Project CLEAR (Comprehend Lessons in English After Reading)
Keywords:
reading comprehension, root cause analysis, root cause validation, localized materials, remediation program, reading level, focused problem statement, affinity diagram, process flowAbstract
INTRODUCTION
Reading comprehension plays a vital role in the academic performance of pupils. They need to comprehend and understand stories to be able to solve Mathematics problems and follow instructions in English and Science experiments or activities. Based on the PHIL-IRI results, the number of pupils who can read without comprehension increases this School Year 2016-2017 by 109 or 39% in Grade Three level only. This greatly affects the results of quarterly tests since these pupils cannot identify the correct answer because they are having difficulties in comprehending the stories or situations.
METHODS
A descriptive method design was used. We conducted Focus Group Discussion/ Interviews with Grade Three Teachers. The researchers had considered Grade Three Pupils under Frustration level based on the PHIL-IRI Results from S.Y. 2016-2017 and Six Grade Three Teachers as their respondents.
RESULTS
The graph shows the PHIL-IRI pre-test and post-test results. It can be noted that out of 109 pupils under the FRUSTRATION level, it went down to 32. In addition, 71% out of 75% of the target was attained.
DISCUSSIONS
The correct " ̃process' of teaching -reading plays a key role in the improvement of pupils' reading levels. In addition, the use of localized/contextualized materials and observing correct time allotment for each part of the lesson help in the attainment of the learning competency.
