Project CARE - Collaborative Activities for the Reading Enhancement of Grade 5 Pupils

Abstract

INTRODUCTION

The Department of Education supports Every Child a ReaderProgram which aims to make every Filipino child a reader at his/ her grade level. In this regard, Bucana Elementary School developed a School-Based Reading Program to help improve the reading performance of pupils with reading difficulties. Based on the result of SY 2016-2017 Phil. IRI Pre-test in English, 16 out of 47 grade five pupils were identified in frustration level and four (4) out of 47 of the same grade levels are non-reader.

The study aims to reduce the number of identified frustration readers in Grade V by at least 75% or 12 out of 16 pupils and from 4 non-readers to zero by the end of March 2017.

METHODS

Pre-Assessment and Planning Phase which includes the Mid-Assessment in Oral Reading, Profiling of pupil beneficiaries, Orientation of teachers, pupil beneficiaries and their parents. SLAC's were also made to enhance teacher's skills in teaching reading and prepared and validated the intervention materials.

Initial reading interventions to frustration and non-readers were made to determine the result of the first 30 days implementation. Intensive reading interventions to target clientele were given.

RESULTS

PHIL. IRI Pre-Test and Post TestData shows that the number of pupils under the frustration level decreased from 16 to 4. Pupils under instructional level increased from 13 to 19 while the number of pupils under independent level increased from 14 to 24. The non-readers also improved from 4 to zero.

With the unequalled patience of the grade five adviser and collaborative effort of her co-teachers and parents, the pupil beneficiaries discovered how enjoyable reading is. They gradually showed interest in reading thus improving their reading ability from frustration level to instructional level and non-reader to reader.

DISCUSSIONS

Upon the completion of this reading program, the result shows that there was a reduced number of identified frustration readers in Grade V by at least 75% or 12 out of 16 and from 4 non-readers to zero. The pupils became better readers, they became more motivated to read, they improved in their Vocabulary and built self-esteem.

There should be a follow-up in the next grade level of the pupils. Further enhancement of this project implementation should be done in all grade levels. Teachers and parents must have cooperation in making the pupils learn how to read.