Assessing the Effectiveness of Visual Support Strategies in Enhancing the Reading Achievement of Inclusive Learners
DOI:
https://doi.org/10.5281/Keywords:
Special Education, Visual schedules, Inclusive education, Reading comprehension, Vocabulary development, Phonological awarenessAbstract
This study examined the effectiveness of visual support strategies in enhancing reading comprehension, vocabulary, and phonological awareness among inclusive learners at Corella National High School. Pre-test results revealed notable gaps in comprehension and vocabulary, with 30% of learners at the beginner level and 35% at beginner or intermediate stages in vocabulary. Phonological awareness, however, showed a strong baseline. Following the intervention, post-test outcomes demonstrated significant improvement: no learners remained at the beginner stage in comprehension, vocabulary scores stabilized with a high concentration in the advanced category, and phonological awareness uniformly reached advanced levels. These findings underscore the role of visual support strategies in scaffolding comprehension, reducing cognitive load, and fostering learner independence. The structured and multimodal approach provided clarity, predictability, and accessibility, enabling learners to better organize information, anticipate tasks, and strengthen literacy outcomes. Recommendations emphasize embedding visual support strategies into daily instruction, prioritizing teacher capacity-building, customizing tools for learner differentiation, institutionalizing monitoring and evaluation, and aligning policies with institutional goals of equity and professionalization. Overall, the study affirmed that visual support strategies are a sustainable and scalable pedagogical strategy that promotes inclusivity, strengthens literacy achievement, and supports diverse learners in varied educational contexts.
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