Project Teach: An Intervention for Reading Comprehension Skills of Selected Grade Six Pupils of Conchu Elementary School for the School Year 2016-2017

Abstract

INTRODUCTION

Reading comprehension is really a big and serious concern that needs to be addressed by every school among their pupils. Without strong foundation of the reading skills, the pupils can hardly perform in the class, thus the opportunity to enjoy the learning process is compromised. This study explored the reasons of the varying level of success of the reading innovation used in improving the comprehension level of the pupils using Project TEACH -Together Everyone Achieve Holistically.

METHODS

This study utilized the quantitative-descriptive method in the Project TEACH as intervention for the 67 Grade Six pupils who were under the Reading Frustration Level and 3 non-readers of Conchu Elementary School, the partner school of Osorio Elementary School under the program of School to School Partnership (SSP). The purposive sampling was used to determine the participants in this study. The participants were selected through the conduct of Phil-IRI standardized test. To assess the implementation of the Project TEACH, the method of collecting data used was a questionnaire.

RESULTS

The salient findings of the study were the significant difference between the results of the pretest and posttest having the t-value of14.25 and the positive assessment result of the implementation of Project TEACH which got the computed mean of 2.74 from the pupils and2.60 from both the parents and SSP team that respectively considered the implementation of the Project Teach very satisfactory. Out of 70 participants, 53 became instructional readers and 17 became independent readers. The improvement on the reading comprehension skills of the participants of SSP as shown in the computed T-value from the pretest and the posttest was very evident and the implementation of the Project TEACH was very effective as reflected on the very satisfactory rating of the stakeholders.

DISCUSSIONS

The results demonstrate the need for through assessment of the reading difficulty of the pupils in order for the innovation to be effective. The reading problem is further addressed when the bases of the exercises for each comprehension skill are aligned with the needs of the pupils like the ABRC, the reading materials used in the implementation of Project TEACH.