EMPLOYING READING INTERVENTION ACTIVITIES AND TEACHERS’ PEDAGOGICAL PRACTICES IN DEVELOPING PUPILS’ READING SKILLS

Educational Management

This study determined the reading intervention activities, teachers’ pedagogical practices, and the pupils’ reading skills. It determined the reading intervention activities. The degree of relationship between variables was described and measured using a descriptive-correlational study methodology. Additionally, a qualitative technique was used for a thorough investigation and understanding. The respondents were chosen using purposeful sampling. It came out that fuller approach as well as use of picture word activities had a significant relationship with the pupils’ reading skills to include fluency and alphabet knowledge. The use of picture words had a significant influence on phonological, fluency and alphabet knowledge. In conclusion, strategies in reading are necessary to be used to establish the reading ability of children, fuller approach in reading is applicable in teaching reading if it emphasizes the concepts and sound of letters and syllables then the isolated simple words. Mastery of letter sounds is also vital in establishing the reading skills of pupils. Reading fluency can be developed by modeling fluent reading if understanding the basic texts is emphasized and activities are intensified. Finally, as teachers grasp the substance of classes in order to confidently provide training to the learners to process each reading activity, the pupils' reading comprehension abilities will be successfully enhanced.

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