School-to-School Partnership: An Intervention Program for Reading Comprehension

Abstract

INTRODUCTION

Reading is one of the fundamental skills towards learning. For the past years, many teachers have complained about the reading comprehension skills of the pupils. Five out of ten pupils had recorded with reading difficulties which resulted to poor academic performance. Pupils have found it difficult to learn and understand the lessons due to lack of comprehension. With this regard the researcher conducted this study to determine the effectiveness of the School-to-School Partnership conducted by the School English Coordinator. This program aims to increase the reading skill of the pupils in grade three level with learning difficulties through having a partnership with other school.

METHODS

This study used an experimental design because the researcher wanted to measure the effectiveness of the reading intervention program conducted in the grade three level. Several reading materials were reproduced by the partner school to be used in the reading intervention program. There were at least 65 pupils recorded with reading difficulties and became the recipient of the program.

RESULTS

In the assessment conducted it was found out that the reading program conducted was effective for the pupils with reading difficulties. There was an increase of at least 8 percent on the reading comprehension skills of the pupils and almost 20 percent of the beneficiaries can already read independently from instructional level, 60% of the beneficiaries already categorized as instructional reader, and the other 20 percent falls on the frustration level. None of them were categorized as non-reader.

DISCUSSIONS

The result of the study simply means that the reading intervention program conducted was effective as it increased the reading skills of the pupils. It only found out that the pupils can learn to read well through having an intensive reading remedial lessons and through having appropriate reading materials to be used that can attract and motivate the pupils. According to the teachers, the pupils are eagerly motivated to learn how to read when the teachers used a friendly and accommodating approach.