📄 Abstract
This study aimed to discover the teacher input and student out in remedial reading program. Thus, the study demonstrated how additional reading practice opportunities could be created by using different forms of reading outside class, as teachers provided the input and students benefited from the output. All of the participants were 18 years old and above and were teachers in selected public schools in Sultan Kudarat division. These participants were currently teaching in the school year 2023-2024, with more than two years of experience in teaching reading. A total of 10 participants were considered for this study, and they joined either in-depth interviews (IDI) or a focused group discussion (FGD). Analysis of the data revealed three themes; namely, the significance of the learning environment, designing effort and objectives in reading, and the dedication of teachers in teaching reading. The study revealed the values, beliefs, and insights of elementary teachers in implementing remedial reading initiatives as part of their teaching profession. The findings indicated that although the experiences of the teacher participants varied as they conducted online remedial reading, commonalities were evident in terms of the significance of the learning environment, design efforts, and objectives in reading, as well as the dedication of teachers in supporting the conceptual framework of the Department of Education in implementing remedial reading initiatives, particularly for elementary students.
🏷️ Keywords
📚 How to Cite:
Clarence Dale B. Mosqueda , CHALLENGES IN TEACHING REMEDIAL READING TO GRADE FIVE STUDENTS: TEACHER INPUT, STUDENT OUTPUT ROUTINE , Volume 11 , Issue 12, december 2024, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , DOI: https://doi.org/10.36713/epra19343