Project PLAN (Pay Later, Act Now)

Abstract

INTRODUCTION

One of the competencies crucial in student achievement is the ability to read well. In practice, public elementary school pupils undergo standardized reading assessments to ensure that each pupil learns how to read properly. From these assessments, non-and slow readers were identified, and teachers were asked to do reading remediation among them. In some cases, the pupils, who struggle in reading comprised the majority of the class, and as a result, the teacher will recourse to a generalized approach in teaching reading. Because of this, the needs of some struggling readers were left unnoticed and so the problem in reading remained unresolved. Project PLAN (Pay Later, Act Now) was created to teach non-and slow readers in early grades using Differentiated Instruction (DI).

METHODS

Project PLAN aimed to reduce the non-and slow readers from 14% or 22 out of 157 Grades 1 to 3 pupils, to 7% or 11 out of 157 Grades 1 to 3 pupils of Indang East Elementary School S.Y. 2016-2017 by the 1st week of May 2017. It utilized the following DI activities in teaching reading, namely: (1) one-on-one teaching, (2) watching videos, (3) use of flashcards, (4) use of laminated story sheets, (5) reading storybooks aloud, (6) reading multimedia stories aloud, and (7) use of Marungko and Abakada booklets.

RESULTS

The pupils-at-risk were reduced to 5% or 8 out of 157 Grades 1 to 3 pupils. There are 7 slow readers left from Grade I to III pupils and 1 non-reader left from Grade III.

DISCUSSIONS

The use of DI activities and strategies, the engagement of parents, and the training of teachers on the implementation of DI helped in the success of the project. Based on the results of the study, it is recommended to find a way to incorporate DI in teaching reading in early grades during the school year. If this would not be possible, continuation of Project PLAN during summer break is suggested.