LANGUAGE REMEDIATION ACROSS TEACHERS’ ORIENTATION IN LANGUAGE DISFLUENCIES

Results revealed that the remediating language teachers are moderately aware about language disorders and disfluencies. After the teachers received the orientation, all the indicators had an “extremely aware” adjectival rating. There was a significant increase in the evaluation scores of teacher-respondents before and after the orientation was given. Furthermore, there is a significant difference between the teachers’ level of awareness before and after the orientation. It is evident that the mean scores of students increased by just 0.05. Before the teachers received the orientation, students’ test scores got a mean of 27.07 and 27.12 thereafter. There was no significant difference in the pretest and posttest scores of the student-respondents. There was also no significant positive relationship between the teachers’ level of awareness on language disfluencies and the students academic performance measured in scores, r(38) =.23,p>.15 before the orientation was given to remedial teachers. Before the orientation, the correlation between the teachers’ level of awareness and the students’ level of performance had a small strength of association (r=-0.23). This further means that when teachers’ level of awareness increases, the students’ level of performance decreases and vice versa. After the orientation, it had a large strength of association (r=0.88). This further means that when the teachers’ level of awareness increases, the students’ level of performance also increases and vice versa.

Keywords: Language Remediation, Language Disfluencies, Teacher, Orientation.

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