Strategies in Teaching Reading Among Grade One Learners AmidstCovid-19 Pandemic

Mel Grace Capricho, Mitchelle Escartin, Annabel Baticuang

Abstract

This study investigates the perceived strategies and challenges in teaching reading among Grade One learners during the COVID-19 pandemic, focusing on both parents and teachers. Utilizing a quantitative research methodology, data was collected through surveys administered to Grade One teachers and selected parents. The results indicate that parents encounter moderate difficulties in teaching reading, whereas teachers face slightly fewer challenges. Parents practiced some reading strategies less frequently, while teachers consistently employed a variety of effective strategies. Significant differences were found between the difficulties encountered by parents and teachers, with parents facing greater challenges. Furthermore, a moderate negative correlation was observed between the difficulties and strategies for both groups, suggesting that higher difficulties are associated with less frequent or effective strategy use. These findings highlight the need for additional support and resources for parents, as well as ongoing professional development for teachers, to enhance reading instruction and improve literacy outcomes for young learners during and beyond the pandemic.

https://doi.org/10.2203/wjher.4.2

Keywords

teaching Strategies, reading instruction, parental involvement, teacher support 

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Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.2203/wjher.4.2Pages: 19-29Published: 05-13-2024Copyright: Copyright (c) 2024 Mel Grace Capricho, Mitchelle Escartin, Annabel BaticuangOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteCapricho, M.G., Escartin, M. & Baticuang, A. (2024). Strategies in Teaching Reading Among Grade One Learners AmidstCovid-19 Pandemic. World Journal on Education and Humanities Research, 4(2), 19-29. https://doi.org/10.2203/wjher.4.2