Project BUS: its Effect on the Reading Comprehension Skills among Grade 3 Frustration Readers

Abstract

INTRODUCTION

Learning to read is an essential part of basic education Reading is an important gateway to the other disciplines. It has been said that reading is the primary avenue to knowledge (Stem and Gould,1995). It is the cornerstone of education and the foundation of lifelong learning. It unlocks the unknown and carries the reader to new discoveries and learning. It equips the person with varieties of knowledge which they can use in everyday living. Reading has been a measure of one's understanding. It is established in school, from kindergarten up to grades 1-3, however, when they reach grade 3 there are still learners who were categorized in the frustration level from Philippine Reading Inventory Group Reading Test Result. On the other hand, reading comprehension is an essential skill for learners to master in order to ensure success in learning. Comprehension is reading with understanding and decoding meaning from the printed text not only in a single word or sentence but also of the inter-relationship among the sentences in discourse. Reading comprehension serves as a gateway to every student to learn the different subjects. Difficulty in comprehension may lead to difficulty understanding learning concepts in the different subject areas

METHODS

Project BUS implementation used the Reading Enhancement Activity Process was the _35 grade 3 frustration readers were asked to perform varied daily activities to include, Individual Reading with Comprehension Question, and Group Reading Activity with Comprehension Question. Frequency Count, Simple Mean, and MPS were used to analyzing reading assessment results.

RESULTS

The result of strategies implemented during the reading sessions which revealed that Group Reading with Comprehension Check a higher MPS. This supported Vygotsky's theory of Zone of Proximal Development who posited the idea that social interaction helps children learn, create meaning and grow into the intellectual life of those around them.

DISCUSSIONS

The application of the different methodologies as interventions in reading must be regularly used in order to have consistency and constant practice in reading. This will develop proper training, coordination and enhance the reading proficiency of the pupils. The school support to develop localized and contextualized reading materials, text and selection made learners develop a connection with text read and apply these in real settings. Parents' participation as a tutor is needed in uplifting reading proficiency.