Project BIGKAS (Basic Intervention Guide and Know All Sounds): Enhancing Word Recognition among Grade 4 Struggling Readers at Pinagtungulan Elementary School

Abstract

INTRODUCTION

Poor reading performance is one of the various problems that a teacher encountered as she teaches. There are pupils that have difficulties in reading and still reading to read, rather than reading to learn. Therefore, this action research aims to maximize word recognition skills among pupils particularly Grade Four struggling readers through the intervention activities at Pinagtungulan Elementary School.

METHODS

A descriptive method of research was used in the study to find out the reading performance of the pupils. Various results of the different oral reading tests (recognition level) such as PHIL-IRI results as the baseline gathering conducted during the period of the program were used. The data gathered were tabulated, evaluated and analyzed using percentages to identify the word recognition levels of the pupils. The researchers used data-mining as a data gathering procedure where the data and numerical figures are already tallied and presented. It is simply using an already published set of data.

RESULTS

The following were the findings revealed in the implementation of the action research. Thirty-four (34) pupils in Grade IV belonging to the frustration level of word recognition were covered by the study. They were grouped as a. slow readers, b. syllable readers, and c. struggling readers. Two tables on oral reading tests were presented, evaluated, analyzed and interpreted: (1) Phil-IRIPre-Test, (2) Common Reading Miscues. Thirty-four (34) or 76% of these pupils need thorough assistance and remediation to maximize word recognition skills and develop reasonable self-confidence. They were the main subject of the study. Different types of miscues in word recognition were also identified to group the pupils under frustration level, specifically, the slow and syllable readers with common errors for intensive remedial teaching.

DISCUSSIONS

Based on the findings of the study, it was highly evident that the intervention activities are needed to maximize the word recognition skills among Grade IV struggling readers at Pinagtungulan Elementary School. The proposed intervention named as Project: BIGKAS (Basic Intervention Guide and Know All Sounds) will be implemented to Grade Four Rose to improve the reading ability of learners.