Project LES-READING (Learn and Enhance Skills in Reading)

Abstract

INTRODUCTION

Learning to read is one of the important early aspects of schooling. Learning to read also makes the difference between literacy and illiteracy. In the field of improving reading skills, we know that slow readers read one word at a time and vocalize each word. Fluent readers read more than one word at a time and do not vocalize as they read. Some of the adverse problems experienced by oral readers include vocalization (reading aloud or with lip movements); excessive eye fixations (reading one word at a glance instead of whole phrases or "thought units"); distortion of the author's intent (usually a matter of reading so slowly that inattention distracts the reader from the text); and failure to grasp meanings of unfamiliar words (rather than achieving an understanding of an entire thought unit). Project LES-Reading will serve as a tool to enhance the reading skill of every pupil in Lumampong Elementary to develop skills in reading needed to make them better readers.

METHODS

Intervention Plan and Implementation Plan is followed accurately. Different reading strategies are applied to enhance the skills of 28 Grade III pupils identified as children with low reading skills during the administration of the Pre Phil IRI Oral Reading Test in English. At the end of the project, pupils are assessed through the conduct of the Post Phil IRI Test.

RESULTS

Almost 50% of the pupils who underwent the intervention are found to become an Instructional Reader during the Post Phil IRI Test. They were able to attain the expectation of the project's objective to become a better reader after 3 months of implementation.

DISCUSSIONS

Benefits of effective reading include the exploration of a wide variety of reading materials; learning how to read with purpose; and confidence in dealing with all forms of reading, whether for school, or leisure.

The successful evolution of oral reading includes learning to give proper attention to different kinds of reading material; determining the most important ideas of reading text; grasping main ideas with minimum eye fixations; tying together closely related ideas in the text; achieving comprehension of the text without difficult; and subconsciously determining what might be best for recollection later.