Mary Jane D. Quimsing, Ruth Ortega-Dela Cruz

Technology-Based Reading Application on Improving Reading Literacy Level Among Struggling Readers in a Public Elementary School in the Philippines

Introduction

Technology-based reading application on improving reading literacy level among struggling readers in a public elementary school in the philippines. Explore how READTECH 1.0, a tech-based app, boosted reading literacy for struggling Grade 6 students in the Philippines. This study reveals its positive impact on academic success.

Abstract

Reading literacy is a fundamental skill essential for academic success and lifelong learning. However, some students in elementary schools face challenges in developing proficient reading skills, leading to academic setbacks. Technology offers innovative solutions to address these challenges and facilitate reading literacy levels among struggling readers. This study assessed the effects of a technology-based reading application READTECH 1.0 on improving the reading literacy level of Struggling Readers in a public elementary school in the Philippines. READTECH 1.0 follows the Analyze, Design, Develop, Implementation, Evaluation (ADDIE) Model in creating learning content. The respondents of this study were 26 Grade Six Struggling Readers. Quantitative methods were used in collecting the data such as conducting pre-and post-reading test assessments. Descriptive Statistics were used to analyze the data and the questionnaires using the five-point Likert Scale. Findings revealed that the implementation of READTECH 1.0 leads to an improvement in the reading literacy level of the Struggling Readers. The integration of technology into education, particularly in the realm of reading, has shown promise in engaging and assisting struggling readers.  

Review

This study addresses a critical educational challenge by exploring the potential of technology-based interventions to improve reading literacy among struggling elementary school students in the Philippines. Given the foundational importance of reading skills for academic progression and lifelong learning, the premise of utilizing innovative technological solutions like the READTECH 1.0 application is highly relevant and timely. The abstract effectively highlights the problem of reading proficiency gaps and positions technology as a promising avenue to support these learners, setting a clear context for the research's contribution to both educational practice and the body of knowledge on literacy development. The research employed a quantitative approach, utilizing pre- and post-reading test assessments to evaluate the impact of the READTECH 1.0 application on a cohort of 26 Grade Six struggling readers. The development of READTECH 1.0 itself, following the structured ADDIE Model, suggests a systematic and pedagogically informed design process. The use of descriptive statistics to analyze test results and five-point Likert scale questionnaires provides a straightforward method for gauging the observed changes. The central finding — that READTECH 1.0's implementation led to an improvement in reading literacy levels among the participants — is a significant outcome, reinforcing the growing evidence base for technology's positive role in engaging and assisting struggling readers. While the abstract concisely presents promising results, further elaboration on several aspects would strengthen the study's impact. A more detailed discussion of the specific reading components that showed improvement (e.g., fluency, comprehension, vocabulary) and the magnitude of these improvements would provide richer insights. Additionally, while the ADDIE model is mentioned, a brief overview of how READTECH 1.0's features align with evidence-based strategies for struggling readers would be beneficial. Future iterations of this work could also consider longitudinal effects, comparative analyses with traditional methods, and qualitative data to capture student and teacher perceptions, thereby offering a more comprehensive understanding of the application's efficacy and transferability. Nevertheless, this study makes a valuable contribution by demonstrating a practical, technology-driven approach to enhancing reading literacy in a resource-constrained educational setting.

Full Text

Comments

You need to be logged in to post a comment.