An Action Research on the Effectiveness of Reading Intervention Strategies for 58 Grade Two Pupils who are in the Frustration Level in Reading

Abstract

INTRODUCTION

With so many struggling readers facing various reading difficulties, it is imperative that teachers not only identify them but also know the best reading intervention practices for them. As an educator, the teacher-researcher was motivated to conduct this action research on the effectiveness of reading intervention strategies on 58 grade two pupils at the frustration level. She also wanted to know the effects of these strategies on the reading performance of the pupils from the results of pre-test in Phil-IRI, pre-assessment, pre-evaluation, and post evaluation.

METHODS

The administering of pre-test of Phil-IRI showed that the Grade Two population has the most number of pupils in the frustration level among all the pupils from grades two to six in the school. This has led to the conduction of different reading intervention activities after their regular classes. A certain project called Project PrOsPER (Providing Opportunities for Pupils to Excel in Reading) came out.

RESULTS

The Grade Two population got the most number of pupils at the frustration level. Out of 100 pupils tested, 58 or 58% of them cannot read with speed and comprehension. The result of pre-assessment was done to group the pupils according to their level in reading. Results show that section II-Acacia obtained the highest number of pupils, 25 or 52% of 48 pupils, in the frustration level. There are 10 pupils or 17% who are at the instructional level. This explains that some pupils can read but cannot comprehend. This assessment led to the launch of Project PrOsPER (Providing Opportunities for Pupils to Excel in Reading). 48 pupils were in the frustration level, After the reading intervention performed by the teacher, this has decreased to 26 or 45%. 10 pupils who were in the instructional level in the pre-assessment increased into 20 or 34%. Now, there are 12 pupils or 21% of the class at the independent level. These proved that the different reading intervention strategies performed by the teachers have a great effect on the reading progress of the pupils.

DISCUSSIONS

Early identification of at-risk pupils seems to be an essential part of the intervention process. The research results showed that many pupils are still struggling with reading. Project PrOsPER has been a huge support in helping the pupils, as well as the teachers, incorporate different strategies to obtain their objective. Positive effects were seen from providing pupils with reading intervention. Early intervention is proven beneficial.