Collaborative-Constructivism Approach Reading Remediation

Osias Kit T. Kilag (Academic Affairs and Research, ECT Excellencia Global Academy Foundation)
Ma. Teresa B. Aniel (Archbishop Teofilo Camomot Catholic School of Santander)
Viquelyn A. Engbino (Department of Education, Schools Division of Toledo City)
Ana Lorraine B. Bubuli (Department of Education, Schools Division of Toledo City)
Maridel D. Macapobre (Department of Education, Schools Division of Toledo City)
Joana Marie L. Fajardo (Pau Excellencia Global Academy Foundation, Inc. - Toledo City)

International Journal of Social Service and Research
Vol. 3 No. 2 (2023): International Journal of Social Service and Research (IJSSR)

The study focused on the students' reading challenges, the techniques, methods, and strategies used, as well as the changes seen following the mentoring sessions. The study's output was the formulation of a plan for peer mentoring. On the second grade non-readers in Toledo City's division, a study was done. The cases consisted of eight students. They all came from low-income homes, and three of them were Pantawid Pampamilyang Pilipino (4Ps) participants. The study was qualitative in character and using the multiple case study methodology. Employed Approaches, Methods, and Strategies Constructivist approaches were applied. Think, Pair and Read, find the underpinning, and Mix Mine were the collaborative learning tactics employed. Adjacent elementary schools in the district or in other districts should be made aware of the proposed peer mentoring plan. The following subjects are suggested for additional research: Developing Teachers' Creativity in the Mentoring Program Coaching and Mentoring as Realistic Ways to Enhance Learning. A management intervention program called mentoring.