High Five with the Five-Finger Retell intervention: An Assessment on Reading Instructional Strategy at San Antonio Elementary School

Abstract

INTRODUCTION

Abreast with the increasing number of pupils who find it difficult to comprehend of what they read, especially in San Antonio Elementary School, the researcher creates an intervention program for the English teachers to use in order to enhance pupils reading comprehension performance.

METHODS

The researchers utilized frequency, percentage and T-test in analyzing and interpreting data. The participants of this study where thirty (30) pupils coming from the Grade 4 to 6 levels of San Antonio Elementary School. The study was a month-long experimentation allowing teachers and pupils to properly execute the five-finger retell intervention program. Pretest and posttest scores ofthe pupils where recorded, tallied and tabulated.

RESULTS

Findings show that the five-finger retell intervention successfully created an outstanding result for Grade 4 to 6 levels. During the 1st week of intervention Grade 4 to 6 lowest frequencies in score ranges from 10%, 20% and 10% respectively. However, at the end of the intervention program experimental week their lowest to highest frequencies in score ranges from 50% to 100% in reading comprehension. Inferential statistics shows significant difference from the pre-and post-test scores thus the five-finger retell intervention program is a very good instructional strategy to increase reading comprehension of Grade school pupils.

DISCUSSIONS

The best practices in utilizing the five-finger retell intervention was that teachers can have full command over comprehension instruction that may initially seem like a daunting task to undertake. As pupils' progress through school, the focus of reading shifts from learning to read, to reading to learn, and the need for comprehension of content knowledge and expository texts becomes greater. If pupils are not afforded consistent and intensive instruction, they are at a disadvantage.