The application of metacognitive reading strategies is associated with the reading level of the learners. This study determined the importance of applying a metacognitive reading strategy to learners’ reading levels. It involved 119 learners from the five sections of Grade 6 at Manuel A. Roxas Elementary School, Baguio City for SY 2023-2024. It aimed to continue reading : Metacognitive Reading Strategies and the Reading Level of Grade 6
Paired Reading Intervention: Avenue in Improving Students’ Reading Level in Word Recognition
This study examined the effectiveness of the Paired Reading Intervention on 25 Grade 7 students at Kumalarang National High School who were identified as frustration-level readers during the School Year 2018-2019. Initial assessments revealed that after the conduct of the Philippine Informal Reading Inventory, only 10.74% of students read at an independent level, highlighting an continue reading : Paired Reading Intervention: Avenue in Improving Students’ Reading Level in Word Recognition
Reading Everyday Act and Do (READ) Self-Learning Booklet for Grade 1 Learners Reading Performance
In giving response to develop proficient readers, early literacy interventions have to be developed. This study determines the effectiveness of the Reading Everyday Act and Do (READ) Self-Learning Booklet on the reading performance of Grade 1 learners. The READ booklet integrates 5 learning level contents learning to engage Grade 1 readers in a diverse range continue reading : Reading Everyday Act and Do (READ) Self-Learning Booklet for Grade 1 Learners Reading Performance
Extending Reading Improvement to Struggling Readers amidst COVID-19 of Grade 4 Learners Through Teacher-Parent Reading Instruction Partnership (Offline Platform)
Teachers are constantly searching for teaching strategies that would be effective for their learners this time of Covid-19 public health emergency. Thus, this study sought to improve the reading level of Grade four learners of Bangbangolan Elementary School for the school year 2020-2021 through Teacher-Parent Reading Instruction Partnership (Offline Platform via Phone call). The experimental continue reading : Extending Reading Improvement to Struggling Readers amidst COVID-19 of Grade 4 Learners Through Teacher-Parent Reading Instruction Partnership (Offline Platform)