Effectiveness of the Reading Intervention Program of Grade 8 Students in Batangas National High School: Basis for an Action Plan

Abstract

INTRODUCTION

Reading is a fundamental skill which transfers to other subject areas. Students at the middle level, grade six through eight who are behind in reading are not on a trajectory for success in terms of college and career readiness. The issue is further compounded when the teachers aren’t motivated and equipped with the skills and training to meet the needs of these students. Consequently, the researcher has been motivated to conduct this study to be well prepared not only with the necessary knowledge and skills in English but also to be able to prepare and use the most appropriate guide for the successful implementation of the reading program.

METHODS

The study utilized descriptive method to gather information from the respondents that include thirty (30) English teachers which was chosen using non-probability purposive sampling and 200 selected grade 8 students, all from Batangas National High School. The questionnaire used is composed of three parts: Part I focuses on how the reading program developed, Part II focuses on the status of the reading program of teachers, and Part III focuses on the assessment of the teachers in the existing reading intervention program. After a thorough construction and modification, the questionnaire is validated and then distributed to the respondents.

RESULTS

Results of the study revealed that reading intervention is most commonly done verbally as oral reading intervention attained the highest rank with a weighted mean on 3.73 while the home reading report obtained the lowest with weighted mean of 3.08. The composite mean of 3.46, interpreted as often used, suggest that reading intervention programs should be intensified. The effectiveness of the reading intervention program in terms of objectives, principles and basic considerations in the implementation is greatly evident. There is no significant difference between the assessment of the teachers and student respondent on the effectiveness of the reading intervention program in terms of its objective and there is significant difference in terms of principles and basic considerations in the implementation.

DISCUSSIONS

Considering the results, the researcher recommends a devise a plan of action which aims not only to motivate students to love and enjoy reading but also to enhance their reading skills with comprehension.