• ROWENA S. VERDEFLOR

ABSTRACT Title: Reading Performance of Grade 1 Pupils in Mother- Tongue Based Multi-Lingual Education through Remediation Researcher: Rowena S. Verdeflor Type of Publication: Unpublished Management Research Report (2025) Host/Accrediting School: Naga College Foundation, Inc. City of Naga, Region V Keywords: Reading Performance, Mother-Tongue Based Material, Remediation This study determined the effect of the reading remediation program implemented by the teachers to enhance the reading ability level of grade 1 pupils of Sabang Elementary School, Calabanga West District, Division of Camarines Sur, for the school year 2023-2024. It answered the following problems: 1) the reading performance of grade 1 pupils along alphabet knowledge, word recognition, sentence-phrase reading and story reading; 2) the design of the crafted reading remediation material for grade 1 pupils; 3) the validity of the reading remediation material; 4) the reading level of grade 1 pupils after implementing the intervention; 5) difference between reading performance of grade 1 pupils before and after post-test; and 6) the effect of the reading remediation on the reading performance of the grade 1 pupils. The study used a descriptive-comparative-correlational and R & D Method. It involved 100 grade 1 pupils of Sabang Elementary School. Data gathering tools used were teacher-made test and evaluation checklist. Statistical tools utilized were mean, standard deviation, proficiency level, weighted mean, Cohen’s d, t-test for dependent sample. The following findings have been noted: 1) the pre-test results revealed reading performance level of 32.8 % in alphabet knowledge, 49.6% in word recognition, 15.7 % in sentence reading and 30.0% in story reading; and the overall reading performance level was 32.02%; 2) the crafted remedial reading material has four units intended for the four topics such as alphabet knowledge, word recognition, sentence reading, and story reading; 3) the validation results for the developed reading remediation program indicated face validity with a weighted mean (WM) of 4.78, content validity with a WM of 4.64, and construct validity with a WM of 4.44 and an overall weighted mean of 4.64; 4) the post-test results showed performance level of 79.6% in alphabet knowledge; 93.8% in word recognition; 50.44% in phrase-sentence reading; 68.33% in story reading; and an overall reading performance of 73.04%; 5) the difference between the reading performance before and after the use of intervention revealed that alphabet knowledge, word recognition, phrase-sentence reading and selection story reading had t-test values of -18.27, -24.20, -29.61 and -21.92, respectively; all have p-values of .00; 6) the effect of the intervention on alphabet knowledge, word recognition, phrase-sentence reading and selection story reading was indicated by Cohen’s d value of 1.57, 2.35, 1.96 and 1.25, respectively. The following conclusions were: 1) the pre-test results in the reading skill test were failed indicating that standards were not attained; 2) the objectives of the lessons were all aligned with the competencies set in the curriculum; there is a short discussion of the content which explains the concept; the activities comprised of 3 sets and is considered formative; the assessment measures the pupils’ progress of the chapter; 3) face validity, construct validity, and content validity have high validity values; its overall impression of high validity value; 4) the reading performance level of grade 1 pupils after using the intervention in alphabet knowledge was fairly satisfactory, outstanding in word recognition, and did not meet expectation for both phrase-sentence reading and story reading. Likewise, the overall performance was also fairly satisfactory; 5) the difference between reading performance of grade 1 pupils before and after post-test were all significant; and 6) there was large effect of the reading remediation program on the four aspects of reading.

Reading Performance, Mother-Tongue Based Material, Remediation

"Reading Performance of Grade 1 Pupils in Mother Tongue-Based Multi-Lingual Education through Remediation ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 4, page no.j361-j460, April-2025, Available :http://www.jetir.org/papers/JETIRTHE2191.pdf

"Reading Performance of Grade 1 Pupils in Mother Tongue-Based Multi-Lingual Education through Remediation ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 4, page no. ppj361-j460, April-2025, Available at : http://www.jetir.org/papers/JETIRTHE2191.pdf