Challenges, Difficulties, and Effective Enactment of Remedial Reading Programs: A Qualitative-Phenomenological Approach
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 5, Issue 7
Abstract
Reading is a process that helps you understand, feel, and know what the book is about. When people read, they have the opportunity to learn a great deal about the subject matter. This study aimed to evaluate and determine the challenges, difficulties, and effective enactment of the remedial reading program in San Luis National High School in the Division of Agusan del Sur. The study used a qualitative research design, also having a phenomenological approach. The participants of the study were the teachers of the aforementioned school handling the remedial reading program activity from the school year 2021 to 2022. This enables the researchers to collect more reliable information and data on the challenges, difficulties, and effective enactment of the teachers in the remedial reading program. Based on the findings, a significant theme was revealed that related to the objectives and purpose of the study. According to the study's findings, students who are strong at learning languages may readily absorb English lessons from students who are less intellectual, and non-readers have the chance not to properly interact in the discussion. Therefore, the teacher's approach needs to be effective, and the teachers who were the participants in the study had the teaching strategies applied to the remedial reading program followed by the school.
Authors and Affiliations
Daryl Acita, Mariamae Egtob, Susano Cabus, Crisanta Luceñara, Danica Luceñara, Jeffry Saro
Keywords
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- EP ID EP728286
- DOI https://doi.org/10.5281/zenodo.7325200
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