Proposed Reading Intervention Program for Junior High School Students of Palo Alto Integrated School

Abstract

INTRODUCTION

Reading is one of the skills in language learning that has great impact in an individual’s career success. Children who failed to read during middle school years have long-term consequences. Teachers have difficulty in addressing reading problems owing to limited knowledge. Palo Alto Integrated School is not an exception to this problem. With the absence of school-based reading intervention program, the existing condition required the researchers to attempt necessary steps to satiate the pressing needs of the school by crafting a reading intervention program which could improve the level of the frustration and instructional readers.

METHODS

Quantitative method employing descriptive survey was used in this study. The Philippine -Informal Reading Inventory (Phil-IRI) material was used in assessing the level of reading proficiency of the students for it's one of the useful classroom tools in assessing a learner's reading ability. A total of 393 from the nine (9) sections of grade 7 students participated in this research undertaking. After the conduct of the survey, data were collected and subjected for appropriate statistical treatment for data analysis and interpretation.

RESULTS

The Level of reading proficiency in oral reading in word recognition were considered independent because they were able to recognize most of the words correctly; in speed, most of the participants were slow readers. They could only read as much as 160 words or below per minute. They can be considered fast reader if they can read an average of 190 words or above per minute, and in comprehension, respondents are within the frustration level. Based on the results, a lot of work is to be done to improve students' comprehension level. The level of reading proficiency of Grade 7 students in silent reading were in the instructional level which denoted in comprehension test. Since students have poor oral reading proficiency level, silent reading proficiency was affected. The prior research activity conducted reflected a result that transpires adreary level of reading proficiency by the students.

DISCUSSIONS

The findings suggest that with more students falling into the instructional level category, a lot of effort must be made to make these instructional readers independent readers. From the recent research activities and improvement programs, most of the students still have struggle in reading. Thus, this reading intervention program was developed to address the diminishing reading proficiency levels of the students.