Improving the English Oral Reading Performance of the Tidman Elementary School Pupils through Project FLORA

Abstract

INTRODUCTION

Reading has been observed as a perennial problem in school. A pupil who cannot read or is defiant in reading cannot be expected to do well in his study. This situation prompted the researcher to find ways through the application and integration of intensive reading approach which is being crafted and included in Project FLORA-Fostering Learning through Oral Reading Activities-a modified reading intervention. It is a 20-30 minute daily reading activity that would help intensify reading performance which includes various activities like tongue twisters, jazz chants, poems, songs and jingles and speech choir pieces. The study aims to help pupils to love, make fun of reading and develop language acquisition which eventually improves the level of reading performance and comprehension.

METHODS

This study utilized the descriptive method and a whole enumeration was being employed. Data from Form 1 of Regional Diagnostic Oral Reading Inventory of the pupil's Reading profile and the DepEd Guidelines for the computation of getting the word recognition, score, comprehension score, and over-all reading level. To determine the most prevalent and least prevalent cause and reason for low reading performance a teacher-made questionnaire designed to obtain the needed data was used for the study supplemented with an interview.

RESULTS

The level of reading performance of the respondents during the conduct of Regional Diagnostic Oral Reading Inventory reveals that the specific condition in the oral reading performance of the respondents with the highest percentage is on the frustration level. This indicates that an intervention is necessary and significantly needed. It also reveals that the most prevalent cause and reason of low reading performance are on mispronunciation, the rank second is inattention to pronunciation and insufficient sight vocabulary which contributed so much to their reading performance of the respondents.

DISCUSSIONS

Results reveal that there was an increase in the oral reading performance of the respondents because it shows a rapid decrease in the percentage on the frustration level of readers and a remarkable increase on the independent level and instructional level of readers. It demonstrates a rapid decrease in the percentage of the frustration level of readers and a remarkable increase on the independent level and instructional level of readers. It is concluded that there is a significant implication on the level of oral reading performance of pupils after the utilization of Project FLORA.