CT-Based Intervention Materials in Boosting Comprehension Level on Short Stories among Grade Two Pupils of Sta. Mesa Elementary School

Abstract

INTRODUCTION

Teachers have a very important role to play in helping their pupils to get most of the reading and become a good reader. Electronic texts introduce new supports as well as new challenges that can have a great impact on an individual's ability to comprehend what he or she reads. Based on the results of pretest oral reading assessments, grade two pupils of Sta. Mesa Elementary School were considered the most frustrated readers. Henceforth, the researcher conducted this study ICT -based reading intervention materials in boosting reading and comprehension of short stories among grade two pupils.

METHODS

The researcher used a descriptive method of research to identify the performance of Grade two pupils in reading short stories. It involves the application of appropriate ICT-based reading intervention materials aimed at finding solutions to problems in reading comprehension of short stories. A pre-test/post-test experimental design was developed.

RESULTS

The result of the study showed that after employing the technologically reading tools to 21 Grade two pupils where 19 out of 21 or 91% of the pupils were on the frustration level and 2 out of 21 or 21% were on the instructional level, there was an improvement in the reading performance of grade two pupils on the Post Test Results, where 11 out of 21 or 52% were instructional readers and 10 out of 21 or 48% were independent readers.

DISCUSSIONS

Based on the results the use of modern technology such as ICT-based reading intervention materials are of great help in boosting pupil's interest in reading and comprehension of short stories. Pupils got interested to read, they were all excited to read using the monitor where there are animations in the stories they are reading. Grade two pupils were now performing in their class discussions and even answering HOTS questions introduced by the teacher.