"PROJECT REACT" (Read Everyday and Comprehend Truly) A Reading Program to Improve Comprehension of Grade 6 Pupils at Masaya Elementary School

Abstract

INTRODUCTION

Reading comprehension is an essential skill to master in order to ensure success in learning. The researcher of this study focused on determining the impact of the school-based reading program as an intervention for the purpose of improving pupils' poor reading comprehension, which was found out as one of the reasons why learners could not excel academically. In line with the above reality, it is important to take it into consideration in order to improve the pupils' achievement in school. Thus, the researcher conducted a study on the effect of project REACT (Read Every day And Comprehend Truly), an innovative and comprehensive strategic intervention on the comprehension level of the target respondents.

METHODS

The data gathered were analyzed based on the results of the pre-test and the post-test conducted. It was analyzed in descriptive analysis. They were statistically treated using the Frequency and Percentage Distribution. The participants were given a pre-test before Project REACT was utilized. After the implementation, they were given a post-test, then, scores were tallied and compared. The rationale behind the use of this method lies on the intention of the researcher to describe the influence of the intervention program and to determine the significant difference of the performance of the pupils before and after the program.

RESULTS

Based on the result of the post-assessment in English Oral Reading in Phil IRI, the frequency and percentage of pupils under the frustration level decreased, while the frequency and percentage of pupils in instructional and independent level both increased and surprisingly, there were no non-readers at all. So, undeniably, the reading strategies utilized by the school-based reading program were effective based on the two-tailed test.

DISCUSSIONS

The data implied that the pupil-respondents performed better as reading comprehension is concerned after being exposed to innovative and interactive teaching strategies in reading catered by the Project REACT. Certainly, selecting proper and effective strategies that will best fit the interest and needs of the learners will make the teaching-learning situation yield better outcomes. Promoting quality education calls for innovations for new techniques in teaching and instructional materials to be used in the rising needs of the learners we have today. The emergence of learners with poor comprehension still evolves in every institution. So, the output of this research was indeed a quick response and resolution to this problem.