• Arlene Naman Mercado

The study determined the effectiveness of Instructional Scaffolding in Tutorial Activities for Remedial Reading (Project ISTARR) in improving the English performance of Grade 4 learners. It was conducted at Liboro Elementary School, Ragay District, Division of Camarines Sur during the academic year 2023-2024. The study addressed the following: (1.) The reading performance of the learners in terms of the Phil-IRI standards; (2.) The design of Project ISTARR; (3.) The curricular validity of Project ISTARR; (4.) The level of reading performance of the learners after the conduct of Project ISTARR along Phil-IRI standards; (5.) The significant difference in the reading performance of the learners before and after the conduct of Project ISTARR; 6. The effectiveness of Project ISTARR in improving the English reading performance of the learners. The research utilized descriptive-comparative and Research and Development methods. Data were gathered through teacher-made test administered to 30 grade 4 learners. These were also made teachers and language teachers who validated Project ISTARR. Statistical tools such as mean, standard deviation, performance level, weighted mean, T-test for dependent samples, Pearson Product Moment Correlation Coefficient, and Cohen’s D were employed in the study. The findings of the study were: (1.) The weighted mean post-test reading performance of the learners was 23.13; (2.) Project ISTARR's design is based on a rationale that aims to improve learner reading comprehension by providing personalized instruction, with objectives that focus on developing fluency, vocabulary, and comprehension skills, content that includes interactive and engaging activities, activities that involve multimedia resources and technology-enhanced instruction, and assessment methods that include quizzes, tests, and performance tasks to evaluate learner progress and mastery of reading skills; (3.) The curricular validity of the instructional material received an overall weighted mean of 4.90; (4.) The reading performance of the learners after the conduct of Project ISTARR was 63.09; (5.) The significant difference between pre-test and post-test scores obtained a t-stat of 11.5882 and a p-value of 0.000; (6.) The analysis indicates significant improvements with large effect sizes for vocabulary (Cohen's D = 0.81) and fluency (Cohen's D = 0.90), while comprehension showed a modest improvement with a small effect size (Cohen's D = 0.20). The study concluded that: (1.) The learners were initially categorized as "Frustration" readers based on Phil-IRI standards; (2.) Overall, the design of Project ISTARR appeared to be comprehensive and tailored to enhance reading comprehension in learners; (3.) The curricular validity of Project ISTARR was very highly valid; (4.) Reading performance improved to the instructional level after implementing Project ISTARR; (5.) There was a significant difference in the reading performance of the learners before and after Project ISTARR; 6. The findings suggest that while the intervention effectively enhanced vocabulary and fluency skills, further targeted strategies may be required to achieve comparable improvements in comprehension.

Instructional Scaffolding, Remedial Reading, Reading Intervention

"Instructional Scaffolding in Tutorial Activity for Remedial Reading (Project ISTARR): Its Effects on English Performance of Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 2, page no.e734-e743, February-2025, Available :http://www.jetir.org/papers/JETIR2502484.pdf

"Instructional Scaffolding in Tutorial Activity for Remedial Reading (Project ISTARR): Its Effects on English Performance of Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 2, page no. ppe734-e743, February-2025, Available at : http://www.jetir.org/papers/JETIR2502484.pdf