Happy Readers Project

Abstract

INTRODUCTION

The growing number of non-readers and frustration level readers among pupils is very alarming. This problem is distressing and it affects their school performance. It is very important to identify its root causes so that proper intervention could be done to address the problem.

METHODS

The participants from Grade II-Jaena of Rosario Elementary School of school year 2016-2017 were identified using the PHIL IRI post test results. PHIL-IRI assessment showed that 64% or 25 out of 39 pupils of Grade Two Jaena were identified as nonreaders. Hence, thorough analysis of potential problems or root cause of related concerns were performed and validated. Also, an informal reading inventory for pretest and posttest which evaluated the alphabet knowledge, phonemic awareness and word recognition of the participants was employed. The team modified the reading inventory and patterned it from ELLN digital testing materials.

RESULTS

The comparative results of pretest and post test showed a significant difference in the alphabet knowledge and word recognition of the nonreaders. Moreover, the identification of the root causes directed the CIP team to develop a modified reading instruction process to be utilized as a reading intervention. Thus, the modified approach used has improved the word recognition of the nonreaders. Through this Happy Readers Project, there is an improvement in the word recognition skills of the pupils that developed their confidence and performed better in school. Moreover, the team was able to produce a localized reading material which can be used for the reading intervention.

DISCUSSIONS

This project showed that reading instruction is a highly-systematic process. Thus, instructional planning should be anchored on the learners' needs and interests. Hence, prioritizing the development or supply of reading materials should also be a concern. Reading teachers should attend adequate trainings in reading instruction.