"Guro't Magulang Magkabalikat sa Pagpapabasa": A Continuous Improvement Plan to Assess and Improve the Reading Performance of Grade Three Pupils of Halang Elementary School

Abstract

INTRODUCTION

Philippine Informal Reading Inventory (Phil-IRI), a mandatory assessment program in school, measures pupils’ reading performance both in English and Filipino. It assesses and provides necessary actions to be undertaken for improvement. Failing to use these results could lead to the pupil's’ poor academic performance in class. In this study, we applied different strategies and approaches suited for the pupils’ needs; and with the help of reliable materials, the teachers monitored the pupils' progress in class and at home.

METHODS

To assess Grade 3 pupils' reading performance, we conducted Phil-IRI Pre-test and categorized them according to their level (Non-Reader, Frustration, Instructional, and Independent). A Phil-IRI-based Teacher-made Monitoring Tool was also used monthly from June to September, and therefore, their progress was closely monitored especially those struggling pupils categorized by sounds, syllables, words, phrases, and sentences and as to speed by very slow, slow, average, and fast. The Monthly Monitoring Tool was used and signed by parents, with their written remarks indicated as the pupils continued reading at home. Collected data were the basis for diagnosing struggling pupils and their monthly progress. For the statistical treatment of data, Percent Formula and One-way ANOVA were used.

RESULTS

From the three sections of the Grade 3 level and a total of 155 pupils, 12% fell under Non-Reader and 37% were categorized Frustration in their reading performance level. They were categorized according to their level, namely sounds, syllables, words, phrases, and sentences. It is evident that among struggling pupils, most showed eagerness to learn to read from the Phil-IRI Pre-test as compared to the Post-test: 1) 52.5% pupils improved in their Filipino-Oral Reading; 2) 56.1% in Filipino-Silent Reading; 3) 52% in English-Oral Reading; and 4) 52.2% in English-Silent Reading. Pupils improved in their reading performance significantly after the implementation of the programs designed for them.

DISCUSSIONS

The results of the program show a positive response from the learners as well as the parents. It helps the pupils improve their reading level. These only illustrate the need for intensive and systematic monitoring and guidance in reading for struggling pupils both in school and at home. Working hand in hand with teachers, parents significantly influence their children and that influence will reflect on their performance in school. Thus, continuing this program to the next grade level will develop their reading performance, not only in learning to read but in reading to learn.