Increase Entry-Level Reading Skills of Grade 7 students through Bridging

Abstract

INTRODUCTION

Effective classroom learning usually entails a lot of work. Several researches have already been developed and implemented to address the different learning gaps of students. Several factors were identified but were not addressed appropriately, resulting in academic failure across subjects. Students who try to build knowledge without a firm grasp of the medium of instruction may struggle to learn specific subject matter content. In this project, we identified different innovations that respond to the differences in students’ proficiencies.

METHODS

The descriptive research design was used wherein during enrolment period, we conducted an entry-level reading test (using old PHIL-IRI materials) among 400 grade 7 students to identify their reading proficiency. From this pool, 38 were identified as readers under Frustration Level. Another reading test was done using the Revised PHIL IRI materials given by the division. The results prompted the use of different interventions suited to the various reading levels of students.

RESULTS

The 38 students were grouped together under a special program supervised by an adviser. The remaining students were given special reading sessions by their respective English teachers during their free time. Intensive remedial reading activities were implemented, facilitated, and monitored by the assigned teachers. Developmental reports indicate incremental increases in their performance.

DISCUSSIONS

The results demonstrate the need for continuous implementation of interventions and innovations in order to continuously improve the reading skills of students. A teachers' willingness also played an important role in achieving better performance for students, other teachers, and the school as a whole.