Project DEAR and 12:30 Reading Habit: An Effective Tools for Reading Development of Grade III Pupils of Bendita Elementary

Abstract

INTRODUCTION

In line with the need to improve the reading comprehension of the Grade three pupils under the frustration level, the researchers decided to find appropriate reading strategies and measures that are suitable for their needs.

Since most of the grade three pupils are experiencing difficulty in reading and comprehension. So, for this matter, Bendita Elementary School launched an intervention program that caters to pupils with reading difficulties. This program is so-called Project Dear and 12:30 Reading Habit. The program offered more time of exposure, understanding reading strategies, and skill development through guided practice. This program served as a crutch that would walk the pupils to independence. It involved training and workshop in improving the reading level of pupils.

In addition, the intervention is concomitantly subjected to a study in order to determine the effectiveness of the program and eventually, the results will be utilized for the future development of reading programs in the district of Magallanes.

METHODS

The researchers used the pre-experimental one-group, pre-test -post-test design. Pre-test results using the Phil-IRIto determine the reading ability of pupils and Phil-IRIPost-test to determine the reading development of the Grade three pupils and the effectiveness of Project DEAR and 12:30 Reading Habit. In analyzing the data, the researchers used the behavior rating scale, percentage, mean, standard deviation, and T-Test.

RESULTS

Data came from 44 grade three pupils that were selected out of 57 students who answered the Philippine Informal Reading Inventory (PHIL-IRI) and at the same time, diagnosed to be in frustration level were the respondents of this study.

After a few months of the implementation of Project Dear and 12:30 Reading Habit, pupils were given a post-test using PHIL-IRI. Scores of participants in the pre-test and post-test were compared to find out if there was an improvement of a score. The result was from the frustration level during the pre-test became instructional level during the post-test. Based on the result, it was found out that there was a significant difference existed between the initial and final reading inventory assessment. This means that the reading intervention made was effective.

DISCUSSIONS

This study highlighted the effectiveness of project Dear and 12:30 Reading Habit. The results showed that pupils need such kind of project as intervention to improve their reading ability and comprehension.