Improving Word Recognition of Grade-VI Pupils through "Parent ko Ka Readmate Ko Program" in Tabok Elementary School

Abstract

INTRODUCTION

Reading is important, through it, you expose yourself to new things, new information, new ways to solve a problem and new ways to achieve a better life. But it was found out that reading is one of the problems in some public schools, that is why there are many interventions and strategies made by Educators and reading specialists to solve this problem. Reading when not reinforced in the early stage it could be a problem in higher grades. This problem has challenged the researcher to improve the performance level of pupils in word recognition through the "Parent ko ka readmate ko" program. The lack of continuity of reading at home to school is one of the primary contributors to poor reading habits.

METHODS

The participants were the 10 Grade-VI pupils of Tabok Elementary School. It made use of a descriptive method questionnaire in answering different problems. This focuses on the reading problem of pupils who were below average or under frustration level.All of the 18 pupils were tested using ORPT and PHIL-IRI and was the baseline data of the pretest based on the data as reflected on the PHIL-IRI monitoring checklist.

RESULTS

Based on the performance of the participants after the intervention, only one (1) remained slow in reading level due to some personal reasons. All of the nine (9) respondents were on average and high levels. It was also evident that their comprehension was slightly developed after the intervention. Using some, downloaded, illustrated and colorful reading materials give attraction to the respondents. Thus, making them easier to recognize words. After employing the intervention, the number of participants was improved in terms of reading performance.

DISCUSSIONS

Results of the study show that reading problem has a lot of reasons involved and a lot of things to be considered. The most prevalent learning approach was using cooperative learning strategies between parents and pupils. The level of performance of pupils in terms of word recognition after the intervention was improved. This study recommends the use of cooperative learning intervention and repeated reading instruction to improve the reading level of pupils. In case that both parents and pupils have difficulty in reading, the English teacher of the school will assess the parents supervised by the school head or else the teacher will ask assistance to the ALS Coordinator to include the respondents and their parents in her classes during the remedial session.