Project DARE: (Direct Active Reading Engagement) the Alternative therapeutic Intervention on the Reading Problems of the Grade Four Pupils of Mces During School Year 2017-2018

Abstract

INTRODUCTION

Reading is the key to learning. When one develops a love for reading, one creates a cycle of learning and understanding. He could then adjust himself to the world. This is why Project DARE is designed to help and develop the performance of the grade four pupils on reading with comprehension especially during the remedial time. The twelve O'clock habit on reading and DEAR (Drop Everything and Read) help pupils too on Direct Active Reading Engagement (DARE) so, it would then be expected that every pupil should come up with a high performance on reading.

METHODS

The target of this research was to give possible solutions and intervention on the reading problems of the Grade IV pupils of Mendez Crossing Elementary School, S.Y. 2017-2018. The respondents of the study were 36 selected Grade four pupils of MCES. The researcher used convenience survey sampling techniques in determining its respondents. The study used a descriptive quantitative design of research. Data were gathered through the use of self-conducted-questionnaires. The statistical model used was weighted mean, frequency, ranking, and chi-square to determine whether there was a significant relationship between two categorical variables.

RESULTS

It was concluded that the 36 selected pupils from Grade IV class who were included in the and remediation of the reading problems after 6 months which undergone the project DARE. It was recommended that the said project needs to pursue and to implement the reading comprehension. Hence, it continuously developed more reading capability of the pupils involved with high comprehension and fluency. The Therapeutic intervention program should be done every day after lunch time to maintain their good habit on Direct Active Reading Engagement until they become a fluent and good reader with comprehension.

DISCUSSIONS

Since the phonics approach in reading had been found effective in teaching reading, teachers are encouraged that pupils be grouped according to their abilities and level of difficulties to facilitate assessment and evaluation of pupils' reading abilities.; Activities of pupils with reading difficulties must be followed up and intensified at home and in the next grade level based on their identified reading abilities and difficulties.