Project I-DRIM: Project Intensive Daily Reading Intervention Program

Abstract

INTRODUCTION

It is a general observation that many pupils are poor readers or even non-readers. Most of the pupils find difficulty in answering questions that begin with question marker how and why. Often times, they get low scores in examinations because they were not able to assimilate the given questions.

One of the most difficult problems which teachers encounter in teaching reading is the pupils' deficiency in basic comprehension skills due to limited vocabulary, inability to read by thorough unit and poor oral reading comprehension. There are many pupils who are poor in reading comprehension because of the inability to identify group sentence idea or the main idea of the paragraph.

METHODS

This study made use of multiple methods in the conduct of this research such as focused group discussion (FGD) to Grade 3 pupils whose results of Phil-IRI was poor for 3 consecutive years. Survey and interview were also conducted to gather data as a basis for a comparative analysis of data to determine the performance level of pupils through simple mean.

RESULTS

Through the active participation of the teacher, pupils and parents, the researcher was able to find the root cause on where the child finds difficulty in reading and what the like most to learn in a fun and easy way. Different strategies were used like maximizing the use of the mini-library during child's free time, learners find the reading buddies, one on one remedial session after class and during class discussion teacher were using different strategies and interactive materials that help learners to develop their reading skills. As a result of numerous activities and strategies used the performance of the learners under frustration level decreased out of34 Grade III pupils, 2 or 6% belong to Frustration level, 18 or 53% pupils are under Instructional level and 14 or 41% pupils are Independent. In addition, the periodical result of the Grade 3 Pupils in English increase on their 2nd quarterly examination MPS result is 72.05% while the 3rd grading result was 74.20 which increase by 2.15. It was seen that the project resulted in an improved performance levels of pupils in reading as well as the effectiveness of the strategies and techniques used.

DISCUSSIONS

The result of this study will enhance the teachers to improve the teaching-learning process of pupils in reading. It is also seen from the results that the different strategies can be used for the continuous improvement of the performance of the learners, especially in reading. Innovation and strategic improvement are the keywords that a teacher can use in his battle for quality education.