MES GROW (Go Read to Overcome Weaknesses): A Reading Scheme to Improve the Oral Reading Skills of Grades II to VI Pupils

Abstract

INTRODUCTION

Pupil Athletes are under pressure to perform well. Self-imposed expectations or those of coaches, teammates or family members can lead to anxiety, depression, insomnia and other forms of stress. It does not matter if one is a professional or a weekend warrior, stress management techniques are important tools for any athlete. Nowadays, elementary schools in the Province of Rizal continuously train and develop athletes for interschool athletic competition It is believed that "grass root training is the discovery of a pool of would be national and international athletes. But the problem arises in dealing with diverse attitude and motivation. The study aimed to determine the extent of mental toughness and sports competition anxiety management among athletes in Binangonan District III during the school year 2018-2019.

METHODS

This is a descriptive qualitative research which aims to assess the oral reading skills in English of the identified pupils with reading difficulties before and after the implementation of the reading program.The researcher used the Input-Output Process design to employ a clear presentation of the study. The result in the Pre Oral Reading Assessment was used and analyzed. Here, pupils with difficulty in oral reading were also identified. In the process, the action plan for the reading program was formulated. Reading program was implemented to help pupils improve oral reading performance. The output of the study was the post-test results of oral reading assessment. It showed the performance of pupils after the reading program was done.

RESULTS

Based on the Pre Oral Reading Assessment, there were 69 pupils who experienced difficulties in oral reading in English. Most of the slow, very slow, struggling and non-reader pupils are in the primary level particularly in Grade II. There is a need to implement an oral reading program for pupils with reading difficulties. After the implementation or reading program, the number of slow readers decreases while a number of average and fast readers increases.

DISCUSSIONS

The results prove the need for pupils and teachers to work together for the success of the implementation of the reading program in English. As pupils' grade level increases, the number of slow, struggling and non-reader decreases. It shows that most of the pupils who were slow readers are from primary grades. Pupils with reading difficulties need guidance and support for them to improve their oral reading levels. The subject of the study is limited to 69 pupils which are composed of Grades II-VI in Marilag Elementary School. The researchers had restricted time in the implementation of the reading program because the class must follow the regular schedule in different subject areas.