Project I Read: An Evaluation on the Reading Intervention Program

Abstract

INTRODUCTION

The conceptualization of this Project I Read originated from the Continues Improvement Plan which was conceptualized by Dr. Brenda G. Alegre and the proponents in 2017 to cater to the needs of Kaytitinga Elementary School pupils. The duration of this program runs from July to November 2017, total coverage of 15 weeks. Time allotment is during 11:00-11:30, 12:30-1:00 3:30 every remediation period. This project was given to 30 grade three pupils respectively which has been diagnosed under the frustration level of the Phil-IRI. They were given small group sessions with their teachers to give them remedial classes. Materials used in these remediation programs are Phil-IRI reading materials, DOLC's Basic Sight Words, textbooks, and localized modules.

METHODS

Adhering to the standard operating procedures of the Department of Education, Division of Cavite, researchers asked the permission from the school principal, Dr. Brenda G. Alegre, the teachers in the primary grades and together with the parents of the pupils for consent to let their children become the understudy of this research.

RESULTS

Findings reveal that only 5 (16%) pupils remained under the frustration level; 17 (57%) respondents were able to reach the instructional level; while 8 (26%) respondents have reached the independent level. Study shows that reading comprehension of respondents in English was improved after the implementation of Project I Read Research shows that the data obtained after the execution of Phil-IRI pre-test, pupil respondents' find it difficult to answer the questions about the event, problem and ending of the story. Phil-IRI pre-test pupil respondents' reading comprehension needs remediation.

DISCUSSIONS

As a result of the findings, Project I-Read Program will continue to be utilized. The fifteen-week timeline for the study was restrictive, teachers would have liked to have been able to extend the time to a minimum of a full school year term. By expanding the duration of the time used to study the effectiveness of the Project I-Read Program, pupils involved would have been given more time to understand the strategies being taught and perhaps develop some degree of independence as they have applied some of the key components of the strategies. Furthermore, it would have nicely correlated to progress report cards and Continuous Improvement Plan, offering additional information to be shared with the pupils and their families on their overall progress.