This study looked into the influence of remedial reading in improving comprehension skills of high shool students.
All in all, Alejo (2015) of the Southeast Asian Ministers of Education Organization – Innotech (SEAMEO-Innotech) sums up the enhanced K to 12 curriculum as designed to provide a holistic education for all. The K to 12 curriculum is more than just adding years to a child’s schooling. Implemented starting in 2011 and signed into law in 2013, the longer educational cycle of the K-12 curriculum is seen as critical in giving Filipino students a higher quality of education. Now decongested, it will give students ample time to master basic academic skills as well as to participate in co-curricular and community activities.
Table of Contents
- Chapter 1: THE PROBLEM
- Background of the Study
- Statement of the Problem
Objectives and Key Themes
This study aimed to determine the effects of remedial reading on the teaching of World Literature to Grade 10 students at Pangasinan National High School during the 2017-2018 academic year. The research investigated whether remedial reading improved students' reading comprehension and helped teachers manage the required curriculum coverage.
- The effectiveness of remedial reading as a teaching strategy for World Literature.
- The impact of remedial reading on students' reading comprehension.
- The role of remedial reading in addressing challenges related to curriculum coverage and time constraints.
- The relationship between remedial reading and student engagement with World Literature.
- Improving student appreciation and understanding of World Literature.
Chapter Summaries
Chapter 1: THE PROBLEM: This chapter establishes the context for the study by examining the challenges faced by teachers in implementing the K to 12 curriculum in the Philippines, particularly in teaching literature. It highlights the demanding nature of the budgeted lessons, the need for effective teaching strategies to ensure adequate coverage and comprehension, and the prevalence of reading difficulties among students. The chapter explores various approaches to literature teaching, emphasizing the importance of teacher responsibility, student engagement, and the development of reading comprehension skills. The chapter concludes by focusing on the specific problem the study addresses: the potential of remedial reading to improve both reading comprehension and curriculum coverage in teaching World Literature to Grade 10 students at Pangasinan National High School.
Keywords
Remedial reading, World Literature, K to 12 curriculum, reading comprehension, teaching strategies, curriculum coverage, Philippines, student engagement, literacy, DepEd, Pangasinan National High School.
Frequently Asked Questions: A Comprehensive Language Preview
What is the overall purpose of this study?
This study investigates the effectiveness of remedial reading as a teaching strategy for World Literature in Grade 10 at Pangasinan National High School (Philippines) during the 2017-2018 academic year. It aims to determine if remedial reading improves students' reading comprehension and helps teachers manage curriculum coverage within the constraints of the K to 12 curriculum.
What are the key themes explored in this research?
The key themes include the effectiveness of remedial reading, its impact on reading comprehension, its role in addressing curriculum coverage challenges, its relationship to student engagement with World Literature, and ultimately, its contribution to improving student appreciation and understanding of World Literature.
What problems does the study address?
The study addresses the challenges faced by teachers in implementing the K to 12 curriculum in the Philippines, specifically the difficulties in teaching literature due to demanding lesson plans, the need for effective strategies to ensure adequate coverage and comprehension, and the prevalence of reading difficulties among students. The central problem is whether remedial reading can improve both reading comprehension and curriculum coverage in teaching World Literature.
What is included in Chapter 1: THE PROBLEM?
Chapter 1 sets the context by exploring challenges in implementing the K to 12 curriculum, highlighting the demanding nature of the lessons, the need for effective teaching strategies, and the prevalence of reading difficulties. It examines approaches to literature teaching and emphasizes teacher responsibility, student engagement, and reading comprehension skill development. It concludes by focusing on the potential of remedial reading to address the identified challenges.
What are the key words associated with this research?
The key words include: Remedial reading, World Literature, K to 12 curriculum, reading comprehension, teaching strategies, curriculum coverage, Philippines, student engagement, literacy, DepEd, Pangasinan National High School.
What is the scope of the study?
The study focuses on Grade 10 students at Pangasinan National High School in the Philippines during the 2017-2018 academic year. The research specifically examines the effects of remedial reading on teaching World Literature within the context of the K to 12 curriculum.
Where can I find the complete Table of Contents?
The provided text includes a table of contents listing Chapter 1: THE PROBLEM, with sub-sections on the Background of the Study and Statement of the Problem. Further chapters are not detailed in this preview.
- Quote paper
- Nora Cruz (Author), 2018, Remedial Reading in Improving Comprehension Skills of High School Students, Munich, GRIN Verlag, https://www.grin.com/document/490350
