Conduct of Intensive Reading Exercises and Assessment for Reading Skills Development (I Read) Program to Grade 7 Students: A Cross Over

Abstract

INTRODUCTION

Reading is a very important issue which is not only about enjoyment but a necessity which paves the way for a better understanding of one's own experiences and an exciting journey to self-discovery. Students would learn to read as readily as they learn to speak and teacherswould only need to give their students the chance to practice their skills frequently. But they do not learn to read only from being exposed to books. This research centered on the conduct of the I READ Program that served as a reading intervention for the grade 7 students to eradicate non-readers and slow readers which is the ultimate mission of every English teacher.

METHODS

The researcher used the quantitative method to assess the improvement of the select grade 7 students who were identified as non-readers and slow readers from the four sections before and after the conduct of the program. The purposive sampling technique was used since the subjects of the study were chosen by considering the result of the PHIL-IRI on the pre-reading test. The primary tools of this research are the pre-reading result, reading materials, monitoring chart (attendance, reading report), and student's reflection.

RESULTS

After the research and the conduct of the I READ Program, the assessment of the respondents to their reading performance reflects their outstanding improvement. First, word pronunciation: despite the students' provincial accent, it didn't hinder them to improve their reading skills as they know how to read the words for they already recognized them. Second, in the reading comprehension: the students earnestly answered the given questions from the given paragraphs, stories, essays, and grammar exercises. Third, in the communication: through English instruction, the quick response is observed in their classroom instruction among the students.

DISCUSSIONS

The result of this research would serve as bases of applying the attainable program for non-readers and slow readers not only in grade 7 level in Lipa City National High School but also to all grade levels in public and private elementary and secondary schools. This is to give early remediation to the students with reading problems. This is valuable to the students as it brings productive and interactive communication and comprehension in their studies, giving better result in their academic performance. Likewise, among the administrators and teachers, it reflects good feedback to the school itself.