8

Chapter 2
FRAMEWORK OF THE STUDY

This chapter covers discussions of investigations conducted by national and

international researchers as well as presentations of relevant literature. The theoretical

and conceptual frameworks, the null hypothesis, and the definition of words are also

covered in this section.

Review of Literature and Related Studies

Reading is a thinking process. The reason is that the reader needs to recognize the

word and construct meaning out of the recognized words written texts. Then, the reader

also acts on the text by applying the reader’s personal or background knowledge to

evaluate an issue about what the reader has read to make predictions, judgements or

whatever is the intended outcome of reading.

What is Reading

Reading is a complex process as it involves “sensation, perception,

comprehension, application and integration”. It is the process of making and getting

meaning from printed words and symbols. Reading as a whole, is a means of

communication and of information and ideas. Aracelo (1994) as cited by Panerio (2008)

reported that “85% of the things that people do involve reading”. Individuals read street

signs, advertisements, menus in restaurants and recipes from cook books, dosage of

medicine and others. Moreover, reading is the foundation of academic success and life

learning. One article from Philippine Star (2010) states that: “The undeniable fact

remains that majority of Filipino students do not possess the ability and motivation to
 9

read. Due to the fast-evolving world and changing technology, it cannot be denied that

sometimes reading is taken for granted”. (Tomas, Villaros, and Galman (2021).

According to K & Nisha (2022), reading is clearly one of the most important

academic skills. Reading comprehension is the ability to extract explicit and implicit

meaning from written text. Reading written texts depends on reading sentences, words,

and letters while reading literacy is essential for gaining knowledge and understanding

the world, and it is a prerequisite for an individual to become a good reader ((Liu, Chen

& Liu, 2022).

Reading Instruction

Reading instruction is a method of teaching that focuses on the development of

reading skills in students. It encompasses several key components:1. Phonemic

Awareness: This is the understanding that words are made up of individual sounds or

phonemes.2. Phonological Awareness: This involves the ability to identify and

manipulate units of oral language, such as words, syllables, and onsets and rimes.3.

Decoding (Reading): This is the ability to apply knowledge of letter-sound relationships,

including knowledge of letter patterns, to correctly pronounce written word.4. Encoding

(Spelling): This is the ability to convert a word into its corresponding sounds by using

knowledge of sound-symbol correspondences.5. Sight Words: These are words that are

immediately recognized as a whole and do not require word analysis for identification.6.

Reading Fluency: This is the ability to read with speed, accuracy, and proper

expression.7. Comprehension: This involves understanding the meaning of words,

sentences, and entire texts.

 10

Effective reading instruction is systematic and explicit, with emphasis on

proceeding in small steps, checking for student understanding, and achieving active and

successful participation by all students. It also includes instruction in a variety of

strategies for processing texts. Moreover, it's important to note that effective reading

instruction takes place in English and across the curriculum and is given substantial time

in the classroom.

Challenges in Reading

The major educational challenges generated by the COVID-19 pandemic are

disrupted learning especially for students from low socioeconomic home backgrounds, a

widening digital divide, limited effectiveness of emergency remote learning, and a

neglect of holistic education. Consequently, the pandemic has contributed to and

intensified the physical, mental, social, and emotional stress experienced by students and

impaired their overall well-being (Tan, 2021).

In addition, based on the research Sakkir, Geminastiti and Rukmana, Novayanti

Sopia and Muslim, Ahmad Bukhori and Andrew, Martin and Muhayyang, Maemuna

(2023), it shows that students face many challenges when learning English during the

current new normal (during and after the Covid-19 pandemic). These challenges stem

from the conditions of students, teachers, schools, environmental conditions, physical

conditions, learning processes, and technology applications.

However, research shows that readers build meaning by associating information

in the text with what they already know). In class, teachers do a lot of activities to

improve reading comprehension. Currently reading Comprehension is assessed by

 11

individual teachers in each class. Tools they cannot help the teacher correct a child at a

particular reading level embrace. Thus, the comments, suggestions, and limitations for

the implementation of the assessment reading comprehension in the classroom from the

point of view of educators, including primary school teachers, and faculty, are analyzed

in this study. Educators' responses reflect the actual classroom setting and this will help

identify the challenges they face in the classroom. Research has also provided

suggestions to ensure reading comprehension in the classroom. Teachers are responsible

for not only setting the level of understanding but also its development and assessment in

a class manner. Only then can they implement remedial programs at school. Therefore,

Educators' views on reading comprehension are very important. Thus, it was strongly

recommended to examine the relevance of language learning in school education, the

training does not provide teachers with adequate preparation in reading pedagogy, and

Continuing education does not solve the problem either. Textbooks also do not support an

attempt to follow a coherent strategy for teaching reading. Getting acquainted with

practical solutions to ensure a deeper level of comprehensive reading in the native

language, therefore, requires further study and studies related to the context, practice, and

assessment of reading comprehension (Abdul Gafoor, & Nisha, 2022).

Teachers worldwide point to challenges such as learners struggling with reading

comprehension. Failure of the teacher to prepare the reading atmosphere, substandard

material, too much material, lack of interaction time, and lack of teacher attention to

teaching techniques, vocabulary, notation, and reading assessment skills. Low scores can

negatively affect reading comprehension. In the field, teachers state that learners cannot

read texts alone. Lack of education, omission of detailed reading processes, and lack of
 12

proficiency in handling reading material are essential factors to be addressed, and

technical challenges such as internet connectivity, especially in areas without signals,

may hinder instruction from continuing. It can be the most significant barrier. Learning is

essential, especially for academic institutions that have chosen online learning as their

teaching method (Dayagbil et al., 2021). Given these circumstances, the researcher will

conduct this study to assess the post-pandemic challenges of reading instruction by public

elementary school teachers.

The COVID-19 pandemic has affected the world, leaving all areas of human life

intact, including education. Students and their parents quickly found themselves in a

situation no one had ever dealt with. Of course, most of these situations were

accompanied by significant stress, fear of the unknown, and anxiety (Forte et al., 2020).

According to Koželuhová , Zemanová, Wildová, & Koželuh (2021), the sudden

separation and severing of all ties affected the psyche of the students, who were suddenly

forced to deal with entirely different learning conditions. Parents can help their children

in new situations. There were also many challenges ahead for teachers thrown overnight

into a world of online education with little or no previous experience. Elementary school

teachers cite the availability of equipment, networks, and Internet connectivity, planning

and evaluating the educational process, and collaboration with parents as the main

complexities that distance learning poses for teachers.

In the Philippines, according to the study of Idulog, Gadiano, Toledo, Hermosada,

& Casaldon, Mariposa, Geron, Dequito, Genanda, Malipot, Pentang, and Bautista, (2023)

, another factor contributing to the country’s reading comprehension problem is

theCOVID-19 pandemic threat, temporarily closing all public and private schools
 13

nationwide.Department of Education asked for the cooperation of the parents to continue

thedeliverable of knowledge from teachers to students through modular distance

learning(Caasi & Pentang, 2022). This modular distance learning became a big challenge

forteachers, students, and parents, considering that not all parents can teach their

children.The pandemic almost slowed down the learning of the child since most students

andchildren did not have enough time to practice reading and comprehension because of

toomuch use of gadgets and social media apps.

Teaching Reading

Book is considered successfully completed when you understand the author's

intended meaning and its impact on you. This means that the reader can extract the ideas

conveyed in the text. speech. Listening, reading, and writing are common skills, and the

mastery of these skills by children is an important factor in their academic success. In

addition, teachers indicate that learners have problems with reading comprehension.

Failure to prepare reading atmosphere by teachers, substandard material, too much

material, lack of interaction time, and lack of interest in teachers' Malayalam usage

habits, vocabulary, notation, and reading assessment skills. Low scores can negatively

affect reading comprehension. Learners cannot read the text on their own. Lack of

training, omission of detailed reading processes, and lack of proficiency in handling

reading material are major factors that need to be addressed. Most children are at an

average level. Good readers are good at group work, but not likely. Work-related learning

situations and activities are independent of life situations. Personal silent reading time is

not used effectively. Teacher reading needs to be improved. Teachers often find shortcuts
 14

while reading. Children are far behind when it comes to reading between the lines.

Teachers must learn how to comprehendible frame dialogue questions.

A study by Koželuhová et al. (2021) found that the project provides technology to

teachers, works effectively with teachers, and promotes positive outcomes among all

stakeholders, including governments, schools, teachers, parents, and the wider

community. We have shown that we have ensured cooperation and coordination.

Moreover, Some of the biggest challenges in introducing e-learning in elementary

schools include: (i) teachers, parents, and students need to become more familiar with

the e-learning platform user interface; (ii) inadequate home hardware and software

equipment; (iii) Teachers may not supervise special students. (iv) Communication

between teachers and parents could be smoother. (v) difficulties in assessing learning

progress online; (vi) Students are easily distracted from their studies (Lin et al., 2022).

Based on a study by Mukhari & Sanders (2023), it was found that the pandemic

has reduced learners' academic performance. This was evident not only in the four major

language skills but also in the learners' emotional and social development. Parental

support was often lacking because parents had to work or didn't know how to support

their children. The technical challenges were significant as new changes in teaching and

learning were required. Moreover, various factors should be considered when

determining whether and to what extent the restrictions imposed by the pandemic will

affect reading performance. Students learn to read through formal school instruction,

including homework, and through informal reading activities during their free time. Due

to COVID-19 restrictions, the shift from classroom instruction to Emergency Remote

Education (ERE) has reduced formal instruction time in schools. Apart from this drastic
 15

reduction in learning time, the decline in classroom efficiency during the pandemic may

also have a negative impact on reading comprehension. Reading instruction may be

hampered by limited experience with the technological devices required for digital

teaching and learning (Ludewig et al., 2022).

Findings by Afrilyasanti & Basthomi (2022) showed multiple impacts on student,

teacher, and caregiver adaptation to sudden changes in teaching and learning practices.

There is also evidence that teachers and parents face more significant physical fitness

challenges than students. In terms of psychological preparation, the three of them faced

similar challenges. Nonetheless, these tasks did not appear to influence global

perceptions of learning adaptation.

The ultimate purpose of reading is understanding, which requires the reader to

build a picture of the author's world in their minds. When we are proficient readers, this

typically comes effortlessly to us, and our understanding develops as we read. The

intricacy of what we do while we read, even when a text is clear and easy, obscures this

sensation of ease, making it deceiving. Finding a straightforward response to questions

like "How does reading comprehension develop" and "Why does it sometimes fail"

quickly becomes impossible due to the wide variety of cognitive and linguistic operations

that are involved (Nation, 2019).

Reading Ability

The acquisition of reading comprehension is critical to the learning of other

school subjects and to the further education and life of students. Alongside reading

motivation and reading behavior, reading literacy is a central component of reading

 16

literacy. In international performance studies such as PIRLS, reading performance is the

key to extracting relevant information from narrative and informational texts,

understanding and using written texts in areas of life that are relevant to the individual

and needed by society. and reflect the student's ability to reflect. Reading comprehension

includes several levels of text comprehension, surface structure, text-based, situational

model, rhetorical structure, and practical communication. Acquiring text comprehension

requires appropriate word recognition, language comprehension (such as verbal

reasoning), and bridging processes, as well as active self-regulation, motivation, and

commitment (Ludewig et al., 2022). Also, reading is a complex process because it

involves “perceiving, perceiving, understanding, applying and integrating”. It is the

process of creating and gaining meaning from printed words and symbols. Reading is

generally a means of communication, information, and ideas. Individuals read street

signs, advertisements, restaurant menus and recipes, drug dosages and the like.

Furthermore, reading is fundamental to academic success and lifelong learning (Tomas et

al., 2021).

Reading and the Impact of the Covid-19 Pandemic

Many factors must be considered to determine whether and to what extent reading

performance is affected by pandemic restrictions. Students learn to read through formal

instruction at school, including homework, and in their spare time through informal

reading activities. The transition from face-to-face instruction to EE in schools due to

COVID-19 restrictions has resulted in less time for formal school instruction (Reimers &

Schleicher, 2020).
 17

Behavior Management

According to Nguyen (2022), teachers can use different strategies when teaching

reading. To use teaching techniques effectively, anyone who teaches should understand

the underlying principles and assumptions of each particular technique. Indeed, there is

no shortage of descriptions and labels for activities that are classified as educational

activities. Harmer (2007) states that strategies are the actions a teacher takes to achieve

one or more of her teaching and learning goals. Strategy can also be defined as the

general direction of the educational process. Teachers should use different strategies

when teaching reading, including: Using a variety of methods, media, and games to keep

students interested. It has been established that a fundamental feature of educational

strategies is to facilitate the introduction of various teaching methods and techniques. The

key is to use technology relevant to the learning experience and use appropriate

collaborative learning strategies to create a more interactive learning environment. By not

teaching reading comprehension, teachers are making students competent and successful

readers in the classroom. Creative teachers don't just use specific methods and

techniques, they implement many strategies and skills to meet the needs and learning

styles of each student in the classroom.

Reading Materials/Resources

In a study by Simanjuntak & Barus (2020), the authors found that an advantage of

using external books is that they can increase interest in literacy. The published books are

full-color books that increase students' interest in reading and lead to literacy activities.
 18

Additionally, these books also serve as guides for students to address the questions asked.

A literacy school will only succeed if its students have the right English skills.

A study by Mohammed (2018) also found that the lack of fairy tales and other

reading materials in schools is one of the reasons for students' low reading proficiency in

schools. It was also pointed out that there is a lack of read books such as: “I would like to

start reading volumes 1. 1 and 2, my first picture book and alphabet and letter book” are

some of the reasons for students' low reading comprehension in schools. One teacher

made the following claim: A common factor affecting preschoolers' reading

comprehension is the lack of picture books in school. Another teacher claimed that our

school lacked reading materials and "start reading" materials. 1 and 2, the first picture

book and the alphabet and letter book. In support of this finding, it was explained that

students may have reading difficulties due to their limited book-reading experience.

Technology

Technology lets individuals connect and even operate virtually without face-to-

face interaction in times of crisis by offering creative and adaptable ways to minimize

disturbance. As a result, businesses make several systemic adjustments when they use

new technology for communication and collaboration. E-learning was selected as the

teaching strategy. As a result, an effective technological and logistical implementation

strategy should be used to enable alternate learning models during the pandemic

(Dayagbil et al., 2021).

Teaching must continue online, and when it is not possible to learn online,

learners will stop learning. Due to sudden and unexpected closures, schools in South

Africa have had to transform teaching and learning, relying on technology for teaching
 19

and completing the curriculum in time for year-end assessments. Homeschooling has

been frustrating for many teachers, students, and parents. Parents and caregivers face

difficult educational tasks. Most parents and guardians are not trained to teach children

(Mukhari and Sanders, 2023). In addition, many learners lack a computer and internet

connection for online learning (Spaull & Van der Berg, 2020). This is especially true in

developing countries where electronic devices and technologies are not readily available

(Gupta & Kaur, 2020). The fact that many children in the same family have to share cell

phones, high data charges and slow Internet ore aggravating situations. The free

educational websites offered are not enough (Duncan-Williams, 2020).

Online learning is the new form of learning in the 21st century. Teachers act as

subject experts and instructional designers, facilitating teacher-student and peer

interactions, and enhancing cognitive ability and learning engagement of learners. It is

also pointed out that e-learning has advantages that traditional teaching models do not

have. For example, colleagues can communicate quickly with high quality, and

knowledge can be transferred between colleagues and discussed in public. In this mode of

learning, peer-to-peer discussion is equal. Learners can freely access and discuss

information at any time. As a result, learners will be more motivated to learn and more

willing to participate in the whole learning process (Lin et al., 2022).

Students with personal mobile devices can learn according to their individual

needs. They can also interact with their teachers and peers in real-time as they access the

Internet. In this way, teachers can effectively monitor student progress, conduct

assessments, and provide appropriate feedback. The combination of tablets and

applications helps teaching activities and enhances students' interest in learning, creating
 20

a win-win situation for teaching and learning. However, the study by Abbasi et al. (2020)

shows that 77% of students have a negative view of online learning during COVID-19.

Most students prefer face-to-face learning because they are not ready for online

learning. This coincides with the quantitative results of Aboagye et al. (2021) that

students are not prepared for a fully online experience. For online students, the biggest

challenge is accessibility. Computers, the Internet, and technology all affect the

effectiveness of students' online learning, while social and teacher-related issues affect

students' readiness to learn online. To explore the implementation of e-learning in the era

of COVID-19, the researchers in this study are conducting in-depth interviews to better

understand the real challenges in online learning that teachers face. faced by staff,

parents, and students (Lin et al., 2022).

Locally, when it comes to technology, it provides innovative and resilient

solutions to combat disruptions during crises, helping people communicate and work

virtually without needing face-to-face interactions. This introduces new technologies for

interacting and working in organizations and many system changes. However,

technological challenges such as internet connectivity, especially in areas without signal,

can be the most significant obstacles to continuing teaching and learning, especially for

academic institutions that have chosen online learning as their teaching method.

Alternative learning models, therefore, need to be supported by well-thought-out

technical and logistical implementation plans during the pandemic (Dayagbil et al.,

2021).

Parental Support
 21

In Mohammed's research, (2018), it was revealed that teachers and parents failed

to stimulate students' interest in reading; The student's level of reading motivation is not

enough. It has also been found that the school sector and parents are somewhat reluctant

to encourage students to develop a positive attitude towards reading and that parents do

not have enough involvement in helping students learn to read fluently. at home. One

teacher said the following: Parents do not motivate children by helping them read or learn

to read at home. The importance of family influence on children's reading ability has

been emphasized that children with early literacy experience have an advantage in

vocabulary development, reading, and comprehension compared to children with literacy

skills, children who are not affected by literacy at home.

More and more studies show that family factors play a very important role in the

development of students’ reading skills. it even suggests that family involvement is a

better predictor of student achievement than school participation and that schools cannot

compensate for differences in skills. reading ability due to family differences. Studies on

family factors affecting students' reading comprehension focus mainly on the financial

status of the family and the educational level of the parents (Liu et al., 2022). Also,

children from different family backgrounds have different levels of support at home, and

their socialization of reading varies as well. According to the home literacy model, such

support can involve different literacy experiences, for example, parent and child reading

together, teaching the alphabet, or reading words. These literacy experiences explain

children's progress in reading and vocabulary. Among other factors, literacy experiences

at home may explain that the reading levels of children and adolescents in Germany and
 22

in many other countries are systematically related to family characteristics. , such as

sociocultural capital or family background (Wendt and Schwippert, 2017).

Essential Elements in the Reading Instruction

Lesson Planning and Content

According to Ayres (2014), it is very important for teachers to do well in order for

students to do well too. However, teachers often have a difficult time trying to meet the

various ways that their students learn and behave. Teachers spend a lot of time dealing

with students' behaviors, which means they have less time for teaching. One way to

spend less time dealing with students' behavior and get them more involved is to use

strategies to manage the classroom before problems arise. Teachers can use effective

research-based methods in their lesson plans to decrease behavior issues and enhance

success for all students. Moreover, a lesson plan is a plan for what students will learn

during one or a few classes. The teacher plans what they will teach every day. LP stands

for lesson plan. It includes goals, the time it will take, the steps in the lesson, and what

materials are needed. Every week, teachers give their plans for each day to the school

administration. Teachers can use guidebooks made by the government's education

department instead of their own lesson plans. If there is no guidebook for the lesson,

teachers will create an additional lesson plan that follows the curriculum (Cicek & Tok,

2014).

Teaching Reading Pedagogy

According to a recent study by Wyse and Bradbury (2022), synthetic phonics has

become the most popular method for teaching young children how to read. As a result,
 23

children have not had a lot of time to read real books in school, starting from when they

first start their education. The new policy in primary education includes two

requirements: using books that are easy to read and teaching synthetic phonics separately

from other reading skills, like understanding the meaning of the text.

However, Nazarov and Ismatulleva (2022) suggest that using bright pictures, clear

explanations, different activities, and lots of practice can help people get better at reading.

When teaching English reading to students with disabilities, there isn't a one-size-fits-all

method that works for everyone. We need to use the trial method to choose the best forms

based on what the child is like. We can make these tasks more fun. For example, we can

do crossword puzzles, solve rebuses (which are puzzles with pictures or symbols), decode

secret messages, read texts with pictures instead of words, match pictures with words,

play games to find the best readers, and more. When you start learning English, there is a

process called integration. This means that you don't learn different parts of the language

separately, but instead, they are connected. For example, you learn how to say sounds,

use the correct tone, understand words, grammar rules, and learn how to communicate in

different situations. Different ways of communicating with each other, like talking and

listening, are connected and affect each other. Children use what they learned from

speaking and listening to understand written words, and then they talk about what they

read.

Reading assessment

Agreeing to the ponder of Spenda & Sandravelis (2023), t is underlined that the

most grounded relationship between noiseless familiarity and perusing comprehension

 24

included the computerized estimation of perusing familiarity. Based on our essential

discoveries, is it recommended that perusing familiarity appraisal can be coordinates in

ordinary school hones through cutting edge, computerized, time-efficient ways. In any

case, within the ponder of Explanatory et al., (2014), the evaluation too found that less

than half of teachers’ professional vide an opportunity for children to hone perusing amid

lessons. Numerous instructors come up short to use assessment successfully and don't get

it the perusing guidelines that they ought to be supporting their understudies to meet.

Instructional Materials

In the look at of Montera Cadiong (2019), the writer recommends

Reading/English instructors and college managers to show college students with kind of

studying substances so it may undoubtedly have an effect on beginners’ stage of studying

comprehension; and that the outside stakeholders ought to be knowledgeable at the

relevance of studying sports at college and at domestic to make sure that beginners could

be molded holistically. Also, withinside the look at of Mede and Gir Korkmaz, 2017,

findings discovered that the studying substances had been powerful when it comes to

length, stage of the texts at the side of authenticity and creation of goal culture; However,

sure changes with reference to topics, genre, visuals, strategies, sports and phrase recycle

had been required to be addressed greater closely. The use of gentle copies as studying

fabric is correlated to excessive studying fulfillment. The implications may also function

foundation for intervention, program, and coverage formulation. Teachers want to layout

interactive studying substances the use of the twenty first Century technology like gentle

copies studying substances which may be available and may be get entry to each time and

everywhere the use of cellular phones. Reading intervention the use of technology-
 25

primarily based totally substances can be designed to enhance studying fulfillment of the

college students. Schools may also introduce e-library which may also introduce diverse

substances that may be accessed and examine in gentle replica format. This may also be

useful to distance getting to know modality (Toyong and Toyong, 2021).

According to Sutini et al., (2021), in figuring out the applicable coaching fabric

has to do with numerous principles, amongst others; the precept of response, concord and

stability. In the conclusion of this coaching fabric may be via print media inclusive of

books, and via digital media inclusive of; Computer Based Training (CBT), Web Based

Training (WBT), Internet (Interconnection Networking), etc.

Theoretical Framework

In view of the subject of this study, it is predicated on the theoretical models and

underpinnings of Direct Transmission View of Teaching and Constructivist Theory of

Jean Piaget; and Transfer Theory (1954).

Direct Transmission View of Teaching and Constructivist Theory. The direct

transmission view of student learning implies that a teacher’s role is to communicate

knowledge in a clear and structured way, to explain correct solutions, to give students

clear and resolve problems, and to ensure calm and concentration in the classroom. A

teacher’s job from this perspective is to supply students with a designated body of

knowledge in a predetermined order. Academic achievement is seen as students’ ability

to demonstrate, replicate, or retransmit this designated body of knowledge back to the

teacher or to some other measuring agency or entity. Teachers holding this view

emphasize facilitating student inquiry, prefer to give students the chance to develop
 26

solutions to problems on their own, and allow students to play active role in instructional

activities

The theory of Piaget is anchored on the present study since the study is primed

with

the importance of knowledge transmission even in a distance or remote learning as long

as

there is an interaction between a teacher and student in a unique condition or situation.

Transfer Theory, Fox (1983) used the transfer theory to describe teachers who

believe that knowledge is a commodity that can transfer from one object to another

Teachers who adopt this personal learning theory believe that knowledge is information

that can transfer from one person (the teacher) to another person (the student). These

teachers focus on the "what" and "how" of knowledge with little to no attention to what

happens to this knowledge received by the student. The present study gives emphasis on

the knowledge that students will receive, and the instructional practices chosen to deliver

this knowledge will have a direct impact on students' academic learning, needs, interests,

and future endeavors.

Transfer theory is a term that can refer to different concepts in different fields of

study. In psychology, it can mean excitation-transfer theory, which is the theory that

emotional responses can be intensified by arousal from other stimuli, or transference,

which is the concept of projecting one’s unconscious conflicts onto another person,

especially in psychoanalysis. In education, it can mean the theory that learning in one

situation can be applied to another situation depending on the similarity of element.

 27

Figure 1 shows/explains the framework/model of the study. The model is composed of

three parts namely: Input, Process, and Output (IPO).

The input frame explores the demographic profile of the respondent in terms of age,

sex, length of service, position, and educational attainment; and the perceptions of

teacher-respondents towards post-pandemic challenges in teaching reading in terms of the

reading ability of learners, behavior management, reading materials/resources,

technology, parental support. The Process frame comprises the data collection method

and tools. The survey questionnaire is the main research instrument and descriptive and

inferential statistics that will be employed for data analysis and statistical treatment such

as weighted mean and analysis of variance.

Conceptual Framework

INPUT PROCESS OUTPUT

1. Profile of the respondent

in terms of:
a. Age;
b. Sex; Data Gathering
c. Length of service;
d. Number of training in
teaching reading; Proposed action plan
Survey Questionnaire
e. Educational attainment.
to address the post-
2. Post-pandemic
challenges in teaching Data Analysis pandemic challenges
reading of respondents
described in terms of: in teaching reading of
a. Lesson planning and
content; Percentage public elementary
b. Teaching reading
pedagogy; school primary
c. Reading assessment of Weighed Mean
learners; teachers in Sta. Cruz
d. Instructional materials
used in teaching reading. District
Analysis of Variance
(ANOVA)
 28

Fig. 1. The Paradigm of the Study

The Output frame indicated findings of this study was used as the basis in

preparing an action plan or programs and activities to address the challenges of teaching

reading and sustain the program.

Hypothesis

The following null hypotheses is to be examined and tested:

1. There is no significant difference in the perception of respondents on the post-

pandemic challenges in teaching reading when grouped according to profile

variables.

Definition of Terms

This research study necessitates the inclusion of the following terminologies

which are essential in the development of the whole research process. The concepts

included are defined operationally to give a clearer blueprint of how these concepts work

in the research study.

Behavior Management. This refers to the ability of teachers and parents to motivate

learners to strive in learning how to read.

Instructional Materials. This refers to the materials prepared or ready made intended

for teaching learners.

 29

Lesson Planning and Content. This refers to the detailed, semi-detailed or brief plan

usually drawn by the teacher encapsulating the plan on how to deliver the lesson on a

certain period.

Parental Support. This refers to the support given by parents like attention and

financial support.

Post-Pandemic Challenges. This refers to the difficulties encountered by teachers in

teaching reading to their pupils.

Reading Ability of Learners. This refers to the skill of learners in reading books and

other reading materials.

Reading assessment of learners. Refers to the process of evaluating the reading abilities

of learners.

Reading Materials/Resources. This refers to textbooks, modules and other learning

materials intended for learners to read.

Teaching Reading Pedagogy. This refers to the teaching-learning process in teaching

learners how to read effectively.

Technology. This refers to the different electronic devices or gadgets which could help

learners to gain knowledge and skills.

Zone 1 Schools Division of Zambales. This refers to the cluster of schools Department

of Education Division of Zambales which includes Sta. Cruz, Candelaria and Masinloc

District.