Guided reading strategies and monitoring techniques employed to academically challenged students/ (Record no. 88722)

MARC details
000 -LEADER
fixed length control field 05387nam a22002537a 4500
003 - CONTROL NUMBER IDENTIFIER
control field URS
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20251120134302.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 251120b |||||||| |||| 00| 0 eng d
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LG 221. R59
Item number .Al253 2014
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Alejo, Lilibeth C.
Relator term Researcher
245 10 - TITLE STATEMENT
Title <a href="Guided reading strategies and monitoring techniques employed to academically challenged students/">Guided reading strategies and monitoring techniques employed to academically challenged students/</a>
Statement of responsibility, etc Lilibeth C. Alejo [and] Andrea Mae E. Sollegue
260 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Date of publication, distribution, etc 2014
300 ## - PHYSICAL DESCRIPTION
Extent xiii, 63 leaves;
Other physical details illustrations,
Dimensions 28cm.
336 ## - CONTENT TYPE
Source rdacontent
Content type term text
337 ## - MEDIA TYPE
Source rdamedia
Media type term unmediated
338 ## - CARRIER TYPE
Source rdacarrier
Carrier type term volume
502 ## - DISSERTATION NOTE
Dissertation note Undergraduate Thesis<br/>
Degree type Bachelor of Secondary Education major in English<br/><br/>
Name of granting institution University of Rizal System, Rodriguez, Rizal<br/>
Year degree granted 2014
520 ## - SUMMARY, ETC.
Summary, etc There were 50 students involved in the initial stage of the conduct of the study. These 50 students were given a McCall Crabb Standardized reading test. From the result on the reading test, the researchers selected the 15 students who got the lowest scores. This scores were as follows: Case No. 1: Reading Material score of 4.2 (4th grade and 2 months of school); Case No.2 Reading Material score of 6.2 (6th grade and 2 months of school); Case No.3: Reading Material score of 5.1 (5th grade and 1 month); Case No. 4: Reading Material score of 4.7 (4th grade and 7 months of school); Case No. 5: Reading Material score of 4.8 (4th grade and 8 months); Case No. 6: Reading Material score of 5.1 (5th grade and 1 month); Case No. 7: Reading Material score of 5.3 (5th grade and 3 months of school); Case No. 8: Reading Material score of 4.7 (4th grade and 7 months); Case No. 9: Reading Material score of 4.5 (4th grade and 5 months of school); Case No. 10: Reading Material score of 5.3 (5th grade and 3 months of school); Case No. 11: Reading Material score of 5.7 (5th grade and 7 months of school): Case No. 12: Reading Material score of 4.9 (4th grade and 9 months of school); Case No. 13: Reading Material score of 5.1 (5th grade and 1 month of school); Case No. 14: Reading Material score of 5.7 (5th grade and 7 months of school); and Case No. 15: Reading Material score of 4.7 (4th grade and 7 months of school). After identifying the levels, the researchers planned an intervention program. They oriented the students why they have to undergo such program and why the 15 respondents need a help in guiding them in reading.<br/><br/>Specifically, it sought to answer the following questions: What are the problems and difficulties faced by the academically challenged student? How did the respondents perform in the reading intervention? What significant improvements on their reading level are evident after these strategies were applied?<br/><br/>Based on the data gathered from the respondents, the following were obtained: The problem of the academically challenged students is that their reading level is lower than to the reading level of a grade 8 student. These respondents have different difficulties in terms of reading. Some reasons involve tardiness and not engaging themselves in reading. Others have problems when it comes to pronunciation of words while others still have many unencountered words that hinder them in understanding the content of the passage presented to them.<br/><br/>During the Intervention program some of the respondents are not attentive in reading because their focus and interest in reading are not present. Others are asking questions about the content of the text and trying to understand what is presented in the text. Some look nervous during the program. The significant improvements in the reading comprehension of the students where they can read the passage and understand it, the way they pronounce words were also improved and the interest and focus also improved as well because they were given chances to improve their reading difficulties.<br/><br/>Based on the findings above, the following conclusions were drawn: the respondents' problem is that their reading level is lower that the grade level of a grade 8 student. Some respondents performed during the Intervention program with less attention and focus in reading while others are trying to understand the text presented to them despite of their reading difficulties. The respondents improved in reading through undergoing Intervention program that gave them the opportunity to improve their reading difficulties.<br/><br/>On the basis of the findings and conclusions the following recommendations are offered: classroom teachers should make the initial instruction in reading a pleasant experience and enjoyable one by introducing to them variety of books so that they will develop interest in reading. Teachers of English should provide more reading exercises to enhance the reading skills of their students. The school should obtain a complete set of the McCall Crabb reading materials to improve the readings skills and comprehension level of the respondents. Students should be oriented also on the factors that might affect their reading abilities. The future researchers should link this study to other studies to be done and continue to search for a better instruction in English reading, which will be beneficial to our country.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Source of heading or term Guided Reading Strategies-Monitoring Techniques
690 ## - Local Subject Access Fields (UN SDG)
UN SDG UN SDG 4: Quality education
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Sollegue, Andrea Mae E.
Relator term Researcher
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Altamarino, Alexander C.
Relator term Adviser
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Theses and dissertations
Holdings
Withdrawn status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total Checkouts Full call number Barcode Date last seen Copy number Price effective from Koha item type
  Library of Congress Classification   Not For Loan Rodriguez College Library Rodriguez College Library Undergraduate Theses 11/20/2025   LG 221. R59 .Al253 2014 URSROD-UGT-ENG-1596 11/20/2025 2 11/20/2025 Theses and dissertations

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