Enhanced Reading Skills of Grade -Three Guava Pupils Frustrated Readers: Using Strategical Classroom Based Tutorial Program

Abstract

INTRODUCTION

From the teacher -made pre-test conducted, there were 10 pupils who were found to be very slow readers. The researcher found that those pupils who were identified to be very poor readers belong to a poor family with uneducated parents and can hardly afford to sustain financially. Through an interview conducted to those very slow readers, the following factors might be considered to be related to their performance in school: no breakfast before going toschool, unstable financial expenses in school for food, lack of interest due to no participation due to weak condition, lack of parents' monitoring and follow -up at home.

METHODS

The respondents of this study were (10) ten Grade Three -Guava pupils ofwho belong to Frustration Readers, Maasim Central Elementary School who were officially enrolled in the school year 2016-2017. There were six (6) males and four (4) females. In gaining the referential and their reliable outcome the researcher come up with the following procedure on the conduct of the study. Hence, the researcher developed a teacher -made test based on the Tutorial Activity tool. The test includes items which tested their word recognition skills, word analysis skills, sentence comprehension skills, and word familiarization skills. Using Robert Ebel's Criterion of Mastery, it was found that 10 frustration readers have very low performance. Those 10 (ten) very low performing pupils, undergone Strategical Classroom-based Tutorial Program the whole -year round. After the tutorial activities have been completed a made post-test was administered to the respondents. Data gathered were treated, analyzed and interpreted using frequency-weighted mean.

RESULTS

The different activities and techniquesused by the teacher helped pupils gain full interest and attention, and actively participate with the use of different activities conducted by the researcher. Techniques of the teacher are a great helper to gain full interest and attention of a learner toactively participate in the different activities conducted by the researcher.

DISCUSSIONS

The increase in the pupils reading performance shows that it is very effective to teach reading using the tutoring activities tool because it helps the pupils understand more the text they've read. With the impressive result in the reading performance of pupils, the researcher could conclude that the use of strategies and techniques used in their study may also be applied to other grade levels particularly to the pupils with a reading problem.