EFFECTIVENESS OF TRANSACTIONAL STRATEGIES INSTRUCTION IN ENHANCING READING COMPREHENSION AMONG STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Specific Learning Disabilities (SLD) are defined under the Individuals with Disabilities Education Act (IDEA) as a group of disorders that affect an individual's ability to read, listen, speak, reason, or perform mathematical calculations. According to IDEA, SLDs are characterized by a significant discrepancy between a student's academic achievement and their intellectual ability, which is measured through a comprehensive evaluation process (U.S. Department of Education, 2004). This legislation emphasizes the importance of early identification and intervention, allowing for tailored educational programs that meet the unique needs of each student. This study determined the applicability of Transactional Strategies Instruction (TSI) in enhancing reading comprehension among Students with Specific Learning Disabilities. The study involved 20 Grade 6 students of Bugarin Elementary School who exhibited reading comprehension disabilities. Employing an experimental research design, the study utilized percentage, mean, standard deviation, and t-tests to analyze data. Findings revealed that most participants were 12 years old, male, and performed at an instructional reading level prior to the intervention. After the implementation of TSI, participants achieved an independent reading level. The t-test results showed a significant difference between pre-test and post-test performances, confirming the efficacy of TSI in improving reading comprehension skill. Recommendations include integrating TSI into mainstream educational practices for Students with SLD and developing policies to support such instructional strategies.