Project REAL: its Impact to Grade 2 Pupils' Reading Comprehension of Aguado Elementary School-Annex S.Y. 2018-2019
Keywords:
Fluency, comprehension, remedial reading, reading tool, performance, intervention, reading profile, reading abilities, receptive process, assessmentAbstract
INTRODUCTION
The future success of children lies in the ability to read fluently and understand what they read. Thus, providing Project REAL is imperative to improve both reading fluency and reading comprehension particularly to elementary school learners. Hence, in this study, the researchers set to discover the abilities of the pupils in reading and understanding, particularly as to which level of comprehension and fluency they fall in.
METHODS
Descriptive and random sampling methods were used. The participants were One hundred thirty-nine (139) bonafide Grade 2 pupils, based on the Consolidated Reading Profile of Grade Two Pupils. A one group pre-test and post-test was conducted to gauge the improvement of their reading abilities within the school year.
RESULTS
Different reading tools and techniques were used to assess the learning process, comprehension and fluency skills of the pupils, and recorded it on the Reading Profile of the Pupils. The outcome of the Remedial Reading using Project REAL (Pre and Post) assessment showed that the participants have improved in reading comprehension on post administration. Therefore, the results interpret that project REAL is an effective intervention in enhancing the level of comprehension of the pupils.
DISCUSSIONS
The results demonstrate that Project REAL, as an intervention to pupils who have difficulties in reading, understanding and fluency skills is effective.
