Project DIRECT (Differentiated Instructions in Reading Enrichment and Comprehension Target): An Intervention Reading Program for Grade II Pupils with Reading Difficulties

Abstract

INTRODUCTION

Based on the result of Phil IRI conducted last June 2017, 71 out of 153 Grade II pupils fell on the non-reader level. It was an alarming situation that goes with other problems like absenteeism, non-participation in the class and low academic performance. Through brainstorming and rooting up the possible causes, the problem arose due to poor reading performance of the Grade II pupils. The team decided to hold a remedial teaching program for the Grade II pupils. Project DIRECT (Differentiated Instructions in Reading Enrichment and Comprehension Target) is the program presented to provide the needs of the pupils and make them achieve their success in reading.

METHODS

Mrs. Connie P. dela Cruz, as the captain of the ship, started the meeting proper by asking some pupils' data like results of tests, reading status and feeding programs. The subject area coordinator presented a picture showing the collaborative working of an organization. They have the common word used to describe the content of the pictures -collaboration. To deepen the discussion, the principal, discussed the domains of school's improvement comprehensively. These were pupil development, human resources, physical facilities, curriculum and instructions, and linkages. The matrix on the domains of school improvement was formulated. The principal solicited ideas on the possible solutions to be done. The common idea raised a pledge of commitment, a collaborative effort of the teachers, school head and external stakeholders. In this study, questionnaires were given to identify the causes of the problem. Descriptive analysis of data gathered was also utilized to facilitate and validate for planning and implementing the intervention program

RESULTS

From the initial test 71 fell on the non-reader level. After the implementation of the program, 64 pupils enhanced their reading level from non-reader to instructional. The number of non-reader in Grade II reduced. 90% enhanced their reading level from non-reader to instructional. 10% of them with their parents were advised to continue the reading intervention at home.

DISCUSSIONS

This project became an avenue and opportunity to enhance their reading skills; uproot and resolve the main causes of the problem. Focus and commitment on the part of the mentors and mentees are vital to realize the objectives. Sustainability of Project "DIRECT" is highly encouraged.