Reading Intervention Program in the Mother Tongue for Primary Pupils

Abstract

Introduction

The Department of Education had identified one of the major goals, to make every Filipino child a successful reader at his appropriate level by the end of Grade three but Phil-IRI tests resulted in most struggling readers. This study conducted to propose a Mother Tongue Based (MTB) Reading Intervention Program using the Constructivist Theory for primary pupils.

Methods

The Research and Development/R and D Methodology(research-based development) was used with major steps in the R and D cycle followed in developing the MTB Reading Intervention Program: 1) Preliminary Stage-Planning Phase; 2) Research Adoption Stage-Survey Phase and 3) Development and Validation Stage-Development Phase and Validation Phase.

Results

The results revealed that no existing MTB Reading Intervention Program in the primary grades, MTB reading materials were adequate: 87.5% to the pupils and 62% to the teachers have their own. It was noted, 95%have available MTB Reading materials but only 52% constructed their own. The levels of use of most of the teachers fell at Level 1-Orientation with 60%, Level III-Mechanical Use 25%, Level IVB-Refinement7.5%, Level V-Integration 2.5% and Level VI-Renewal2.5%. The stages of Concern were varied: 60% of them still at Stage 0-Orientation 60%, some at Stage 3-Management 25% followed by Stage 5-Collaborating 7.5%, Stage 2-Personal2.5 % and Stage 6-Refocusing 2.5%. The results revealed the general lack of teachers' knowledge and awareness concern about innovation and strong personal concerns on its impact.

Discussions

The steps followed: 1. a survey in determining the levels of availability and adequacy of MTB reading materials, pupils' reading difficulties and activities provided by teachers to address them, 2. the stages of concern and levels of use of these materials using the Concerns-Based Adoption Model (CBAM), and 3. determine the content validity of the program in terms of the conceptual framework, objectives, activities, instructional materials, time frame, personnel involved, budget, monitoring, and evaluation. Based on the results, a reading intervention program was proposed to remedy the pupils reading deficiencies anchored on the Theory of Constructivism and CBAM Model. It emphasized the need to function, the desire to interact in the environment simply to exercise one’s mind to cognitive development. It was found Very Highly Satisfactory as to objectives, components, activities, budget, time frame, personnel involved, monitoring and evaluation.