Project SINORA: its Influence on Reading Proficiency of Selected Grade 5-Mabini Readers at Risk Floni Fabula,Buenavista-Cigaras ES

Abstract

INTRODUCTION

Knowing how to read words has ultimately little value if the student is unable to construct meaning from the text (Klinger, Vaughn, & Boardman, 2010). Many students have difficulty comprehending what they read. Schools need to have reading remediation program to help struggling readers. Reading comprehension has been highlighted as a problem among elementary school learners. This project aims to help learners develop their reading abilities.

METHODS

Project SINORA is a noon time reading enhancement program where poor readers convened for an individual and group reading activities. Readers at risk, mostly learners with frustration reading profile were asked to undergo reading sessions during 12:30-1:00 after having their lunch. The learners were provided with learning tasks which involved spelling and vocabulary development, individual silent reading with comprehension check, and group oral reading. The revised PHIL IRI reading tools were utilized in the project implementation.

RESULTS

The study revealed a positive influence of the different strategies used on the reading status of the readers at risk. After Project Implementation, Frustration readers reading proficiency improved from Grade 2 Frustration (2 or 10%) and Grade 3 Frustration (18 or 86%), Instructional (1or 4%) to Grade 3 Independent (7 or 33%), Grade 4 Frustration (3 or 14%), Instructional (4 or 19%) and Independent (2 or 10%) readers as well as Grade 5 Frustration (3 or 14%) and Instructional (2 or 10%) readers.

DISCUSSIONS

This study was limited to the twenty-one (21) grade 5 readers at risk to help them cope up with the grade level competency standards in the K-12 curriculum. The set of different strategies used made the study original on identifying the influence of Project SINORA on the reading proficiency of the readers at risk.