Project CARE: Concerned Alliance for Reading Enhancement- a Reading Intervention Program

Abstract

INTRODUCTION

The primary purpose of this research was to improve the reading abilities of Grade IV pupils of Mendez Crossing Elementary School under the frustration level of the Phil IRI. This research was conducted during the last quarter of the school year. The intervention/remedial reading program was conducted daily at 3:00-4:00 pm. The variable used in this study is the Phil IRI reading ability test result. This study also attempted to use the phonics approach to improve the reading abilities of the Grade IV pupils.

METHODS

This research used a purposive-experimental method. This used purposive sampling to determine the pupils' reading ability. The experimental action research attempts to influence a particular variable that is the reading frustration of the pupils. The research relied chiefly on the different oral reading tests conducted during the year. The data gathered were tabulated, evaluated and analyzed using percentages to identify the reading levels of the pupils. The t-test was used to determine the significant correlation between the pretest and posttest results in reading specifically in word recognition.

RESULTS

Eighty-seven (87) pupils of Mendez Crossing Elementary School belonging to the frustration level of recognition were grouped into slow readers, syllable readers and readers at risk. Six tables on oral reading tests were presented, evaluated, analyzed and interpreted: Phil IRI pretest, Phil IRI posttest, Results of the t-test of difference between the mean pretest and posttest scores in word recognition and the intervention plan for the grade IV pupils. These were all conducted in a different schedule by the school coordinator in English, the Master Teacher of the school and the remedial reading teacher.

DISCUSSIONS

The teacher made use of the Phil IRI pretest result of the grade IV pupils since they have the largest in number that fell in the frustration level. The teaching emphasized on the following: repetition and rhymes, letter and sound matching, letter reading and writing practice, pair games, picture and sound matching, rhyming words activities, phonemic awareness, sound blends, picture-word matching, word search/ games, re-ordering the letters, configuration clues, basic sight word reading, multiple passage segments and questions, sequencing using word order and grammar and paragraph reading with comprehension questions. These were done in 65 days. There was a significant improvement in the reading abilities of the Grade IV pupils.