Intensified L2 Oral Reading Performance through School and Home Literacy Partnership of Grade III Pupils at Bawi Elementary School

Abstract

INTRODUCTION

The researchers were motivated to conduct this study due to the alarming results of the District Oral Reading Assessment which was conducted last School Year 2016-2017. Based on the results, out of 92 pupils from Grade III of Bawi Elementary School there were 27 or 29% of pupils who are categorized as a slow reader, 16 or 17% as very slow, and 8 or 9% as non-readers, with a total of 51 or 55% pupils belonging to the lowest level in reading performance of pupils in the third grade. In this study, it focused largely on determining the hindrances that affect the pupils to develop fluency in reading.

METHODS

The researcher used data gathering procedure namely: deep and focus group discussion among parents and teachers of selected Grade 3 pupils, survey method and interview, the Oral Reading Assessment conducted by the District. Furthermore, it is the intent of the present research to propose a program/project that enhances the oral reading fluency of Grade III pupils of Bawi Elementary School. Based on the result, the researcher will implement a program/project that can enhance the oral reading fluency of the respondents.

RESULTS

Based on the data gathered and collected through the surveys, different problems have been perceived and identified when it comes to the reading readiness of the pupils. Some of these were (1) lack of enjoyment in reading (2) have poor knowledge in phonemic awareness and word recognition (3) lack of guidance among parents. These were the reasons why some pupils usually encountered difficulties when it comes to reading fluency.

DISCUSSIONS

The results determine the need for an effective reading intervention program that will help pupils to develop their fluency in reading. Project ENGLISH (Enhancing Grade III Learners in Independent reading at School and Home) had been created to address the growing number of pupils belonging to frustration level. The school involved and informed the parents about the reading ability of their child and made them as partners in developing the reading skills of the pupils.