Research Article
Interventions for Struggling Readers and Writers in the Context of School Literacy Movement
@INPROCEEDINGS{10.4108/eai.28-9-2019.2291010, author={Rama Dwika Herdiawan and Mursid Saleh and Warsono Warsono and Djoko Sutopo}, title={Interventions for Struggling Readers and Writers in the Context of School Literacy Movement}, proceedings={Proceedings of the 2nd International Conference on Education, ICE 2019, 27-28 September 2019, Universitas Muhammadiyah Purworejo, Indonesia}, publisher={EAI}, proceedings_a={ICE}, year={2020}, month={2}, keywords={school literacy movement interventions struggling readers and writers}, doi={10.4108/eai.28-9-2019.2291010} }- Rama Dwika Herdiawan
Mursid Saleh
Warsono Warsono
Djoko Sutopo
Year: 2020
Interventions for Struggling Readers and Writers in the Context of School Literacy Movement
ICE
EAI
DOI: 10.4108/eai.28-9-2019.2291010
Abstract
Struggling readers and writers require appropriate interventions to avoid their failure in the scope of school literacy movement. The interventions can be meant as a program or class that can be employed to provide the students tools as well as strategies in terms of literacy development (Irvin, J.L, 2007). To meet the relevance of this, the study employs a descriptive case study in which the researcher attempts to explain a number of related interventions used by the teachers in the context of school literacy movement by using interview and participant observation as the methods of data collection. Regarding this, the teachers employa one to one tutoring that provides explicit instruction as well as practice on how to read and write some kinds of texts. In addition, they also engage the students in digital literacy learning by using online learning platforms such as quizziz and kahoot. In brief, proper interventions contribute to the acceleration of their literacy development.
