Multimedia as Reading Intervention to Identified Frustration Readers: Basis for Continuous Intervention Program
Jovelito D. Camba, Principal III, San Mariano National High School; Gerry Cel E. Corpuz, Teacher III, San Mariano National High School
ABSTRACT
This experimental study determined the effectiveness of multimedia in reading intervention to the identified Grade 7 frustration learner-readers in San Mariano National High School for the School Year 2020 - 2021. Results revealed that Grade 7 students classified under the frustration reading level were having difficulties recognizing words. Most of them finished their primary grade level in a school located in a far-flung barangay of San Mariano. Almost all of the readers displayed an improvement in word recognition after the post-test activity. Readers exposed with the aid of multimedia had significantly improved their word recognition skills compared to the traditional book readers. Based on the results drawn, schools should develop reading programs to help young readers advance to higher reading levels. Innovative reading intervention materials with the aid of multimedia should also be developed and applied as early as the elementary levels to lessen the number of none and frustration readers. Utmost attention should be given to learners coming from far-flung areas. Language teachers should do continuous interventions to ensure the readers’ abilities from word recognition to reading comprehension.
Keywords: multimedia, effectiveness, non-readers, frustration level, reading performances
Year: 2023
posted on September 9, 2023
How to Cite
Camba, J., & Corpuz, J. C. (2021). Multimedia as Reading Intervention to Identified Frustration Readers: Basis for Continuous Intervention Program. Saringit, 2(1), 40-43.