Syllabicating, Counting, Oral reading and Expounding (SCOrE): A Technique that Enhances learners&rsquo; Reading Comprehension in English

Roland  Morastil,

Syllabicating, Counting, Oral reading and Expounding (SCOrE): A Technique that Enhances learners’ Reading Comprehension in English

Discipline: Education

Abstract:

Mabuhay Elementary School strived its best to improve learners’ reading and comprehension skills specifically in English. Thus, innovative technique was comprehensively crafted and implemented to the learners who had difficulties in reading and understanding contexts. Syllabicating, Counting, Oral reading and Expounding (SCOrE) technique was administered to the identified learners under frustration level and instructional level of grade four Fatajung. This study utilized triangulation technique which used a variety of data sources and information in order to ensure the validity of results and give more detailed picture of the experiences through pretest and posttest results, learner’s observations and learner’s interview. As the results revealed that SCOrE technique increases the reading level of the learners. In fact, (9) nine learners were in Independent Level in posttest from (0) zero in the pretest, and (13) thirteen learners were in Instructional Level from (2) two during pretest. This means that the intervention was effective, because most of the learners had improved in their reading proficiency level. However, there were (3) three frustration learners remained at their level due to frequent absenteeism. With this, as teacher with full commitment of change who believed that no learners should be left behind, additional reading passages were given to the learners who need more attention to ensure quality and accessible education for all.

References:

Ahmadi, M. R., & Hairul, N. I. (2012). Reciprocal teaching as an important factor of improving reading comprehension. Journal of studies in education, 2(4),153-173. https://doi.org/10.5296/jse.v2i4.2584
Benekos, P. J. (2016). How to be a good teacher: Passion, person, and pedagogy. Journal of Criminal Justice Education, 27(2), 225-237. https://doi.org/10.1080/10511253.2015.1128703
Bonganciso, R. T. (2016). Effects of Contextualization on the Reading Comprehension Performance of Filipino Learners (Vol. 3,pp.01-06). https://www.researchgate.net/publication/310671685
Casingal, C. P. (2022). Efficacy of PHIL-IRI and remedial classes for Filipinos at intermediate level. Journal of Sustainable Business,
Economics and Finance, 1(2), 47-59. http://doi.org/10.31039/josbef.2022.2.3.22
Chard, D.J., Vaughn, S., and Tyler, B.J. (2002). A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities. Journal of Learning Disabilities, 35(5): 386– 406. https://doi.org/10.1177/00222194020350050101
Davidse, N., De Jong, M. T., & Bus, A. G. (2013). Explaining common variance shared by early numeracy and literacy. Reading and
Writing: An Interdisciplinary Journal, 27(4), 631- 648. https://doi.org/10.1007/s11145-013-9465-0
Denzin, N. K. (1970). The research act: A theoretical introduction to sociological methods. Chicago, IL: Aldine. https://doi.org/10.4324/978131513454
Guhl, P. (2019). The Impact of Early Math and Numeracy Skills on Academic Achievement in Elementary School,( pp.14 ) https://nwcommons.nwciowa.edu/education_masters/155/
Güldenoğlu, B., Kargın, T., & Miller, P. (2014). İşiten ve işitme engelli okuyucuların kelime işlemleme becerilerinin karşılaştırmalıolarak incelenmesi. Türk Psikoloji Dergisi, 29(73), 18-38. https://files.eric.ed.gov/fulltext/EJ1096574pdf
Juul, H., Poulson, M., and Elbro, C. (2014). Separating speed from accuracy in beginning reading development. J. Educ. Psychol.106, 1096–1106. doi: 10.1037/ a0037100 https://doi.org/10.1037/a0037100
Kreider, H., Morin, G., Miller, G. E., & Bush, A. (2011). Promoting language and literacy outcomes through shared reading at home.
In H. Kreider & H. Westmoreland (Eds.), Promising practices for family engagement in out-of-school time (pp. 97–107). IAP
Information Age Publishing. https://psycnet.apa.org/record/2011-11784-008
Leaper, C. (2011). More similarities than differences in contemporary theories of social development? A plea for theory bridging.
Advances in Child Development and Behavior, 40, 337–378. Elsevier Academic Press. https://doi.org/10.1016/B978-0-12- 386491-8.00009-8
Morgan, R., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation?mExceptional Children, 73, 165-183. https://eric.ed.gov/?id=EJ754709
Sabatini, J., Wang, Z., and O’Reilly, T. (2018). Relating Reading Comprehension to Oral Reading Performance in the NAEP Fourth-Grade Special Study of Oral Reading. Reading Research Quarterly, 42(2): 253–271. https://doi.org/10.1002/rrq.226
Wigfield, A., & Eccles, J. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25,68–81 https://doi.org/10.1006/ceps.1999.1015