Project S.T.A.R.: A Reading Ability Intervention for Selected Grade III Pupils of Aguado Elementary School

Abstract

INTRODUCTIONEarly intervention for reading difficulties makes a significant difference in the long-term reading abilities of children. Thus, teachers should be concerned about the number of children who struggle with reading. It is for this reason that Aguado Elementary School came up with the idea of Project Star (Spend Time to Acquire Readers) to help the grade 3 non-readers develop their reading skills by the end of the project.METHODSThis study employed the pre-test post-test design and descriptive statistics Paired T-Test. Descriptive design was used as a means of achieving the main objective of this study which is to improve the reading level of the Grade Three frustration readers. Purposivesampling was utilized in the said study. The school conducted surveys and interviews to identify factors affecting the reading ability of pupils. A questionnaire was used in data gathering. Root cause analysis and validation was done prior to the implementation of the reading program.RESULTSThe findings of the study were systematically presented, analyzed and interpreted following the sequence of the research questions given. The results revealed that from 253 only 129 pupils remained under frustration level with the difference of 124 or 34% decrease; for instructional level, 80 or 22% of pupils have instructional reading level; 78 or 22% are promoted to independent while there is no more record for Non-Reader.

DISCUSSIONS

From the results, it is evident that the utilization of project STAR was a success. The intervention program eliminated the number of non-reading pupils in the grade three levels. The variety of teaching strategies, including the use of technology and manipulative reading materials were very helpful in motivating and engaging the learners in learning to read in English.