Continuous Improvement Program: Project TOR (Tactics on Reading)

Abstract

INTRODUCTION

Different reading strategies are employed to make learners able to read and comprehend. Still, there are learners who fail to develop skills in reading. In view of this study are the reasons related to the event and interventions employed based on the results evaluated.

METHODS

A mixed method design was used. Participants were nineteen (19) Grade Two level pupils who responded on a set of questions. Qualitative data were also utilized through interviews among respondents on their need to acquire the skill in reading.

RESULTS

Pupils who participated in the gathering of data perceived that learning materials influences the quality of learning in reading. The conducted project yielded a result of 89% reduction of frustration readers among Grade Two pupils who were included in the program which comprises of 17 out of 19 non-readers and frustration who become instructional readers.

DISCUSSIONS

Based on the result, construction of effective and suitable reading materials for learners with difficulty in reading supports learners' advancement in reading. Furthermore, success in teaching reading skills requires: (1) focus on providing quality remediation to pupils with poor word recognition in English; (2) teachers commitment in giving remedial classes to low-performing pupils; (3) extension of the project to other academic subjects; (4) Creation, compilation and continually upgrading of reading materials; (5) conduct of SLAC sessions; (6) peer coaching and mentoring; and (7) regular observation