Reading Empowerment through Maximized Utilization of Revised Phil-Iri and Audio-Visual Materials

Abstract

INTRODUCTION

It has been observed that a significant number of Grade 3 pupils have difficulties in reading. Based on the recent Phil Informal Reading Inventory Manual 2018 (Phil-IRI) Group Screening Test result, almost half of the class is non-independent readers. Maximized utilization of the revised Phil-IRI and audio-visual materials will help them develop their reading skills while having fun. Empowering their reading skills will absolutely help them read efficiently and comprehend. This could lead to better ability to decode and understand selections, stories, test papers and so on. This action research offers alternative solutions by providing audio-visual materials and reading exercises suited to the pupil's reading level based on the Group Screening Test (GST). This will help the pupils improve their reading abilities and skills in a way that they will not be stressed out due to pressing of what they cannot chew yet for their level. The primary purpose of this study is reading empowerment through maximized utilization of Revised Phil-IRI. This study seeks to find out the level of the pupils' reading ability in terms of word reading and reading comprehension and try appropriate reading exercises and audio-visual materials for the pupils. In addition, to improve their reading abilities to the extent it can achieve. This research is very timely because of the current situation our learners. They have limited time to practice reading, some lack support/follow up from their parents and some are less motivated. This study is very necessary to provide and expose the pupils to variety of reading exercises and audio-visual materials suited to their reading level. This will also allow coordination with the parents to work on appropriate interventions and closely monitor the pupils' improvement as well as their needs.

METHODS

The Input was Reading Empowerment Through Maximized Utilization of Phil-IRI and Audio-Visual Materials. The Process were to expose the pupils to variety of reading exercises and audio-visual materials suited to their reading level, coordinate with the pupils' parents, provide appropriate interventions and closely monitor the pupils' improvement as well as needs. The Output was the level of pupils' reading ability in terms of word reading at least instructional and of Reading Comprehension at least instructional. The target subjects for this study were 10 pupils from Grade Three-Magnolia of Bagumbayan Elementary School during the Academic Year 2018-2019. Pre-Test and Posttest as well as Exercises Scores were collected using Phil-IRI Group Screening Test, Graded Exercises and Audio-Visual Materials. This study used T-Test to analyze and interpret statistical results. This study was conducted from November 12, 2018-February 1, 2019. Positive results of this study will be shared with teachers who are having a hard time dealing with those pupils' who are having difficulties in word reading and reading comprehension.

RESULTS

After the Group Screening Test (GST), 10 pupils were having a hard time readingand comprehending. Their level of reading ability in word reading and reading comprehension were inappropriate to their Grade Level. All of them lower the level of reading materials to be read to Level One (1). Four (4) out of ten (10) were completely non-readers and the remaining six (6) were having difficulties in word reading and comprehension. After this study, six of the pupils were improved to the extent that they were able to read and comprehend the appropriate reading materials for their level. Theother four (4) non-readers were improved to at least frustration. From being blind and deaf, they were able to read letters, syllables and even simple words though not that flawless.

DISCUSSIONS

The positive change in the pupils' ability to word read and comprehend could really help them feel confidence and at least follow lessons and discussions especially, when reading materials are used. Parents' cooperation and cooperation absolutely helped. Reading exercises and audiovisual materials also helped.