Project RIFE: Multi-instructional Approachin Reading for Grade II and Grade III Pupils with Reading Difficulties in English at Bilog Elementary School-School Year 2016-2017

Abstract

INTRODUCTION

It is imperative for teachers to not only identify the struggling readers, but to also know the best reading intervention practices. It is essential for learners to get the proper instruction needed for them to find accomplishment in the classroom. The researchers aim to address the alarming deficiency in the use of English language.

METHODS

The study used a descriptive research design because of the nature of the variables that were all at hand to produce data required for quantitative and qualitative analysis. It was carried out among the 34 pupils in Bilog Elementary School. Pupils who have undergone the study were the ones who fall under Frustration Level based on Phil-IRI assessment. The program was done daily every break time and every after class with the help of both teachers and parents. Post evaluation of their reading level was done with the Phil-IRI and the results were analyzed, evaluated and interpreted.

RESULTS

The study showed 18 out of 29 (62%) of Grade II and 16 out of 31 (52%) of Grade III pupils needed to undergo Reading Intervention (Project RIFE (Reading is Fun and Exciting). After the reading intervention, 14 out of 18 (78%) Grade II pupils and 13 out of 16 (81%) Grade III pupils moved up from frustration level. The research showed the positive effect from the reading interventions like peer tutoring, the use of big books and downloaded stories from the internet.

DISCUSSIONS

In the light of the findings of the study, the researcher concluded that the use of early intervention affects Grades II and III pupils in their reading progress. The program enhanced respondent’s vocabulary and pronunciation of English words.