Volume 08 Issue 01 January 2025
1Bonsalagan, Anna Awalynah L., 2Ali, Lailanie A.
1,2Mindanao State University – University Training Center, Mindanao State University – College Of Education
DOI : https://doi.org/10.47191/ijsshr/v8-i1-92Google Scholar Download Pdf
ABSTRACT
This study examined the effectiveness of remedial instruction on disfluent readers among Grade 7 students at the Mindanao State University – University Training Center, Marawi City. Ten disfluent readers selected from the target year level and officially enrolled during the school year 2022–2023 were included in the study. It used the characteristics of nonfluent readers of Spafford and Grosser (2005), as cited by Cacumba (2014), to identify and classify the disfluent readers and the Effective Intervention for Disfluent Readers and TALA _ Effective Instruction for Middle School Students with Reading Difficulties for the remedial instruction. The results showed that most disfluent readers were female and had difficulties reading, such as mispronunciations, omissions, letter reversal, and stuttering. However, some respondents improved from disfluent to average readers after the remedial intervention.
KEYWORDS:remedial instruction, disfluent readers, reading intervention, fluent readers
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