The Use of Project Real as An intervention for Reading Proficiency of Selected Grade Three Pupils of Osorio Elementary School for the School Year 2016-2017

Abstract

INTRODUCTION

Since we are not native speakers of English, developing the reading skills among the pupils requires patience, dedication, and creativity. The pupils need active engagement in different reading activities to ensure success in learning the different comprehension skills necessary to access and use information not just learning to read but reading to learn. In this study, the researcher explored the level of success of the innovation used to address the reading needs of the primary pupils using Project REAL-Retool Every Activity Logistically.

METHODS

This study used quantitative -descriptive method. Purposive sampling was used to determine the Grade III 70 participants who were under the frustration level during the conduct of Phil-IRI standardized test of Osorio Elementary School. They were grouped into three according to their reading level and needs. Mean Percentage and T-test were applied in data analysis. Questionnaires were also used to gather data to determine the extent of its effectiveness.

RESULTS

The salient findings of the study on the t-test made on the pre-test and post-test results of the participants revealed a positive absolute t-value of 6. 91 for set A, 20. 72 for set B, and 14. 75 for set C. A very satisfactory rating of 2.73 was also given by the stakeholders upon assessing its effectiveness. The retooling of the activities according to the needs of the non-readers from the sounds of the alphabet up to the long vowels with vocabulary development and noting details have gained positive impact on the reading proficiency level of the 70 participants. In four months, all participants became readers: 32 fast readers, 25 moderate readers, and 13 slow readers. The improvement on the reading level of the participants as shown in the computed T-value was evident, and the implementation of the Project REAL was effective as reflected on the satisfactory rating given by the stakeholders.

DISCUSSIONS

The results demonstrate the need to retool the activities of the pupils according to their needs. The reading problem is further addressed when the pupils are grouped according to their learning style and capacity. The parents' support and participation in assisting their children in their take home reading daily activity also shows positive impact on the reading innovation.