Available Online: 14 March 2022
Deped-Angono Elementary School, Philippines (email@example.com)
The study aimed to present the effectiveness of E. S Claveria’s Reading Technique, as a remediation tool for grade one pupils of Angono Elementary School for school year 2019-2020. The 42 respondents of the study were all grade one pupils which were chosen based on their academic performance that had been evaluated. The study used the descriptive research design that utilized E. S. Claveria’s Technique in reading. This study used same form of pre-test and posttest with 20 items. The result of the test was used to determine the reading performance of each pupil. Such test considered like filling in the blanks to form a word with a picture in each number, connecting a line from the picture to its name, and marking the number with check or ex for comprehension. The teacher made test in reading was validated by the Master Teachers, grade one teachers of the school. The E. S. Claveria’s Technique Guide used as intervention program for non-reader pupils in Grade 1 really helped a lot to improve their performance level. Action plan crafted based upon the result of the study and from the suggestions and recommendations drawn in the course of implementation. When it was permitted, the researcher personally administered the research instrument to the subject as well as the remediation. Action plan crafted based upon the result of the study and from the suggestions and recommendations drawn in the course of implementation. It showed that after exposure to E.S. Claveria technique, there was an increase in the result in the posttest. It is therefore recommended that it could be used to all learners in all grade levels with poor or low performance level in reading.
Keywords: E. S. Claveria reading technique, remediation, reading level, performance, grade one pupils, comprehension
Cite this article:
Bautista, C. (2022). E. S. Claveria’s Technique: Its effectiveness as reading remediation tool for grade one pupils. International Journal of Research Studies in Education, 11(6), 73-78. https://doi.org/10.5861/ijrse.2022.182