Mobile-based Interactive Media in Remedial Reading Instruction

Abstract

This study investigated if there would be a significant effect of using mobile-based interactive media on the word recognition and comprehension of Grade-7 students who underwent remedial reading classes because they were identified as non-readers or belonging to the frustration level of reading comprehension.  It employed a standardized reading test in administering the pre-test and post-test among the students before and after utilizing the said interactive media, respectively. The test included word recognition (oral) and comprehension (written) tests to determine the reading ability of the students. The findings revealed that there was a significant difference between the pre-test and post-test scores of the students both for word recognition and comprehension. The use of mobile-based interactive media was found effective in enhancing the reading skills of students, even for those students who were already in Grade-7 and those who belonged to the Frustration Level of reading comprehension. The study recommended that a longer period of time could be allotted for remedial reading instructions while using mobile-based interactive media and that interviews could be used as a follow-up strategy in ascertaining the improvement of students’ reading skills.