Project REAP (Remediation, Exercises, Activities and Parental Involvement)

Abstract

INTRODUCTION

Reading is one of the most important skill yet difficult to develop to some learners. Numerous non-readers particularly in Grade II pupils' is the great concern of SLES Teachers. For the three consecutive years of the PHIL-IRI Oral test result in English shows that from SY 2014-2015, 2015-2016, Grade II has the greatest number of non-readers although it drops down to zero (0) last 2016-2017. During the pre-test of the PHIL-IRI Oral test in English, again Grade II has the greatest number of non-readers with 34 out of 156 pupils.This study aims to find out what makes it difficult for the children to be able to learn how to read as well as to find out what are the best solutions to help them be able to become reader at the end of the school year 2017-2018.

METHODS

This study was conducted using the following methods: direct question to the pupils, parents and teachers. To the pupils, what are the methods that their teachers used in teaching reading that they like most; also, what are the reasons why they find it hard to read? To the parents, if they spend time in teaching their child/children at home and what did they used? To the teachers, what are the difficulties they encounter in teaching reading?After gathering their answers, checklists were formulated to get the possible intervention and materials needed by the teachers and pupils as well as the assistance of parents to their children.The researchers had considered 34 struggling learners of Grade-Two at Siranglupa Elementary School based from the PHIL-IRI results School Year 2016-2017.

RESULTS

Based from the Phil-Iri Oral Test result in English, 34 out of 156 or 21.79% of the Grade II learners are non-readers. Table depicts significant improvement in the reading level of pupils. From December to February the 7 pupils who are in the instructional level was increased to 20 which indicates 38.3% improvement. In the frustration level 16 pupils is reduced to 9 pupils which shows an attained improvement of 21%. Of the 11 non-readers 6 became readers. This means that the 34 non-readers are reduced to only 5 for the eight-month period

DISCUSSIONS

After the conduct of Project REAP to Grade II non-readers, the result shows that from 34 non-readers, it drops down to zero whichmeans all the 156 Grade II learners are now reader thus we conclude that the Project REAP is effective.The SLES CI Team strongly recommends to utilize the concept and data of Project REAP in the conduct of related study to solve the same existing problems