Increasing English Language Readers of Grade Two Pupils in Masin Elementary School through Project M.A.S.I.N.

Abstract

INTRODUCTION

Problems in reading among learners in many schools are increasingly disturbing. The pre-oral reading test of 126 Grade Two learners show that there are 14 male and 11 female SR's (Slow Readers) and 19 male and 6 female NR's (Non-Readers) in English. As a response, the school established a CIP (Continuous Improvement Plan) Team to initiate and implement a reading intervention for these pupils-at-risk.

METHODS

The descriptive-comparative method was used. This study sought to determine the performance of Grade Two pupils of Masin Elementary School on the pre-oral reading evaluation; their post-oral reading evaluation after the administration of Project MASIN; and their improvement, if any.

RESULTS

After administering Project MASIN, results positively dropped the number of non-readers to zero (0) and slow readers to 4. The 4 pupils evaluated as slow readers are those who either did not participate well, were frequently absent in class and in the program, or whose parents were not attending the follow-up meeting regarding the remediation program. Three pupils became fast readers while the remaining 43 became readers. The involvement of parents highly contributed to the increase (by 92%) in the number of readers.

DISCUSSIONS

This research generally succeeded in increasing the number of readers in the English language of Grade Two pupils through Project MASIN (Making Active and Systematic Instruments for Nurtured leaners). Project replication in other grade levels is highly recommended.