2C2IA Beginning Reading Instruction Model: A Case Study

Abstract

INTRODUCTION

Reading is the main key to open up the world of wonder and meaning. But children don't learn to read just from being exposed to books. It has to be taught explicitly and systematically. For several years, a high percentage of non-readers and pupils with reading difficulties had been registered in Inosloban-Marawoy Elementary School. This scenario had become one of the major problems of the school. Beginning reading teachers had come up with a reading program using the 2C2IA Beginning Reading Instruction Model. The 2C2IA Beginning Reading Instruction Model illustrates the different components of teaching beginning reading and the process that embodied the program. It was focused on the development of the key skills in beginning reading such as phonemic awareness, vocabulary development, oral language, comprehension skills, and fluency.

METHODS

The descriptive method of research was used in this study with a set of questionnaires in the form of test papers as the primary gathering tool. The data gathered were statistically treated with the use of Arithmetic mean and T-Test of Difference between Two Independent Samples. The Pearson r Coefficient of Correlation was also used to establish the validity of the instrument used.

The study was focused on the development of the five components of beginning reading with the use of 2C2IA model among the not-ready groups of the grade 1 pupils of Inosloban-Marawoy Elementary School.

RESULTS

The findings disclosed that the percentage obtained by the two groups on the pre-test in all the five reading components--phonemic awareness, vocabulary, oral language, comprehension, and fluency--fall under the descriptive interpretation of Poor with a composite percentage score of 60.71 in all the five components of beginning reading. After the implementation of the program using the 2C2IA Model, the composite percentage obtained by the pupils under the experimental group was 86.55 with the equivalent interpretation ofGood and the controlled group registered a composite percentage score of 77.75, Fair. The effectiveness of using 2C2IA Beginning Reading Instruction Model was confirmed.

DISCUSSIONS

The study showed that all grade 1 pupils of age, regardless of their readiness upon entrance are capable of becoming skillful readers after the grade level if coupled with comprehensive teaching of beginning reading because only in reading that they will understand the language of the other disciplines.