Improving the Reading Abilities of Pupils Belonging to the Non-Readers and Frustration Level Groups in the San Salvador Elementary School Using a Teacher-Made Module

Abstract

INTRODUCTION

Interventions in school and at home like Remedial Reading is one way of knowing and meeting the needs of pupils. When pupils are given assistance, encouragement and challenges, they will be inspired to study and that would enable them to perform better than they ordinarily do.

METHODS

This action research relied on the results of PHIL-IRI reading tests conducted during the period of the program. The descriptive method of research was used in the study to find out the reading performance of the pupils. The data gathered were tabulated, evaluated and analyzed using percentages to identify the reading levels of the pupils.

RESULTS

There were 230 pupils from Grades I to Grade VI who took the pre-test of the PHIL-IRI Oral Reading Test. 18 or 7.82 % of the pupils are non-reader, and 156 or 67.82 % of the pupils fall under frustration level. Big Brother/Big Sister/Peer Tutoring, Reading Assembly, Remedial Reading Instruction, and Drop Everything and Read are commonly used strategies in teaching reading. Based on the progress test conducted, 15 out of 18 non-readers improved their reading performance to frustration level. From 156 frustrated readers, 115 are considered independent readers and 41 are instructional readers.

DISCUSSIONS

It was clearly shown that pupils who fall under non-reader and frustration level need special attention to cope up with the lesson. Effective remedial reading program was built for intensive administration of reading instruction regularly so that reading difficulties will be lessen using the full implementation of the program. However, there are three non-readers and 15 frustrated readers that need to undergo another intensive teaching in reading.