitative in character and using the multiple case study methodology. Employed Approaches, Methods, and Strategies Constructivist approaches were applied. Think, Pair and Read, find the underpinning, and Mix Mine were the collaborative learning tactics employed. Adjacent elementary schools in the district or in other districts should be made aware of the proposed peer mentoring plan. The following subjects are suggested for additional research: Developing Teachers' Creativity in the Mentoring Program Coaching and Mentoring as Realistic Ways to Enhance Learning. A management intervention program called mentoring.

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Comprehension and Motivation of ESL Learners: Basis for a Reading Intervention Plan

Cited by 2 publications

References 8 publications

Difficulty of Reading Comprehension and the Proficiency of the Grade 10 Students of Aloran Trade High School, Philippines

Difficulty of Reading Comprehension and the Proficiency of the Grade 10 Students of Aloran Trade High School, Philippines

Collaborative-Constructivism Approach Reading Remediation

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