The Use of Basic but Elevating Technique in Teaching Effective Reading (BETTER) intervention Program in Addressing the Reading Comprehension Difficulty in English of Grade Six-: Masikap Frustration Read

Abstract

INTRODUCTION

Reading comprehension is a skill needed by learners of the English subject. Most people consider it as the most important skill in order to ensure success in learning. With strengthened reading skills, learners tend to make greater progress or advancement in other learning areas. There are many studies about the reading comprehension difficulties of learners. These involve interventions that may be applicable to some but not to others. In the intervention program that I made, the individual differences of learners were considered. It was tailored to fit the needs of the learners for they have different learning styles, and they learn at different rates.

METHODS

The study used the descriptive method of research design employing the purposive sampling focusing on the comprehension difficulty of 23 Grade Six-: Masikap “frustration” readers in English of Pagbilao East Elementary School and how to address this using the BETTER Intervention Program. The data collection instruments used were a pretest, post-: test, pupils' portfolios and teacher's observation notes. The data were analyzed using the descriptive statistics such as frequency distribution, mean, and percentage. T-: test was used to determine the significant difference in the reading comprehension skill performance of the learners before and after the implementation of BETTER intervention program.

RESULTS

The intervention program used in the study served as a means in addressing the reading comprehension difficulty of the 23 pupils. The reading comprehension performance of the pupils improved because the reading materials used in the study started with Level 1 which was composed of the shortest and simplest stories and questions and the degree of difficulty elevated if the result after every assessment was favorable. The results were monitored and gradual progress on the performance of the learners was evident. The intervention was by far really better than the other strategies commonly used in the reading comprehension activities in the classroom as shown by the results of the study.

DISCUSSIONS

The findings revealed that after implementing the BETTER (Basic but Elevating Technique in Teaching Effective Reading) intervention program, the reading comprehension performance of Grade Six-: Masikap pupils improved. Thus, BETTER intervention program was instrumental in addressing the reading comprehension difficulty of the pupils under the program.