Improving the Word Recognition Skills of Grade 5 English Non-Reader Pupils through "Katabi ko, Guro ko" Program

Abstract

INTRODUCTION

Many pupils are distressed with reading. Reading is hard for some pupils and it can take time. Quary II Soriano Elementary School pupils are facing the same reading problems. Based on the Learners Information System (LIS), the school has a total population of 162 pupils for school year 2016-2017. 15 out of this population are non-readers. 10 out of 39 are grade 3 pupils. The number of non-readers is based on the result of the pre-assessment of PHIL IRI school year 2016-2017. Some of the causes are lack of parent support, fear to read by her/himself, presence of distractions such as playing, and a lack of interest in reading. The intervention "Katabi ko, Guro ko" was given to 10 select grade 3 non-reader pupils to enhance and improve their reading skills and to encourage them to read books.

METHODS

The Descriptive Method was used in this action research. Data collection was based on a pupil's reading level in PHIL IRI Pre-test. Three (3) sources of data were used to select respondents: (1) The PHIL IRI results in Pre-test, (2) an observation during class discussion, and (3) an interview with classmates, parents, and subject-teachers. Data were triangulated and primary problems identified. Several reading techniques were also conducted.

RESULTS

Based on the findings, there was an improvement of pupils’ reading skills (Word Recognition) through "Katabi ko, Guro ko". Thus, 6 out of 10 identified non-reader pupils improved. The results of both pre-test and post-test assessments were statistically evaluated. The significance of the action research was positively achieved.

DISCUSSIONS

The researcher recommends an intensive and comprehensive reading program through "Katabi ko, Guro ko" for identified non-reader pupils to help them perform better in school. Constant reading with the guidance of the adviser and advanced pupils may improve and develop their reading skills. Also, a firm partnership with the parents is encouraged to sustain this program. Furthermore, the researcher suggests that there should be enough time for the implementation of this program not only in grade 3 pupils but to all graders.