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    This document discusses factors affecting teaching reading among teachers at two elementary schools - Ligaya Elementary School, which is monograde, and Kauswagan Elementary School, which is multigrade. At Ligaya, limited resources and large class sizes make it difficult for teachers to provide individualized reading instruction. At Kauswagan, teachers face challenges in addressing the wide range of reading abilities in their multigrade classrooms and differentiating instruction accordingly, while also managing their time effectively. Understanding these factors is important for improving reading instruction at both school types.

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    This document discusses factors affecting teaching reading among teachers at two elementary schools - Ligaya Elementary School, which is monograde, and Kauswagan Elementary School, which is multigrade. At Ligaya, limited resources and large class sizes make it difficult for teachers to provide individualized reading instruction. At Kauswagan, teachers face challenges in addressing the wide range of reading abilities in their multigrade classrooms and differentiating instruction accordingly, while also managing their time effectively. Understanding these factors is important for improving reading instruction at both school types.

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    This document discusses factors affecting teaching reading among teachers at two elementary schools - Ligaya Elementary School, which is monograde, and Kauswagan Elementary School, which is multigrade. At Ligaya, limited resources and large class sizes make it difficult for teachers to provide individualized reading instruction. At Kauswagan, teachers face challenges in addressing the wide range of reading abilities in their multigrade classrooms and differentiating instruction accordingly, while also managing their time effectively. Understanding these factors is important for improving reading instruction at both school types.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    25 views7 pages

    TITLE

    Uploaded by

    Riz
    This document discusses factors affecting teaching reading among teachers at two elementary schools - Ligaya Elementary School, which is monograde, and Kauswagan Elementary School, which is multigrade. At Ligaya, limited resources and large class sizes make it difficult for teachers to provide individualized reading instruction. At Kauswagan, teachers face challenges in addressing the wide range of reading abilities in their multigrade classrooms and differentiating instruction accordingly, while also managing their time effectively. Understanding these factors is important for improving reading instruction at both school types.

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    of 7

    TITLE: THE SIGNIFICANCE OF EARLY LITERACY INSTRUCTION IN

    ENSURING FUTURE READING SUCCESS AMONG KAUSWAGAN


    ELEMENTARY SCHOOL

    Background of the problem:

    Early literacy instruction plays a critical role in shaping a child's language abilities, building a
    foundation for successful reading comprehension, and overall academic achievement. This
    problem explores the importance of early literacy instruction in promoting future reading
    success, emphasizing the key components necessary for effective early literacy interventions.

    Early Literacy Instruction:

    (1)Phonological Awareness: Phonological awareness refers to the ability to recognize and


    manipulate sounds in spoken language, including identifying rhymes, syllables, and
    individual sounds. Developing phonological awareness through activities like rhyming games
    and sound blending enhances a child's ability to decode words, crucial for proficient reading.
    (2.)Vocabulary Development: Building a rich vocabulary is essential for reading
    comprehension. Early literacy instruction should focus on introducing new words through
    read-alouds, conversations, and exposure to a variety of texts. This exposure facilitates a
    child's understanding of the meaning and usage of words, improving their comprehension
    skills.(3.) Print Awareness: Print awareness involves understanding the relationship between
    spoken and written language. It includes recognizing letters, understanding that print carries
    meaning, and understanding concepts like left-to-right directionality and word spacing. This
    knowledge forms the basis for learning phonics and decoding skills necessary for reading
    fluency.(4.) Phonics and Decoding: Phonics instruction teaches children the relationship
    between sounds and letters. It helps children recognize and decode words, leading to
    improved word recognition, reading accuracy, and spelling skills. Explicit phonics
    instruction, combined with ample practice, is crucial for developing reading proficiency.

    Benefits of Early Literacy Instruction:

    (1.) Improved Phonemic Awareness: Early literacy instruction that focuses on phonological
    awareness enhances a child's ability to recognize and manipulate sounds in spoken language,
    leading to improved reading skills and better word decoding abilities.(2.) Enhanced
    Vocabulary and Comprehension: A strong foundation in vocabulary development enables
    children to understand and derive meaning from a wide range of texts, enhancing their
    reading comprehension skills.(3.) Increased Reading Fluency: Early literacy instruction that
    incorporates phonics and decoding skills helps children become proficient readers by
    improving their word recognition abilities. This fluency leads to increased reading speed and
    a smoother reading experience.(4.) Lifelong Love for Reading: Early literacy instruction
    that fosters a love for reading and makes reading enjoyable can have long-lasting effects.
    Children who are introduced to the joy of reading early in life are more likely to become
    lifelong readers, leading to continual growth and success in education.

    REASON:

    The reason why we choose this problem simply because we see Early literacy instruction acts
    as a crucial foundation for future reading success. By providing children with phonological
    awareness skills, vocabulary development, print awareness, and phonics instruction,
    educators and parents can significantly impact a child's reading abilities and overall academic
    achievements. It is essential to invest in quality early literacy interventions and create a
    positive and engaging reading environment to cultivate a lifelong love for reading and
    continued success in education.
    TITLE: LEVELS OF READING COMPREHENSION AMONG THE STUDENTS OF
    TEACHER EDUCATION IN WMSU MABUHAY CAMPUS S.Y. 2023- 2024: ITS
    EFFECT TO STUDENTS ACADEMIC PERFORMANCE

    BACKGROUND

    Reading comprehension is a fundamental skill critical for academic success, especially for
    students pursuing a career in education. However, research suggests that there may be
    variations in the levels of reading comprehension among students enrolled in teacher
    education programs. This problem aims to explore the factors that contribute to the varying
    levels of reading comprehension among students in teacher education and the potential
    impact on their future role as educators.

    "Factors Influencing Reading Comprehension Levels":(1.) Prior Reading Skills and


    Experiences: Students' reading abilities before entering teacher education programs may
    vary, influenced by factors like early literacy experiences, access to books, and reading
    habits. These differences can affect their initial levels of reading comprehension and
    subsequent growth.(2.) Instructional Approaches and Strategies: The instructional
    approaches and strategies employed in teacher education programs can significantly impact
    reading comprehension levels. Varied methods such as explicit instruction, guided reading,
    modeling, and comprehension strategies can enhance students' understanding of texts.(3.)
    Content Knowledge and Vocabulary: Adequate content knowledge in various subject areas
    plays a vital role in comprehending subject-specific texts. Additionally, a robust vocabulary
    is crucial for understanding the nuances of written information, thereby impacting reading
    comprehension levels among students.(4.) Reading Engagement and Motivation: Active
    engagement and motivation play pivotal roles in reading comprehension. Students who are
    intrinsically motivated to read and actively participate in reading activities tend to develop
    better comprehension skills over time.

    "Implications for Future Educators":(1.) Classroom Instruction: The reading


    comprehension levels of future educators can influence their ability to effectively teach
    reading to students. Educators with high levels of reading comprehension can model effective
    strategies, provide targeted instruction, and scaffold learning for struggling readers.(2.)
    Curriculum Planning: Understanding the varying levels of reading comprehension among
    teacher education students can inform curriculum planning, focusing on strengthening
    reading skills, and imparting effective instructional strategies to address any deficiencies.(3.)
    Personalized Instruction: Recognizing the diverse needs and reading abilities of teacher
    education students can guide the implementation of differentiated and individualized
    instruction, ensuring that all future educators receive appropriate support to strengthen their
    reading comprehension skills.(4.) Professional Development: Continuous professional
    development opportunities can help teacher education students further enhance their reading
    skills. Offering workshops, resources, and guidance on research-based instructional strategies
    can have a positive impact on their future reading instruction practices.

    REASON

    We came up with this problem because we see that it is rare for students who know how to
    read and sometimes don’t understand what they read. Though its crucial to conduct but we
    need to push through so us to ensure that future educators possess strong reading skills. By
    considering factors such as prior reading skills, instructional approaches, content knowledge,
    and reading engagement, teacher education programs can design effective interventions that
    foster growth in reading comprehension. Developing proficient readers among teacher
    education students will in turn enable them to become effective literacy instructors, positively
    impacting the reading abilities of their future students.
    TITLE: FACTORS AFFECTING TEACHING READING AMONG TEACHERS
    BETWEEN LES ( LIGAYA ELEMNTARY SCHOOL ) AS MONOGRADE AND KES
    ( KAUSWAGAN ELEMENTARY SCHOOL) AS MULTIGRADE

    Background:

    In the field of education, teaching reading is a fundamental skill that lays the foundation for
    all other academic achievements. However, there are certain factors that can pose challenges
    for teachers when it comes to effectively teaching reading, particularly in different settings.
    This problem aims to shed light on the factors affecting teaching reading among teachers in
    two different schools, namely LIGAYA ELEMENTARY SCHOOL (a monograde school)
    and KAUSWAGAN ELEMENTARY SCHOOL (a multigrade school).

    LIGAYA ELEMENTARY SCHOOL:

    Ligaya Elementary School is a monograde school, meaning that it is organized in a way


    where each teacher focuses on teaching a single grade level. In such a setting, the primary
    factor affecting teaching reading is the availability of resources. Due to limited funds and
    resources, teachers may struggle to provide their students with a wide range of reading
    materials, such as books, worksheets, and educational tools. This scarcity of resources can
    hinder the teachers' ability to create a diverse and engaging reading environment, making it
    challenging to cater to the varied reading levels and interests of their students.

    Moreover, another factor that affects teaching reading in Ligaya Elementary School is the
    class size. With only one grade level to handle, teachers may have comparatively larger
    classes, making it difficult to provide individualized attention and support to each student.
    This challenge further exacerbates the task of teaching reading, as personalized instruction is
    crucial for students' progress in developing reading skills.

    KAUSWAGAN ELEMENTARY SCHOOL:

    Kauswagan Elementary School, on the other hand, is a multigrade school, meaning that a
    single teacher is responsible for teaching multiple grade levels within the same classroom. In
    this setting, the primary factor affecting teaching reading is the wide range of reading abilities
    among the students. It becomes challenging for teachers to address the diverse reading needs
    of students who are at different reading levels within a single classroom. Differentiating
    instruction to cater to individual reading abilities can be a complex task, particularly when
    resources and time are limited.

    Additionally, the factor of time management poses another challenge for teachers in
    Kauswagan Elementary School. With multiple grade levels to handle, teachers often face
    time constraints, making it difficult to dedicate sufficient time to teaching reading skills to
    each student. This can result in rushed lessons and limited practice opportunities, hindering
    students' overall reading development.

    REASON

    We decided to have this problem in a point, we want to know the differences or even the
    factors that challenges the teachers when it comes to teaching reading particularly in different
    settings. We want to know the possible factors of teaching monograde class and multigrade
    class.
    RESEARCH IN EDUCATION
    AS14 RESEARCH 1

    SUBMITTED TO:

    JHOANNA MARIE BOHOL SUMICAD

    VISITING LECTURER

    SUBMITTED BY:

    CHANDELYN BALBIN

    ARIZ CAPUTOLAN

    JANICE REBUSA

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