Authors : Donna Theresa S. Carriedo

Volume/Issue : Volume 9 - 2024, Issue 10 - October

Google Scholar : https://tinyurl.com/4sr5tbfz

Scribd : https://tinyurl.com/2k33ke3e

DOI : https://doi.org/10.38124/ijisrt/IJISRT24OCT1192

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the expositions of English teachers in enhancing the reading skills of secondary learners amid the pandemic, particularly in Davao del Sur division, there were ten (10) English teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the participants. The virtual in-depth interview was employed to gather some information as regards to their respective experiences as they implement school-based programs on the reading skills enhancement of secondary learners amid the pandemic. Using the thematic analysis, the following themes emerged: interrupted face-to-face reading program implementation, deteriorating reading abilities during the pandemic, and stalled parents' involvement in the reading development of children. The coping mechanisms of the English teachers in enhancing the reading skills of secondary learners were establishing a reading environment, strengthening parents' involvement in the reading program, and the use of technology-related reading lessons. The insights drawn from the findings of the study were: Upskilling and reskilling of teachers in enhancing the reading skills of learners, and Plan reading programs appropriate for remote learners. They may continuously be innovative in designing reading programs appropriate for every modality preferred by the learners. The teachers may continue upskilling themselves to address the gaps of every learner in the school that needed attention in terms of reading literacy. Attending webinars is an avenue to enhance their competency in being an effective reading teacher.

Keywords : Thenarrative Exposition of English Teachers, Reading Skills Enhancement.

References :

1. Adler, C. R. (Ed.). (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: ED Pubs.
2. Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985).Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Institute of Education and the Center for the Study of Reading.
3. Block, C. & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Corwin Press.
4. Brown, A., & Dowling, P. (2001).Doing research/reading research: A mode of interrogation for teaching. London, England: Routledge Falmer.
5. Clark, D. B., Tanner-Smith, E. E., and Killingsworth, S. S. (2016). Digital games, design, and learning: a systematic review and meta-analysis. Rev. Educ. Res. 86, 79–122. doi: 10.3102/0034654315582065
6. Carrel, P.L. & Eisterhold, J.C. (1988). Schema theory and ESL Reading Pedagogy. In Patricia L. Carrel, et al. (Eds.). Interactive Approaches to Language Reading. Cambridge: Cambridge University Press
7. Corey, S. M. (1953). Action research to improve school practices. New York, NY: Teachers College Press.
8. de Souza, G. N., Brito, Y. P. S., Tsutsumi, M. M. A., Marques, L. B., Goulart, P. R. K., Monteiro, D. C., et al. (2018). The adventures of Amaru: integrating learning tasks into a digital game for teaching children in early phases of literacy. Front. Psychol. 9:2531. doi: 10.3389/fpsyg.2018.02531
9. Duke, N. K. & Pearson, (2005).Effective practices for developing reading comprehension. Retrieved from http://www.ctap4.org/ infolit/trainers/comprehe_strategies.pdf
10. Harris, A. J. & Sipay, E. R. (1984). How to Increase Reading Ability. Seventh Edition. New York: Longman.
11. Harvey, S., & Goudvis, A. (2000).Strategies that work teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers.
12. Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., and Kaufman, J. (2015). Putting education in “educational” apps: lessons from the science of learning. Psychol. Sci. Public Interest 16, 3–34. doi: 10.1177/ 1529100615569721
13. Koose, N. (2006). Effects of portfolio implementation and assessment critical reading on learner autonomy of EFL students. Retrieved from http://www.belgeler.com/blg/12ta/effects-of-portfolioimplementation-and-assessment-on-critical-reading-and-learner-autonomy-of-elt-students.
14. McNiff, J. (1988). Action research: principles and practice. London, England: Routledge.
15. National Reading Panel. (2000). Comprehension III teacher preparation and comprehension strategies instruction. (Chap.4). Retrieved from http://www.nichd.nih.gov/publications/nrplch4- 111.pdf
16. Oczkus, L. D. (2003). Reciprocal teaching at work strategies for improving reading comprehension. Newark, DE: International Reading Association.
17. Serafini, F. (2004). Lessons in comprehension explicit instruction in the reading workshop. Portsmouth, NH: Heinemann.
18. Rumelhart, D.E. (1980). Schemata: The Building Blocks of Cognition. In Rand J. Spiro, et al.(eds.) Theoretical Issues in Reading Comprehension. Hillsdale, N.J.: Lawrence Erlbaum Associates, Publishers.
19.  Silberstein, S. (1987). Let’s Take Another Aother Look at Reading: TwentyFive Years of Reading Instruction. English Teaching Form, 26(4), 28-35.
20. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
21. Teele, S. (2004).Overcoming barricades to reading a multiple intelligences approach. Thousand Oaks, CA: Corwin Press.