Community Service Empowerment: An Approach to Reading Remediation an Action Research

Abstract

INTRODUCTION

Reading is the most essential skill needed to be developed in a child to help them become successful in school activities. On the contrary, most of the problems in the school pertaining to child's performances are rooted in the reading problem or inadequate skills in reading such as absenteeism, cutting classes, bullying and quitting school. In the Philippines, teachers cannot help but promote them to the next level because failing them will reveal the abilities and performance of teachers, "the teacher factor" watchword. Most of the time, they sought the help of parents to help these children read at home. At Pantay National High School of Teresa, Rizal, each year, there are more or less 20% entering Grade 7 who are under frustration level, or worst non-reader, according to the PHIL IRI assessment. So, this action research was aimed to remediate and initiate progress in the reading performance of children through the aid of Community Service.

METHODS

Fifty Grade 7 students were given a reading partner who was on the grade 10 honor list. For each reading text, they were taught first and an English teacher supervised each group of 10 one hour after class hour in eighty days. The reading text, where words are numbered for reading speed, had five comprehension questions. PHIL-IRI assessment tool was used using the Pre-test-Post Test. The reading sheet was read first by the Teacher Supervisor to the Reading Partners (G10) before they conducted guide reading to reading Lovers (G7). The reading Partner guided them in their reading difficulties and Supervisors were available in cases where Reading Partners could not help them. The score and the reading speed of the Reading lovers were recorded by the Reading Partners.

RESULTS

Thirty-one of fifty or 62% grade 7 students were diagnosed as instructional in the post-test while three or six percent non-readers stayed at frustration level but improved in word recognition and speed at reading, while the remaining sixteen or thirty-two percent remained at a frustration level.

DISCUSSIONS

This action research indicated that empowering community service, since it is indicated as points in the Awards and Recognition for students of K to 12, can be a tool in reinforcing reading and can be potentially transformative for the individual, the school, the community and the nation as whole---reviving Filipino Bayanihan or Volunteerism in school. The failure of some participants to attend the program calls for giving time to reading "again" as a separate subject.