Proposed Strategic Intervenion Materials for Grade Three English

Abstract

INTRODUCTION

English as a learning area has rules of grammar, letters, words, phrases and sentences that need to be pronounced and spelled correctly. It is very useful in developing learners' critical and logical reasoning, communication skills, fluency, character and personality. Through this, learners are trained to speak with proper diction, intonation and articulation. This also leads them in acquiring reading skills. Unfortunately, many pupils are not gifted to be good at this. Some get bored that make them uninterested to learn. Others experience difficulty in understanding the subject and its content. Some fail to meet the expectations and competencies that the subject requires that made them a struggling reader or worst a non -reader. In order to address this, this action research is conducted. This study aims to come up with a proposed strategic intervention material for Grade Three English.

METHODS

The study employed descriptive research design that allows qualitative and quantitative method. A questionnaire was used by the researcher in gathering data so as to provide adequate interpretation on the problems under study.

RESULTS

There are factors that affect the development of Grade Three reading competencies. Instructional materials constitute the highest percent of all the factors and is followed by man, environment and family. It is also revealed that the Grade III pupils in general have lower average level of competencies. In phonics and word recognition they belong to upper average level while in grammar, word study and vocabulary development they exhibit lower average of competencies. Lastly, the researcher proposed a Strategic Intervention Materials (SIM) in order to help the low achievers easily cope up and meet the competencies in English to be able to read. This, focuses on phonics and word recognition, grammar, vocabulary development, and word study.

DISCUSSIONS

Instructional materials greatly affect reading competencies as it ranked first with a weighted mean of 3.96. Man, environment and family factors moderately affect the reading competencies as shown by the weighted mean of 3.27, 3.00 and 2.39 respectively.The highest mean percentage scores (MPS) of 54.22% yielded from the test implied that Grade III pupils are at upper average performance in phonics and word recognition while the other variables belong to lower average performance in all other categories. The findings implied that there is a need for Grade III pupils to undergo intervention.