Project ADLAS (Administering Diverse Language Assessment for Students)

Abstract

INTRODUCTION

Reading is a complex developmental challenge that we know to be intertwined with many other developmental accomplishments: attention, memory, language, and motivation, for example. Reading is not only a cognitive psycholinguistics activity but also a social activity. Thus, we at ADLAS ELEMENTARY SCHOOL came up with a program Project ADLAS (Administering Diverse Language Assessment for Students) for pupils who were non-readers to improve their reading ability, not just for cognitive progress but also for emotional and social growth.

METHODS

Focusing on the problem, a systematic proposal was designed to easily come up with a possible program to lessen the number of non-readers in the Grade V. The mixed method was used such as qualitative and quantitative. The clients were identified non-readers through the administration of the Philippine Informal Reading Inventory (Phil-IRI) Pre-Test conducted at every end of June. Thirteen (13) Grade 5 pupils who were identified non-readers undergone on several interventions such as phonics and phonemic awareness, modified Marungko approach, modeled reading and word wall. The clients were assessed to evaluate their progress.

RESULTS

After the duration of the program and the administration of the Phil-IRI Post-test, no non-readers were identified. Those thirteen (13) pupils under non-readers on the pre-test of Phil-IRI progressed to instructional readers and some were independent readers on the post-test.

DISCUSSIONS

The results only showed that the program was successful through the help of both the clients and the teachers as well. Focusing on the problem, the pupils who need enhancement and supplementary reading activities were given attention and emphasis. Thus, both their cognitive and social aspects were developed.