Project SHARE: Improving the Grade 7 Learners' Reading Competencies Through Continuous Improvement (CI) Program

Abstract

INTRODUCTION

All too often, the barriers faced by children with reading difficulty outweigh their desire to read and without proper guidance they never overcome them.

METHODS

This action research employed descriptive -quantitative method in answering the four research questions in line with the objective of making every learner a reader. Quantitative data was derived from the PHIL-IRI results, DOLCH Basic Sight Words method and survey questionnaire.

RESULTS

Out of 122 grade 7 students 20% or 24 students fell under the independent level and 30% or 37 students in Instructional Level and 50% or 61 students in Frustration Level. Reading interventions such as Shuffled Letters Game, Home Reading Report, A-Word-A-Day, Read-A-Line and Share, Every Reader a Story Teller and Toe by Toe were used to address the low reading competency level of the identified students. The efficacy of each of the interventions had been proven useful and helpful in improving the reading literacy of the target group.

DISCUSSIONS

Reading Interventions had successfully improved the oral reading and comprehension from Frustration to Instructional level. Likewise, it became the basis of the teacher to seek out relevant interventions that would upgrade their reading ability and boost their confidence. The continuous implementation of the project was a key in the success of the teaching-learning process and performance level of the school as a whole.