Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers

Abstract

Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.

Macro and micromanagement practices of reading comprehension programs in selected grade schools in the post-pandemic

“…It is also essential to determine children who have inadequate vocabulary knowledge but poor text comprehension (Cain and Oakhill, 1999;Cain, 2022;Cain et al, 2004). Reading comprehension difficulties may be caused by deficiencies in basic word reading or vocabulary abilities (Adil, 2022;Ramadhianti and Somba, 2023); nevertheless, for some children, even if word reading is intact, ineffective comprehension is still evident where their vocabulary knowledge is similar to that of peers the same age (Cain, 2022). Some teachers saw an increase in the number of pupils who were not able to recognize even basic English words (based on their EGRA reports).…”

“…It is crucial to comprehend the vocabulary used in the text in order to comprehend the specific meaning of the sentences (Adil, 2022;Ramadhianti and Somba, 2023). The role of vocabulary in reading comprehension has been shown to be crucial, as the comprehension of written materials is dependent upon the comprehension of the vocabulary utilized within (Xie and Yeung, 2022).…”