LOOKING THROUGH THE LENS OF READING COMPREHENSION IN ENGLISH EDUCATION: CATCH-UP FRIDAYS IN FOCUS

Ricardo Jr. D. Namoc
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Abstract

The main purpose of the study was to recognize the individuality of each student’s learning approach and classified students based on their reading levels. This thoughtful categorization enabled the school to tailor activities, ensuring that every student could participate in meaningful learning experiences on Catch-Up Friday. Schools paused regular classes to immerse the entire school in a reading-focused day. This study provided an opportunity for each kid, regardless of reading proficiency, to have a personalized plan for the day centered on the joy of reading. Activities were planned to meet the children’ reading levels. For novices, comfortable reading areas with bright picture books were built. Intermediate readers engaged in group reading sessions, while advanced readers were assigned more difficult topics. Teachers gave support suited to each student’s reading level throughout the day. In addition to academic catch-up, Catch-Up Friday aims to promote a love of reading. The primary focus of this study was the elementary program teachers who participated in catch-up Friday activities. Each member teaches in a particular public school in Davao City. These participants have been teaching reading for more than five years, and they are presently teaching in the 2023–2024 school year. Ten people in all are included in this study and will participate in a concentrated group discussion and in-depth interview. The information obtained from the IDI and FGD is meticulously documented and converted into an organized summary of the participants' answers. Three themes emerged from the data analysis: the significance of reading comprehension, the need to adapt one's reading techniques, and the imposition of strong incentive. KEYWORDS: Learning, strategies, comprehension, elementary, teachers, reading, education, program, intervention
透视英语教育中的阅读理解:聚焦追赶星期五
研究的主要目的是认识到每个学生学习方法的个性化,并根据他们的阅读水平对学生进行分类。这种周到的分类使学校能够因地制宜地开展活动,确保每个学生都能在 "赶超星期五 "参加有意义的学习活动。学校暂停了常规课程,让全校师生沉浸在以阅读为重点的一天中。这项研究为每个孩子提供了一个机会,无论他们的阅读能力如何,都能在这一天获得以阅读乐趣为中心的个性化计划。活动计划符合孩子们的阅读水平。为新手准备了舒适的阅读区,配有鲜艳的图画书。中级阅读者参加小组阅读课,高级阅读者则被分配到难度更大的主题。教师全天根据每个学生的阅读水平提供支持。除了学业补习,"周五补习 "还旨在促进学生对阅读的热爱。本研究的主要关注点是参与 "周五补习 "活动的小学项目教师。每位成员都在达沃市的一所公立学校任教。这些参与者从事阅读教学已超过五年,目前正在 2023-2024 学年任教。本研究共包括 10 人,他们将参加集中小组讨论和深度访谈。从 IDI 和 FGD 中获得的信息被细致地记录下来,并转换成参与者回答的有条理的摘要。数据分析得出了三个主题:阅读理解的意义、调整阅读技巧的必要性以及强力激励。 关键词:学习、策略、理解、小学、教师、阅读、教育、计划、干预
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