The Reading Extension at Home Program (Reahp): Improving the Reading Abilities of Non-Readers and Slow Readers at Matabungkay Elementary

Abstract

INTRODUCTION

Pupils who are capable of reading are also capable of many things. If a pupil is a reader, he has the freedom to understand any reading text and is entitled to see, feel, experience, react, and take action about the world he lives in. Being able to read is a privilege that pupils experience in their learning because by it, they see the context of their world and walk through it. It is in this regard that the non-readers and slow ones should be given focus by schools. But sad to say, pupils are being promoted sans the reading ability that should have been theirs. With this situation, the responsibility is passed on to the teacher of the next grade level, and the result is a domino effect. One thing leads to another.The results of the School Reading Assessment revealed 13 non-readers, nine very slow readers, five slow readers and ten average readers. Having seen this result, the researcher has started to administer her own intervention but she failed to put this on writing. She now records her steps and intervention and will use them in this action research.

METHODS

This study will use the quasi-experimental design which is a quantitative approach that involves the administration of a pre-test and a post-test to determine the effectiveness of the intervention material in reading called REAPH. Likewise, unstructured interview will be designed to determine the difficulties of Grade Two pupils in reading as well as the factors that triggered these difficulties.

RESULTS

The factors that caused the reading difficulties of Grade Two pupils were different in nature. Socio-economic status, environment at home and in school, the language skills pupils have already possessed, level of intelligence and attitude were the common reasons revealed by teachers. Socio-economic status spelled the difference between who can afford to have money for snacks, for transportation, and for school materials. Environment at home is seen on how the parents insist that their children read and study at home and in school, it is the teacher's responsibility to help non-readers read. Language skills and intelligence go hand in hand, and the language skills can be improved by constant reading. Attitude of pupils goes with misbehavior and this needs intrinsic motivation to make these pupils read.

DISCUSSIONS

The teachers advised the teaching of basic sight vocabularies and making the pupils feel important. Individualized reading with the help of a teacher or a tutor has to be reinforced as intervention or remediation. The reading extension at home program has been cited and proposed for use.