Implementation and Challenges of Reading Intervention Programs in Face-to-Face Classes

Charlyn Tolentin

doi:10.5281/zenodo.8402809

Research Article

Implementation and Challenges of Reading Intervention Programs in Face-to-Face Classes

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Charlyn Tolentin

Psych Educ Multidisc J, 2023, 14 (2), 153-169, DOI: https://doi.org/10.5281/zenodo.8402809, ISSN 2822-4353

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Abstract

A reading intervention program refers to a pedagogical approach aimed at enhancing the fluency and comprehension skills of those who experience difficulties in Reading. The instructional approach encompasses strategies to enhance word reading abilities, develop fluency, expand vocabulary, and improve comprehension. Additionally, peer discourse is utilized to foster reading engagement and enhance comprehension for individuals facing difficulties in Reading. This paper determined the level of implementation of the reading intervention program in terms of attainment of the objectives, teaching strategies, and the availability and adequacy of the learning resources. Also, this paper captured the challenges experienced by the participants in implementing the reading intervention program. The study employed an exploratory-sequential strategy to gather data pertaining to the variables and phenomena under investigation. In the study, there were 43 participants for the quantitative part and 30 informants for the qualitative part taken from Rosales District II, Rosales, Pangasinan. It was found that of the three constructs, teaching strategies had the highest mean (µ=3.75) while attaining objectives got the lowest (µ=3.62). Moreover, this paper revealed that challenges encountered by teachers are significantly associated with the level of the implementation of the reading intervention program along with the attainment of objectives and teaching strategies. The experiences in the performance of the reading intervention program were captured in the following themes: reading intervention program offers new learning experiences and caters to different learning styles; diverse materials are being used in the reading intervention program; incorporating technology in the reading intervention program; values manifested towards the reading intervention program; parental support plays a pivotal role in the reading intervention program; workloads and transfer of knowledge pose a challenge in reading intervention program; rewards as incentives in reading intervention program; and taking accountability and responsibility in reading intervention program. In conclusion, with the right attitude and parental support, the total learning experience of struggling readers is enhanced and amplified by incorporating technology.

Keywords philippines elementary schools Comprehension Skills reading intervention program exploratory-sequential design

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Charlyn Tolentin Corresponding author

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Bibliographic Information

Charlyn Tolentin (2023). Implementation and Challenges of Reading Intervention Programs in Face-to-Face Classes, Psychology and Education: A Multidisciplinary Journal, 14(2): 153-169

Bibtex Citation


                        
            @article{charlyn_tolentin2023pemj,

                author       = {Charlyn Tolentin},

                title        = {Implementation and Challenges of Reading Intervention Programs in Face-to-Face Classes},

                journal      = {Psychology and Education: A Multidisciplinary Journal},

                year         = {2023},

                volume       = {14},

                number       = {2},

                pages        = {153-169},

                doi          = {10.5281/zenodo.8402809},

                url          = {https://scimatic.org/show_manuscript/2062}

              }

APA Citation

Tolentin, C., (2023). Implementation and Challenges of Reading Intervention Programs in Face-to-Face Classes. Psychology and Education: A Multidisciplinary Journal, 14(2), 153-169. https://doi.org/10.5281/zenodo.8402809

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Implementation and Challenges of Reading Intervention Programs in Face-to-Face Classes

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