Enhancing reading through Scribe: Best practices of facilitators and experiences of high school readers
https://doi.org/10.70228/PFREE2024006JHER
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ABSTRACT
This sequential explanatory mixed study aimed to determine the reading performance of high school readers and practices of reading facilitators, as well as student experiences with Project SCRIBE at a public high school in Escalante City for school year 2023-2024. Based on the Language Experience Approach (LEA), Project SCRIBE targeted 47 identified frustration readers in senior high school using a group screening test. Pretest and post-test scores were analyzed using means, standard deviations, and paired samples t-test to highlight the existence of statistically significant improvement after the intervention. The improvement observed in reading comprehension, vocabulary acquisition, and critical thinking skills made after Project SCRIBE's implementation, grounded in the Language Experience Approach framework, shows this instructional method's effectiveness in literacy education. Since LEA is an approach anchoring in learners' experiences, it is an effective means for comprehensive literacy development. The seven student participants and two reading facilitators shared best practices in the interviews, crafting the story from a personal experience, individual and choral reading as strategies for learning reinforcement, Cebuano-English language bridges, and immediate writing feedback. Students have also shared that they had enriched their understanding, developed grammar, and engaged in collaborative learning. However, students note challenges in time management during activities. Therefore, more experiential learning opportunities should be brought into the classroom, especially when considering language education according to the principles of the Language Experience Approach.
Keywords: Language Experience Approach, reading performance, reading intervention
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief