Project READ (Reading Enhancement: Advocacy of the Division): it's Effects on the Reading Performance of Struggling Readers

Abstract

INTRODUCTION

During School Year 2016 -2017, the Division Reading Team of Department of Education-San Pablo City recorded nearly 6,000 non-readers from public elementary and secondary schools in the whole division. Hence, Project READ (Reading Enrichment: Advocacy of the Division) was launched and was spearheaded by the Education Program Supervisor in English and Filipino and Public Schools District Supervisor in-charge of ELLN. This project engaged learners to a whole year of reading activities that are enjoyable and less cumbersome so that they will develop genuine love for reading. With these in mind, the researcher wants to follow-up what happened to those struggling readers and find out what actions undertaken by the schools in connection with Project READ to promote their reading performance.

METHODS

This study used purposive sampling technique. This research was limited to 42 teachers and 91 pupils of San Buenaventura Elementary School, San Diego Elementary School and Guerilla Elementary School in Sto. Angel District, Division of San Pablo City for the school year 2017-2018. Results of the pretest and midyear reading assessment and survey questionnaire served as the main instrument for gathering data. Weighted Mean was used to assess the perceived responses of the respondents from the structured questionnaire administered by the researcher. Likewise, in determining the significant differences between the result of the pretest and midyear reading assessment results, t-test was utilized.

RESULTS

The study revealed that based on the result of pretest and midyear assessment, reading ability of the struggling pupils improved both in English and Filipino. Hence, there is a significant difference between the pre-test and mid-year assessment of struggling readers after the implementation of Project READ activities. Likewise, teacher-respondents perceived the effects of Project READ in the reading performance of struggling readers as "Evident".

DISCUSSIONS

The implementation of Project READ improved the performance of struggling readers. The technical assistance given by the research proponent, and Division/District Reading Team enhanced the competence of the teachers in handling struggling readers. Hence, they were able to address the needs of those learners. The implementation of Project READ decreased the number of identified non-readers of the three schools from 91 pupils on June, to 5 pupils on November.