#READownload Activity to Develop Reading Level of Grade 3 Pupils

Abstract

INTRODUCTION

According to Anne Kel-Artinian and Parisi (2015), "Third grade is often considered the moment in student's life when he makes the transition from 'learning to read' to 'reading to learn'. A make-or-break period for academic success."

In August 2017, Pocto ES conducted its regular reading assessment using Phil-IRI materials from Grade 3 to 6 pupils. School reading coordinators facilitated the activity. After the assessment, it was found that 21.43%, 3 out of 14 pupils, in Grade 3 class has a poor reading level. They were grouped by the reading coordinators and assigned to regular remediation instruction. But this intervention was unsuccessful. That is why this action research was made to bridge the gap of the young poor readers by using technological intervention.

METHODS

Selective-purposive sampling was used. The 3 identified readers were the target of the study as they made numerous miscues in recognizing words. Data was collected through Phil-IRI result. Survey questionnaires were utilized to identify the factors affecting the readers. The result was discussed during triangulation to confirm the primary cause of their problem.

RESULTS

After the Focused Group Discussion, it was found that the identified poor readers were addicted to social media and watching TV at night so they didn't have time to study. A four-week "READownload" intervention was conducted with the identified pupils using computer-aided instructions. This was done through downloaded instructional reading materials (audio, video, etc.) via YouTube and other reliable sites. The intervention was made 30 minutes after class hours. After the intervention was conducted, 2 of the 3 pupils showed improvement and leveled up to instructional readers while 1 reader showed fewer miscues every after the intervention was given. They leveled up from frustration to instructional readers.

DISCUSSIONS

The conduct of this research was timely since technology-based instruction was applied. 21st-century learners gain more knowledge of social-media-based learning. The activity should be at the level of their interest to slowly drive their attention to holistic ideals. This is important to equip their minds to the latest trends of education in the real world. But this requires more time on downloading instructional materials and a little annoyance if there is less Internet connectivity. Parental guidance is critical and needed during the child's exposure to social media.