Project R.E.A.P as a Tool in Mastering the Least Mastered Competencies in Reading Among Grade 10 Students at Bauan Technical High School

Abstract

INTRODUCTION

Reading is a comprehension skill that is critical in the educational success of all individuals. Reading readiness according to (UNICEF 2012) is a process of preparing a child for reading, encouraging the child to read and engaging that child in reading. However, reading readiness entails the maturation of all the mental, physical and social emotional factors involve in the leading process. In other words, it is a state of development which prepares the child mentally, physically and emotionally for reading experiences. The ultimate challenge of a teacher is not letting the child know that he or she is left behind. How the teacher differentiates and modifies his or her instruction considering that the class is composed of the readers and non-readers establishes the difference in the teaching and learning.

METHODS

This study made use of the descriptive method of research to gather information about existing conditions or situations for the purpose of description and interpretation. It employed the process of disciplined inquiry through the gathering and analysis of empirical data and each attempt to develop knowledge.

RESULTS

The least mastered competencies in reading include noting details, drawing conclusions, making interferences and identifying the main idea. These competencies were least mastered because of the factors affecting the students reading comprehension. Leading among them are the student’s interest in reading and the support from parents.DISCUSSIONSThere were factors that affected the reading comprehension of the students that include students’ interest in reading and support from parents, to master the least mastered competencies in reading, improve students’ reading abilities and monitor students’ progress in reading.Project R.E.A.P was developed and implemented through remedial classes among students who were identified to have reading difficulties. They were placed under a reading program that utilized the modules in reading developed by the researchers.