Addressing the Reading Difficulties Ofgrade IV Pupils through Remedial Reading Program

Abstract

INTRODUCTION

Reading, as an integral part of the teaching-learning process, plays an essential role in the success of learning in different subject areas. To assess the reading level of every learner, the Philippine Informal Reading Inventory, developed by Director Teresita G. Inciong, is implemented nationwide and is utilized as an evaluative tool for Department of Education's Every Child a Reader Program. The Department of Education has designed other programs and projects to enhance the reading abilities of the learners like the Drop Everything and Read (DEAR) program and the current Early Language Literacy and Numeracy.

It is the ultimate aim of Matagbac Elementary School to increase the performance level of pupils in various learning areas. However, the capacity of the learners to comprehend the lessons is greatly affected by their reading abilities. The Phil-IRI pre-test overall results in English in Grade IV -Simplicity class revealed that 25 out of 35 pupils or 89% of pupils fall under frustration level, 4 pupils or 11% of pupils belong to instructional level and no pupil or 0% of pupils are independent readers. With this, the researcher conducted a Remedial Reading Program to remediate the oral reading difficulties and increase the word recognition skills of the pupils.

METHODS

The pre-test and the post-test results of the Phi-IRI were the bases in determining the pupils' oral reading difficulties. Observations were made during the pupils' actual reading and the miscues in oral reading were recorded as well.

RESULTS

Majority of the pupils in the class committed errors in oral reading both in the pre-test and post-test. The oral reading difficulties were the refusal to pronounce, mispronunciation, substitution, repetition, omission, insertion, and reversal.On the significant differences in the results of the pre-test and post-test, findings reveal that the intervention (Remedial Reading Program) adopted by the researcher was effective in addressing the oral reading difficulties in English of the Grade IV-Simplicity pupils deemed at risk.

DISCUSSIONS

To improve the Remedial Reading Program, the researcher validated the plan of action and it was perceived as significant by the pupils. These include providing favorable learning atmosphere, considering the pupils' physical and mental condition, sustaining the pupils' interests and participation, and encouraging other pupils' and parents' involvement. These plan of actions were implemented and the conduct of the Remedial Reading Program was sustained to further enhance the reading level of pupils deemed at risk.