Come Read with me like ABC: An Experimental Study in Improving the Grade 7 Students' Reading Skills

Abstract

INTRODUCTION

Reading is a process of creating meaning to what has been on the text. It has been a teacher's challenge to encounter students who cannot read since reading is one of the macro skills that one must master. By learning how to read, the knowledge among other areas can be learned. This study aims to improve the reading skills among grade-seven students of Wakat National High School. Providing interventions for the students to read and understand their lessons is a challenging part for the teacher. But with passion combined with effective strategies, it can crop learned individuals. These could help struggling readers develop their reading skills at their own pace and with confidence.

METHODS

The researcher utilized the Purposive selection of subjects who were identified in the non-reader level in the pre-test of ORPT. The researcher used technology-assisted instruction with an audiolingual method for the comprehension level. It is an approach to develop their senses between visual, auditory, and cognitive abilities. In determining the subjects' reading skills, the students' reading level was analyzed by comparing their ORPT in Pre-test and after the interventions were provided. The said interventions are conducted at the subjects' most convenient time. Data were analyzed using PAST software.

RESULTS

The teacher conducted the post-test to both the controlled and experimental group after 2 months of applying the intervention. It was shown that in the experimental group, 6 out of 8 students improved their reading skills. However, one of the 2 remaining students was considered as unbearable due to his health status while the other one was due to his habitual absenteeism. On the other hand, in the controlled group, there were no improvements found.

DISCUSSIONS

The intervention, which includes the peer tutorial and buddy system and even home visitation, is an effective way to cater to the needs of the non-reader students. Moreover, after the intervention,the students were able to recognize already simple letters and words like "theory" though they still find it hard to read some words with diphthongs like "lighter". Encountering difficulties in reading skills also followed with difficulties in spelling and writing. It cannot be denied that when teaching the respondents how to read, the tutors would have to let them spell and write the word for them to determine that the respondents were not just memorizing the lesson.