Improving the Infanta Central Elementary School (ICES) Grade III Pupils’ Oral Reading Index in English and Filipino of through the Basa-Pasa Project

Abstract

INTRODUCTION

The main objective of this study is to determine if the Basa-Pasa Project can help in improving the Oral Reading Skill in English and Filipino of grade 3 pupils of Infanta Central Elementary School (ICES). To ensure that pupils in grade three will have the basic reading skill, the Department of Education (DepEd) launched the "Every Child A Reader Program" (ECARP). This intervention is intended to guarantee that children from Grades 1 to 3 are reading at their own level. In line with the K to 12 programs, ECARP aims for all children to be able to read in mother tongue by the end of Grade 1, in Filipino by the end of Grade 2 and in English by the end of Grade 3. One of its components is Reading Recovery, an intervention program for children who lag behind their peers in terms of reading and writing (EFA, 2015).

METHODS

The study is basically experimental research that employed the Quasi-experimental research design.It is also important to note that a quasi-experimental design lacks a random assignment. This means that participants of the experiments were determined by either self-selection or administrator selection.

RESULTS

Table 1 presents the reading assessment results of grade three pupils in SY 2015-2016 conducted in the months of October-November, and February to March respectively. The researcher utilized the Phil-IRI like the main reading assessment tool. A total of 420 grade three pupils during the said school year were the participants of the study.

DISCUSSIONS

The potential of the Basa-Pasa Project as an effective reading intervention among primary graders at ICES, 5 major implications are seen by the researchers that must be noted to further enhance the said reading program which is summed up as follows: There is a need to establish a monitoring mechanism to further validate the research initial result which can lead to the institutionalization of the reading program not only in CES but also in its neighboring schools with the same experience. Institutionalizing the Basa-Pasa Project is one way to ensure that this positive initiative of ICES will be properly documented, monitored and implemented despite possible changes in the school administration