The Implication of Project CROWN (Comprehension in Reading Overcome Weaknesses and Nurture the Pupils) to the Reading Comprehension of the Grade IV Pupils

Abstract

INTRODUCTION

Reading comprehension plays a vital role in learning. Thus, to improve the quality and comprehension skills of all pupils particularly the Grade IV pupils under the frustration level, the researcher utilized strategies and employed interventions to address learners' needs with regard to comprehension.

METHODS

This study applied the descriptive method of research. This method attempted to find out the prevailing conditions and sought to answer questions about facts related to the existing conditions. The researcher used questionnaires and interviews to determine the implications of Project CROWN to the reading comprehension of the Grade IV pupils.

RESULTS

The reading activity sheets, charts item bank, and reading through games which are some of the interventions presented which helped the students to improve the reading skills. They contributed meaningfully in the accomplishment of the project objective. Collaborative efforts of the administrator, teachers, and external stakeholders served as catalyst of improvement with utmost focus on reading comprehension. Project CROWN showed a positive change in the reading comprehension level of the Grade IV pupils. This change is proportional to the amount of exposure to text, reading intervention methods, learning strategies, and the efficiency of processing. Goals were achieved through comprehension instruction that was explicit, intensive, and persistent.

DISCUSSIONS

The results only show that Project CROWN served as an agent of change in the pupils' reading comprehension. Reading comprehension instruction requires collaboration with other educators. All teachers play a role in teaching pupils to read. All classroom teachers who expect pupils to learn the content of the specific subjects need to be teaching reading. It is alarming that one of the most damaging practices affecting struggling reading is the lack of coordination among educators who are responsible for literacy development. The administration must work together to plan and implement effective instruction in reading comprehension.