Increasing Number of Readers among Grade one Pupils of Bantigue Elementary School Using the Three-Tier Model

Abstract

INTRODUCTION

Many children are placed in special education classes because of reading problems. This follows an instruction model for children who experience reading difficulties. This study however aims to ensure that children are not assigned to special education until teachers are sure that quality general education has been provided. It sets children up to succeed rather than waiting for them to fail. Traditionally, learning disabilities in some children are not diagnosed until the third grade or later. In this three-tier model, children are identified early, and they are offered increasingly intense interventions if they fail to respond to the instruction they receive. Anything a teacher does that establishes behavioral expectations in a classroom creates the core curriculum of highly engaging instruction by providing frequent opportunities for students to respond. Along this line and using the Three-Tier Model, the study sought to examine the effectiveness of the Three-Tier Model in increasing the number of readers among grade one pupils of Bantigue Elementary School Pagbilao District.

METHODS

The research is basically quantitative in nature as it utilizes quasi-experimental method. The respondents of the study were 32 grade one pupils of Bantigue Elementary School. These respondents were purposively chosen.

RESULTS

The results show that: (1) There was a marked improvement in the reading level of the respondents after the implementation of the Three-Tier Model. (2) The Three-Tier Model was found effective in improving the reading level of the respondents. (3) The ability to read is an essential skill for students because information is presented in text throughout the world. Educational systems also rely more heavily on text as pupilsreach higher grade levels.

DISCUSSIONS

The ability to read is an essential skill for students because information is presented in text throughout the world. Educational systems also rely more heavily on text as pupils reach higher grade levels.In addition, the battery of standardized tests that pupils take to demonstrate competence in each of the tested subject areas requires them to be able to read. Pupils need practice reading in order to develop their phonemic awareness, phonics fluency, vocabulary and comprehension. The mastery of these skills will grant them access to more knowledge and improve their academic performance.