Impact of Project RETEACH to Non-Readers and Struggling Readers among Grade Two Pupils at San Ignacio Elementary School

Abstract

INTRODUCTION

Based on the pretest result of Phil IRI and School Literacy Assessment conducted to Grade Two pupils last June 2017, 7 were identified non-readers and 4 struggling readers. The researcher aims to lessen the number of non-readers and struggling readers in Grade Two at San Ignacio Elementary School, so she decided to conduct action research on the impact of Project RETEACH which stands for Reading Enhancement Towards Excellence Among Children.

METHODS

A Descriptive Qualitative Method was used by the researcher following the Input, Process and Output design. The Input includes identifying non-readers and struggling readers from Grade Two using Phil IRI and SLA as well as preparing the proposed reading intervention materials. The Process contains the implementation of the Project RETEACH, where thorough reading interventions are conducted to the respondents. The Output includes the post-assessment using Phil IRI and SLA.

RESULTS

The Project RETEACH did help in reducing the number of struggling readers and non-readers as revealed by the Post-test results, where only 2 remained struggling readers and one non-reader. The 8 respondents which are 73% improved their reading level, 4 shifted to average readers while 4 to slow readers. They performed differently before and after the implementation of this project. This was possible due to the rigid conduct of reading interventions to the 11 respondents after classes, close monitoring and follow up at home. The remaining 3 respondents need more attention and interventions to improve later.

DISCUSSIONS

The results signify that rigid teaching of reading using suited strategies and approaches helped teachers to make their pupils total readers. This project RETEACH applies to other pupils needing the same interventions. Teachers should find all ways and means to make their pupils learn how to read