Project REAR: An Intervention to Address the Reading Difficulties of Selected Grade-7 Students of Talon National High School

Abstract

INTRODUCTION

Reading is the fastest and the simplest way to raise people's educational level (Hung & Tzeng 2001). In view of this, this paper aims to help some of the grade-7 students who were found under frustration level after taking the PHIL-IRI to overcome their reading difficulties.

METHODS

The participants of this study included the 17 grade-7 students who were found frustrated on the PHIL-IRI. To further evaluate the participants, the researcher also considers the grade of the students in English during the 2nd quarter of the school year 2016-2017.Upon evaluating the participants, the researcher administered the Project REAR for two months from January 9 to March 10, 2017. The students attended 27 sessions conducted every Monday, Wednesday and Friday during their lunch break at Talon National High School Grade 7 -Sunflower room. During the intervention, the researcher used the selected short stories and texts from Self-Instructional Modules in Communication Arts. After two months of intervention, PHIL-IRI was administered again as a post-test to identify if there was an increase in the reading comprehension of the learners.

RESULTS

The results show that through the help of Project REAR, 15 out of 17 students improved their reading skills. The result of this study would enhance the awareness of the students, teachers, and administrators on the positive effect of reading intervention towards difficulty in reading. It will give them the idea on how to enhance the reading comprehension of the learners. It can also help them to make necessary changes on their attitude towards reading and to give more importance on reading.

DISCUSSIONS

Moreover, the researcher suggests for other English teachers to use this program as their intervention to help their students and future students to increase their reading skills. Specifically, they can integrate this in their classes so that all students could be part in enhancing their reading skills, not just those students with reading difficulties but even those who aregood readers already.KEYWORDS: Reading Skills, PHIL-IRI, Intervention, Reading Difficulties