The Implication of Reading Intervention in the Development of Reading and Comprehension Performance of Grade Six Pupils

Abstract

INTRODUCTION

The government is targeting to have a quality education. There are factors to consider in attaining its goal. Hence, the Department of Education was set to be responsible for monitoring the reading and comprehension level of the pupils. In relation to this, Cale Elementary School implemented a reading intervention to help the learner improve their reading skill. The focus of the study was to determine the effect of the Project Spark (Spell, Articulate, Read and Know) in developing the reading and comprehension performance of Grade VI pupils. As reflected in the Phil-IRI Pre Test out of twenty-seven (27) pupils, twenty-four (24) were frustration readers in silent reading and 25 in oral reading. These findings called the attention of the researcher to conduct this study.

METHODS

The study is intended to find the implication of reading intervention in the development of reading and comprehension performance of the Grade 6 learners using the PHIL-IRI. Twenty-five (25) Grade 6 pupils were the respondents of the study. The input phase contains the profile of the learners and the result of a pre-test. The process phase contains the implementation of the intervention program gathering of data, analysis, interpretation, and validation while the output phase contains the difference in the reading and comprehension performance of the learners after using the intervention material.

RESULTS

The study found a significant difference in the reading performance of the learners. For silent reading, the twenty-four (24) frustration readers improved to twelve (12) instructional and twelve (12) independent readers while for oral reading, the twenty-five (25) frustration readers enriched to thirteen (13) instructional and twelve (12) independent readers.

DISCUSSIONS

This study recommended developing study habits among learners and following up of parents at home. The school can maximize the use of reading materials available in school and sustain the implementation of the Project SpARK because it is an effective reading intervention in upgrading the reading performance of the pupils.