Effectiveness of Transactional Strategies Instruction in Enhancing Reading Comprehension Among Learners with Special Educational Needs
DOI:
https://doi.org/10.5281/zenodo.14949619Keywords:
Transactional Strategies Instruction, reading comprehension, LSEN, experimental design, PhilippinesAbstract
This study determined the applicability of Transactional Strategies Instruction (TSI) in enhancing reading comprehension among Learners with Special Educational Needs (LSEN). The study involved 20 Grade 7 learners of Achievers Heart of Knowledge Montessori Inc. who exhibited reading comprehension disabilities. Employing an experimental research design, the study utilized percentage, mean, standard deviation, and t-tests to analyze data. Findings revealed that the majority of participants were 14 years old, male, and performed at an instructional reading level prior to the intervention. After the implementation of TSI, participants achieved an independent reading level. The t-test results showed a significant difference between pre-test and post-test performances, confirming the efficacy of TSI in improving reading comprehension. Recommendations include integrating TSI into mainstream educational practices for LSEN and developing policies to support such instructional strategies.
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