Project CERI and the Reading Comprehension of Selected Grade Six Pupils of Talon Elementary School for SY 2018-2019

Abstract

INTRODUCTION

Reading is the key to skillful learning and better living. The learners who read well develop a better understanding and effective adjustment towards life's situations. When the learners understand what they read, they could identify, classify, build, organize, synthesize, make adjustments and arrived at proper decisions. Reading therefore is one of the potent areas where the learners must be placed under and where an appropriate design may be addressed or utilized to assure the learners to learn effectively the basic skills in reading. Project CERI aims to prove how the utilization of short passages can improve the reading comprehension level of selected pupils.

METHODS

This action research is purely descriptive which used a pre-test/post-test approach. The respondents were grouped according to the results of the Pre-Test / Post Test. It was the Phil-IRI passage with eight (8) comprehension questions that were given to measure the comprehension level of 30 Grade VI pupils.

RESULTS

With the utilization of short passages, it was found out that there is a significant increase between the pre-test and post-test of the pupils in terms of their level of comprehension. This means that the post-test mean score is significantly higher than the pre-test mean score. This implies that the pupils improved significantly in their level of comprehension using short passages as reading intervention.

DISCUSSIONS

This study focused on the improvement of the reading comprehension level of 30 out of 49 (61 %) of Grade Six pupils who fall under Frustration level during the conduct of the Phil-IRI Pretest. The utilization of short passages as a strategy in Project CERI (Comprehension Enhancement through Reading Intervention) yields a positive effect on the improvement of pupils' reading comprehension level. It further shows that the pupils build proper attitudes and provide desirable experiences that make learning meaningful.

Since the utilization of short passages in reading had been found effective in teaching reading, teachers are encouraged to use this method in remedial reading instructions. The intervention program can be adopted by other grade levels in Talon Elementary School to help the pupils improve their reading comprehension and academic performance as well.