Improving the Reading Ability of Grade III-Gumamela Pupils through Remedial Instruction

Abstract

INTRODUCTION

In the DepEd Program of Every Child a Reader Program (ECARP), the pupils are expected to be all readers by the end of third grade. However, this is not true in many schools. In this study, the researcher explored different innovations on reading strategies to improve the reading ability of Grade III Gumamela pupils of Tambang Central School, Tinambac North District, Division of Camarines Sur for the school year 2017-2018.

METHODS

This action research employed the descriptive method of study in discussing the responses to the research questions and did not use any sampling techniques. A survey questionnaire was used applying the Likert Scale to determine the factors that affect the reading ability of the pupils. A paired T-test was also used to compare the results of pretest and posttest.

RESULTS

The respondents who participated in the research perceived that it was the home factor that influenced their reading development. The learner whose parents supported their reading at home developed stronger reading skills than a learner from a different environment. It was followed by the school factor, next to it was the teacher factor, and the community factor. In this study, educational games were the most effective intervention employed by the teacher. Educational games provided a pleasurable and pleasant learning environment.

DISCUSSIONS

The results reveal the need for innovative reading strategies to effectively teach struggling readers. It is also essential to develop a strong foundation in reading early on to make the learners build their love for reading.