The 3Ps Approach (Proprietorship, Partnership, and Program): Intensifying and Deepening Teacher-Stakeholders Partnership in Addressing Struggling Readers at Padre Garcia Central School

Abstract

INTRODUCTION

In the District Oral Reading Assessment conducted by School heads of Padre Garcia District last SY 2016-2017 to Padre Garcia Central School, it was revealed that there were pupils from different grade levels who find difficulty in word recognition and no comprehension. These pupils, considered nonreaders, were priority concerns of the school. However, instead of giving immediate actions, the presence of struggling readers is often blamed to the previous teachers or the family genes where pupils came from.

METHODS

This research was experimental in approach; thus, struggling non-readers were distributed equally to all the teachers in every grade level, maximized parent's involvement in implementing the reading programs. The researcher used two consecutive District Reading Assessment Results, 2017 and 2018, Reading Assessment Tools, sets of questionnaires, and interview to gather data.

RESULTS

Based on the results, the stakeholders who became the partners were parents, guardians, siblings, and co-teachers. The reading programs implemented wereOne-on-One Reading Program, "Anak Ko, Pabasa Ko" and"Big Brother, Big Sister". The project was implemented daily and based on oral reading assessment result by the school heads last February 2018, it was found out that from 60% decrease of non-reader it moved up to 75% percent decrease after adopting the 3 Ps approach.

DISCUSSIONS

The 3Ps approach based on the study is active and must be applied by the teacher with the problem of struggling readers. The approach can also be utilized on slow to fast readers. The school can also adapt 3Ps approach for other programs like Gulayan sa Paaralan, Brigada, Feeding, etc. It serves as an eye-opener for all concern to raise awareness on their commitment to duties and responsibilities as school partners, create favorable working condition among the teachers, boosting pupils self-esteem by making them feel important and developing a culture of tie-up in resolving school issues and concerns.