Improving the Reading Comprehension Level of TNHS Students with Low-SES through the English Access Micro scholarship Program

Abstract

INTRODUCTION

Reading intervention program has been flourishing over centuries across the world. In this study, I aimed to determine if the reading comprehension level of the students were improved though English Access Microscholarship After-School Program.

METHODS

This action research utilized quasi-experimental research design and used purposive sampling since all students that need immediate attention were picked based on the result of the diagnostic test. The 27 Access scholars underwent 1,040 hours in reading sessions from July 2014-December 2016 from 4:40-5:40 PM utilizing the authentic reading materials provided by the external sponsor (US State Department in partnership with Dole Philippines-Stanfilco Division and Kasilak Development Foundation, Inc.). Three sources of data were used in this study namely diagnostic test results, post test results, and data obtained from interviews with the participants. Pretest and posttest data were analyzed using paired T-test to determine the significant difference of students' reading comprehension level before and after implementation of the program.

RESULTS

Prior to program implementation, 8 students were classified as above average, 2 students were on average level while 17 of them belong to below average level. Based on the interview, the underlying factors of reading comprehension difficulties of low-SES students were unavailability of learning materials, lack of reading support, less time for reading sessions at home, poor reading habits, difficulty in understanding reading passages due to poor vocabulary and degree of difficulty of the given questions. Based on the posttest results, out of the 17 below average readers, 4 have increased their reading levels. One student was added to average level and 3 more students have been added to the above average level. The result of the paired t-test revealed that the program has significant attribution in improving the reading comprehension level of the students who underwent the reading remediation program.

DISCUSSIONS

The results demonstrate the need to strengthen the said reading remediation program to further develop the reading comprehension levels of the students with reading comprehension needs.