Project Read to Lead: An Intervention to Improve the Reading Ability of Selected Grade 3 Pupils

Abstract

INTRODUCTIONLiteracy is one of the essential components of an effective teaching-learning process. Establishing a strong foundation of literacy starts in the simplest way-Reading.In the Philippines, the Department of Education uses Phil-IRI as a classroom-based assessment tool to determine the individual student's performance in reading which is also used as a guide in enhancing reading performance. Prior to the administration of the Phil-IRI (Pretest) last June 2018, the result showed that 90 out of 497 Grade 3 pupils are identified as non-readers. This means that the 90 identified Grade 3 pupils are already falling behind their average reading scores. Being in the laststage of early primary education wherein the medium of instruction used is Mother Tongue and in preparation for the next grade level where the medium of instruction switches to English, the researchers felt the need for immediate intervention through Project Read to Lead which uses a teacher and peer-mediated intervention strategy.METHODSThe study employed Experimental Pretest to Post-test research design which determined a positive gain in the reading level of pupils who underwent the intervention program. Purposive sampling was used to determine the respondents of this study. Peer partners for struggling readers were also selected based on their reading competence, who have successfully demonstrated proficiency with the Phil-IRI result. This characteristic is very important in initiating a peer-mediated reading intervention program since students will be paired based on their comparable reading ability.RESULTSResults showed an improvement in the reading level of the respondents of the study. Direct interaction between respondents also promoted active learning not only for the struggling reader but also for their peer partner. Students feel more comfortable and open when interacting with their partner which served as a good foundation to build reading growth and improvement. The findings revealed that teacher and peer-mediated intervention strategy not only improved students’ reading ability but also enhanced their social skills with their peers in a classroom setting.

DISCUSSIONS

The salient finding of the study was that students’ motivation and reading level have significantly improved after the implementation of the intervention program as compared to their previous reading level. It provided an opportunity for respondents to learn and enjoy reading at the same time. It is therefore recommended to implement Project Read to Lead as an intervention program for reading difficulties in other grade levels wherein the respondents of this study will now be the peer partners of other struggling readers. However, Project Read to Lead requires an exemplary commitment to achieve its goals. It is really a team-effort for pupils, parents, teachers and school heads to manifest reading culture.