Project READ (Read andBe Developed),an Intervention Program for Grade Three Pupils of Florante Ilano Memorial Elementary School SY 2017-2018 with Reading Difficulties

Abstract

INTRODUCTION

Improving the children's reading abilities pose a challenge to educators amidst the fast-changing society we are in today. This study aimed to reveal how reading skills of grade three learners of F. Ilano Memorial Elementary School can be improved by means of Project READ (Read and Be Developed). Based on the results of the conduct of Pre-Test of Philippine Individual Reading Inventory (Phil-IRI) in English, the grade three pupils had the greatest number of slow-readers and non-readers.

METHODS

This study used a descriptive design. The 57 grade three pupils were divided into 3 groups; Level 1 -Non-Readers, Level 2 -Slow Readers and Level 3 -Readers without Comprehension. The grouping was based on the results of Phil-IRI. Questionnaires were distributed among the learners and their parents. Interviews were done informally before and after classes. The study was conducted from September 2017 to February 2018. Each level of learners had their reading session daily. Each level of readers was trained to read and was provided with varied activities depending on their ability and level of understanding. Every Friday, diagnostic tests were given. A Pre-test and Post-test were administered.

RESULTS

It was revealed on the questionnaires given and, on the interviews, conducted that 82% of 57 grade 3 learners responded that the main reason for their reading problems are unavailability of reading materials at home and no follow-ups done by the parents. Based on the results of the Pre-test, only 30% of 10 pupils can recognize letters in Level 1. In Level 2, 8 pupils can read words and simple phrases and 7 can read simple sentences in a very slow manner. While in Level 3, only 8% of32 pupils can answer the basic questions about the text they had read. After the daily reading sessions and series of interventions were done, the grade three learners reading ability was improved. As shown in the results of Post-test, the scores in each level of readers increased. In Level 1, 100% of the 10 pupils can already read English sentences. In Level 2, 78% or 11 out of 15 pupils became moderate readers. Lastly in Level 3, 79% or 25 out of 32 pupils were able to read with comprehension.

DISCUSSIONS

According to the results obtained, there was an improvement in every level of readers. The scores in Post-test increased and so did the reading comprehension level of learners. The fact that the scores in reading tests showed an increase, it indicates that the Project READ implementation was successful.