Exploring Teacher's Effective Strategies in Catch-Up Fridays in Addressing Reading Gap
Abstract
The Covid-19 pandemic made a lot troubles in the educational field particularly in the area of reading proficiency. In response to this problem, the Department of Education in the Philippines implemented the Catch-up Fridays initiative which is dedicated to intensive remediation on selected areas. In this study, reading remediation is the focus. The study aimed to evaluate the effectiveness of various teacher strategies used in the sessions. Using a descriptive qualitative research approach, data were collected through semi-structured interviews with 13 purposively sampled teachers. The findings highlight the use of Philippine Informal Reading Inventory as key assessment tool and preference for strategies such as peer tutoring, and content-based instruction. However, challenges such as time constraints, insufficient resources, and lack of structured curriculum were identified. Despite the challenges posed by the situation, teachers demonstrated commitment on the program and in enhancing student outcomes. The study concludes that while Catchup Fridays show potential in addressing reading problems, its success hinges on adequate support such as resources and improved guidelines. The findings underscore the need for continuous improvement and support to optimize the program’s impact on reading proficiency.
Downloads
References
Benefits of Silent Reading (Explained!). (n.d.). Iris Reading. Accessed on June 14, 2024, from : https://irisreading.com/benefits-of-silent-reading/
ABConservation. (2022, January). Education Situation in the Philippines During Covid-19 Pandemic. https://www.abconservation.org/en/blog/2022/01/15/la-situation-de-leducation-aux-philippines-durant-la-pandemie/
Abril, J. G., Acerbo, C. T., & Abocejo, F. T. (2022). The Philippine Informal Reading Inventory (Phil-IRI) Program: A Critical Analysis. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 5(4), 432-441. https://bircu-journal.com/index.php/birle/article/view/7270
Buenaventura, M. J. J. (2019). Reading Empowerment through Maximized Utilization of Revised Phil-Iri and Audio-Visual Materials. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2L). https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/11221
Bernal Jr, H. L., Cao, H. D., De Sierra, A. A., Diamaton, C. A., Dolor, C. D., Hidalgo , A. I., & Pati, M. V. (2023). Utilization of Technology-Aided Strategies in Teaching Social Science: Basis for Outcomes-based Instruction. Randwick International of Education and Linguistics Science Journal, 4(1), 13-19. https://doi.org/10.47175/rielsj.v4i1.605
Cahilog, D. T., Sarong, J. S., & Arcilla, Jr, F. E. (2023). Exploring the Motivations and Challenges of Teachers Leaving DepEd for Overseas Opportunities. Randwick International of Education and Linguistics Science Journal, 4(3), 516-534. https://doi.org/10.47175/rielsj.v4i3.754
Caraig, R., & Quimbo, M. A. T. (2022). Assessing reading comprehension difficulties in core science subjects of senior high school students in a private school in Calamba City. International Journal of Curriculum and Instruction, 14(3), 1983-2010. https://ijci.globets.org/index.php/IJCI/article/view/1072
Drop Everything and Read Day (D.E.A.R). (n.d.). Reading Rocket Launching Young Reader. Accessed on June 14, 2024, from https://www.readingrockets.org/books-and-authors/literacy-calendar/drop-everything-and-read-day-dear
Dufrene, B. A., Reisener, C. D., Olmi, D. J., Zoder-Martell, K., McNutt, M. R., & Horn, D. R. (2010a). Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems. Journal of Behavioral Education, 19(3), 239–256. https://doi.org/10.1007/S10864-010-9111-8/METRICS
Duran, D., Ribosa, J., & Sánchez, G. (2020). Peer tutoring for improvement in rhythm reading fluency and comprehension. International Journal of Music Education, 38(2), 299–312. https://doi.org/10.1177/0255761419898313
Elements of an Effective Reading Program. (n.d.). American Federation of Teachers. Accessed on May 22, 2024, from https://www.aft.org/education/engaging-curriculum/elements-effective-reading-program
Foorman, B. R., Francis, D. J., Winikates, D., Mehta, P., Schatschneider, C., & Fletcher, J. M. (2009). Early interventions for children with reading disabilities. Scientific Studies of Reading 1(3), 255-276. https://doi.org/10.1207/s1532799xssr0103_5
Gatcho, A. R. G., & Bautista, J. C. (2019). A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine Context. Journal of English Teaching, 5(2), 91–104. https://doi.org/10.33541/jet.v5i2.1063
Holland, A. (n.d.). (2024). An Analysis of How Daily Reflection Journals about Reading Impact Students’ Motivation to Read Impact Students’ Motivation to Read. Retrieved June 14, from https://red.mnstate.edu/thesis
Tursunovich, I. (2022). Guidelines for Designing Effective Language Teaching Materials. American Journal of Research in Humanities and Social Sciences, 7 (1), 65–70. https://www.americanjournal.org/index.php/ajrhss/article/view/276
Karst, K., Bonefeld, M., Dotzel, S., Fehringer, B. C. O. F., & Steinwascher, M. (2022). Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension. Learning and Instruction, 79, 101597. https://doi.org/10.1016/J.LEARNINSTRUC.2022.101597
Klang, N., Åsman, J., Mattsson, M., Nilholm, C., & Folkeryd, J. W. (2022). Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms. Nordic Journal of Literacy Research, 8(1), 44–64. https://doi.org/10.23865/NJLR.V8.2740
Kourea, L., Cartledge, G., & Musti-Rao, S. (2007). Improving the reading skills of urban elementary students through total class peer tutoring. Remedial and Special Education, 28(2), 95–107. https://doi.org/10.1177/07419325070280020801
Magableh, I. S. I., & Abdullah, A. (2021). The Impact of Differentiated Instruction on Students’ Reading Comprehension Attainment in Mixed-Ability Classrooms. Interchange, 52(2), 255–272. https://doi.org/10.1007/S10780-021-09427-3/METRICS
Markovitz, C. E., Hernandez, M. W., Hedberg, E. C., & Whitmore, H. W. (2022). Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study. American Educational Research Journal, 59(4), 788–819. https://eric.ed.gov/?id=EJ1343505
Neumann, V. S., Ross, D. K., Anita, & Slaboch, A. (2008). Increasing Reading Comprehension of Elementary Students Through Fluency-Based Interventions. Saint Xavier University & Pearson Achievement Solutions, Inc. https://www.studocu.com/ph/document/bicol-university/special-track-2/ed500847-hell/38143182
Sophia, S., & Nilsson, R. (2021). Effective Interventions to Support Struggling Readers in Upper Effective Interventions to Support Struggling Readers in Upper Elementary Grades Elementary Grades. https://sophia.stkate.edu/maed
Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/IJPDLL/8311
Tsuei, M., Huang, H. W., & Cheng, S. F. (2020). The effects of a peer-tutoring strategy on children’s e-book reading comprehension. South African Journal of Education, 40(2), 1–12. https://doi.org/10.15700/SAJE.V40N2A1734
Urbano, C. M., Gumangan, M. A., Gustilo, L., Pamela, M., Capacete, A., & Gumangan Author’s Affiliation, A. (2021). Reading and Writing Needs of Senior High School Students: The Case of Filipino Students in the Philippines. Modern Journal of Studies in English Language Teaching and Literature, 3(1), 140–166. https://doi.org/10.56498/31202154
Valladolid, V. C. (2014). Towards Developing a Reading Disability Identification Model for Philippine Public Schools. Educational Measurement and Evaluation Review, 5, 42–54. https://sites.google.com/site/emereview/
Van Keer, H. (2004). Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring. British Journal of Educational Psychology, 74(1), 37–70. https://doi.org/10.1348/000709904322848815
VanMeveren, K., Hulac, D., & Wollersheim-Shervey, S. (2018). Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments. Assessment for Effective Intervention, 45(4), 255–265. https://doi.org/10.1177/1534508418819797
Veerkamp, M. B., Kamps, D. M., & Cooper, L. (2007). The Effects of Classwide Peer Tutoring on the Reading Achievement of Urban Middle School Students. Education and Treatment of Children, 30(2), 21–51. https://doi.org/10.1353/ETC.2007.0010
Villalva, R. D. (2023). A Critical Review of the Philippine Informal Reading Inventory (Phil-IRI) Assessment. International Journal of Research Publications, 121(1), 208-214. https://doi.org/10.47119/IJRP1001211320234560
Wanzek, J., Otaiba, S. A., Petscher, Y., Lemons, C. J., Gesel, S. A., Fluhler, S., Donegan, R. E., & Rivas, B. K. (2020). Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties. Journal of learning disabilities, 54(3), 203–220. https://doi.org/10.1177/0022219420949281
Copyright (c) 2024 Randwick International of Education and Linguistics Science Journal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.