Project Read, Read, Read: A StrategicIntervention Program to Improve the Reading Ability of Grade III Learners Under Frustration Level of PLTMES -Ciudad Nuevo Extension SY 2018 -2019

Abstract

INTRODUCTION

Reading is one of the macro skills in learning the English language which embraces the four other skills namely listening, speaking, writing and viewing. In this program, we envision the changes for improving the reading levels of learners who are under frustration.

METHODS

Using supervised theory approach, the researcher conducted differentiated activities for the respondents. Thirty (30) Grade III learners of frustration level in PHILIRI administration underwent the intervention program. A pretest and post-test were also conducted to compare the results using the data gathered for quantitative analysis and interpretation.

RESULTS

Most of the respondents who participated in the intervention program faced similar problems when it came to word recognition, pronunciation, enunciation, phrasing and substitution. But interest to learn was apparent. Controlled, semi-controlled and immediate activity were used to acquire learning benefits among the respondents. Improvement with technical challenges of the intervention program was evident for all the Grade III Learners of frustration level.

DISCUSSIONS

The results prove that the need for appropriate intervention suited for the learning level in any grade is a big factor. Interventions, tobe effective, need close monitoring and intensive implementation.