ABSTRACT
This study focused on the effectiveness of Mobile Assisted Reading (MAR) as learning resource for reading remediation of four (4) struggling Grade VI pupils in Malili Elementary School, Molave West District, Division of Zamboanga del Sur in the school year 2019 - 2020.
It employed a Before-and-After Observations as method in discovering the answers of the research questions. One (1) mode of reading remediation, mobile-assisted reading app, was employed for the gathering of data, which was then tabulated and analyzed. The paired two sample t-test was used and it revealed that there is significant difference between respondents’ performances before and after using the Mobile Assisted Reading app.
The result of this study will serve as basis to recommend the utilization of Mobile Assisted Reading app as a learning resource for a reading remediation program.
Keywords: Mobile Assisted reading app, reading remediation program
INTRODUCTION
The active process of comprehending print and graphic texts is referred to as reading. Reading is a method of thinking. Effective readers learn that what they read consequently has to show sense. Readers assess their comprehension, and in the event that they lose the meaning of what is being read, they oftentimes unconsciously venture and utilize a reading strategy to aid them to reconnect the meaning of the text. These strategies and skills can be explicitly nurtured to learners while they are in the process of learning any subject-specific content through authentic reading tasks. (“Reading Strategies”, n.d.).
Struggling readers, on the other hand, benefit from variegated instructional approaches that demonstrate reading skills while subject content is being taught. In helping learners, teachers may utilize direct teaching, discussion, modeling, small group support, and thinking aloud are a few of the approaches that may render the learners become more strategic and effective readers in various contexts. (“Reading Strategies”, n.d.).
With the advent of modern device, educators turn their attention into the vast potential of mobile devices as a potent tool for reading remediation. Kim, Heyoung, and Kwon, Yeonhee (2012) stressed that the popularity of mobile devices has changed the way we learn, communicate, and live.
Başoğlu and Akdemir (2010) stressed that mobile phones have provided remarkable advantages in learning process. They provide opportunity for learning to occur outside the classroom walls in anytime and anyplace. They further indicated that using mobile phones as a vocabulary learning tool is more effective than one of the traditional vocabulary learning tools.
As mobile devices are that popular, engaging and handy, it can be administered even at the household level with the guidance of the reading teacher.
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