Collaborative Reading Enhancement Activities Towards Excellence

Abstract

INTRODUCTION

Based on the result of the Phi-IRI administered last June 2018, 47 out of 111 Grade 4 pupils of Calubcob Primary School were identified as reading in frustration level. Based on this result, the researcher explored the reason why these students are not doing well in reading. In an attempt to decrease the number of identified frustration readers from 47 to at most 10 (20%) pupils by the end of December 2018, the researcher decided to implement a methodological approach in class that is more engaging and more effective in getting students to participate in their reading class.

METHODS

First, the researcher conducted a survey to find the root cause of the pupils' poor reading habits; what hinders the pupils from reading; and what materials and strategies were required by the target pupils. Through the checklist form as the main data gathering instrument, she gathered and tabulated the data based on the results of the survey. Finally, she provided different strategies such as using storybooks and other reading materials, pair reading, and enrolling in a special reading class as methods for improving reading among learners.

RESULTS

After the survey, the researcher discussed and decided what strategies should be emphasized. Taking into account the results of the Phil-IRI and the survey, she decided to pay more attention to use strategies such as using storybooks and other reading materials; ICT intervention in reading through the form of games, songs, puzzles and others; identifying reading patterns on the following qualifications: independent reading level, trainable, with commitment and care and know how to value confidentiality; enrolling in a special reading class that was arranged to focus on reading development in selected pupils during non-class hour; and providing exercises that measure the comprehension skills of pupils were given. These strategies were identified because the percentage of frustration level from 47 (42%) pupils decreased by 8 (7%) pupils.

DISCUSSIONS

The researcher and her peers shared their common problems in teaching/ learning and then worked cooperatively to solve the problems. Assigning other teachers, observing sessions, interviewing pupils regarding the program/lessons, and filling out the Monitoring and Evaluation Form are suggested. Designing emergency schedule in the absence of the Reading Teacher, communicating with the persons involved in the reproduction of reading materials such as the storybook, big book, flash cards, and preparing these reading materials in advance were also recommended.