Teacher Optimism Can Make a Difference on the Grade Six Struggling Readers with the Help of Peer Tutorials

Abstract

INTRODUCTION

Non-readers as defined by Carmine, Silbert and Kameenui, are students who are unable to decode, who are able to identify 50-100 words by sight; however, they have no generalizable strategy for decoding words. Martin and Pappas believe that non-readers lack the skills of a fluent reader. The presence of grade 6 children who are non-readers, who are going to the high school level in the researchers' school is alarming.

METHODS

The researchers used the descriptive research design. Specifically, the type of descriptive research design used was the survey method. The quantitative and qualitative research designs were also considered. There were five (5) non-readers in the grade six afternoon classes. They came from sections Andres Bonifacio, Jose Rizal, Diego Silang, Lapu-Lapu and Antonio Luna. They were selected after the conduct of the oral reading ability test using the Phil-IRI material. Pretest and post-test were given to obtain the mean and standard deviation. For the remediation purpose, the researchers used the Fuller method, Dolch list words and consonant clusters/blends. Oral test was given to determine the improvement in the reading ability of the respondents. A survey with interview was also used.

RESULTS

Figure 1. The pie graph focuses on the problems encountered by the researchers and the peer group leaders during the nonreaders' remediation

DISCUSSIONS

Five (5) grade six pupils were identified as nonreaders after the conduct of a reading ability test, the Phil-IRI material for Grade 6. Reading materials were limited to the words using the Fuller method, Dolch list from Grade 1 to 6, cluster words and other Phil-IRI materials. The remediation session was from Monday to Thursday only. At least five (5) bright pupils were trained to tutor the struggling readers with the scheduled session. Thirty (30) minutes were allotted in the peer tutorial service. Struggling readers are able to read with the help of TEACHER OPTIMISM or teaching effectively with affection, commitment to help everyone read (teacher) with optimum, timely, meaningful instructional and sufficient materials (optimism]. The daily remediation turns to be effective. Self-confidence gradually develops within the respondents. A variety of interventions is recommended in the future related action research.