School-to-School Partnership Reading Program (SSP)

Abstract

INTRODUCTION

Reading is an essential part of pupils’ development. The cognitive ability of the pupils is directly associated with understanding and comprehension. However, reading comprehension becomes a problem among elementary pupils and there should be a need to adapt other strategies. In this study, we aimed enhanced reading comprehension of the pupils from frustration level to independent level.

METHODS

The Guyam Munti Elementary School is partnered with Carasuchi Elementary School (parent school). The partnership is aimed to enhance reading comprehension of the pupils in meaningful and enjoyable reading sessions, interventions, and reinforcement. Pre-test and post-test were given to 22 Grade 6 pupils all in frustrated levels. To evaluate the result of the reading comprehension, Phil-IRI method is used.

RESULTS

The 22 grade 6 pupils of Guyam Munti Elementary School participated in the study. The 22 grade six pupils got 100% frustrated level in the pre-test. In post-test, 4 pupils or 18% got the frustration level, 9 pupils or 41 % got instructional level and 9 pupils or 41% got independent level. This also shows that partnership of the school has a positive impact and that positive reinforcement, intervention, and enjoyable session give an excellent result to reading comprehension.

DISCUSSIONS

The result shows that best practices shared together are effective. Enjoyable reading sessions, positive interventions, and reinforcement alters reading motivation of the pupils to a more active participation in reading and increase ability to comprehend and understand. Constant and positive reinforcement are the keys to this program.