Multimedia Remedial Instruction to
Improve the Reading Level of Grade II Pupils

This study was conducted to improve the reading level of Grade II pupils of Honrado Elementary School for SY 2017-2018 in terms of word recognition and comprehension skills, through a multimedia remedial instruction. Specifically, it aimed to: (1) identify the reading level of grade II pupil both in English and Filipino before and after the Multimedia Remedial Instruction in word recognition and comprehension (2)
determine the significant difference of reading level of grade II pupil in English and Filipino before and after the Multimedia Remedial Instruction in word recognition and comprehension. The methodology used was descriptive method making use of the researched videos, reading passage from PHIL-IRI and the standard procedure of the
PHIL-IRI in determining the reading level. The multimedia lessons were validated by the master teachers and selected Grade I teachers of the district. The study has three phases, namely: the conduct of the pretest, the implementation of the intervention and the post evaluation. The data gathered were statistically treated using a simple mean and standard deviation and t-test. The study revealed the following significant findings: In the English pretest, out of 13 or 32.5% are Non-readers, 18 or 45% belong to Frustration level, 5 or 12.5% Instructional level, and 4 or 10% Independent level. After the Multimedia remedial instruction, there are no more Non-readers, Sixteen or forty percent Frustration level, 8 or 20% (Instructional level), and 16 or 40% (Independent level). Moreover, in Filipino pretest; there were 6 or 15% (non-readers), 23 or 57.5% (frustration
level), 9 or 22.50% (instructional level), and 2 or 5% (Independent level). After theMultimedia reading remedial instruction, there were no more non-readers in Filipino, 10or 25% (frustration level) 12 or 30% (Instructional) and 18 or 45% (Independent level).iii. Based on the results, it was found out that the multimedia remedial instruction is veryeffective especially to non-readers and frustration readers.

Keywords: comprehension level, frustration level, independent level,
instructional level, intervention, Phil-IRI, multimedia