To Improve the Reading level of the Identified Non-Readers of Grade 3 Pupils through Daily 20-Minutes Tutorial

Abstract

INTRODUCTION

Learning to read does not happen all at once, it happens gradually. That is why an intervention was designed to improve the reading levels of Grade 3 pupils. Helping children develop their reading skills from a young age, it will help them to increase their self-confidence.

METHODS

Data collection will be based on the Phil-IRL materials as a tool used to conduct Pre-test on June 2017and Post-test reading inventory on March 2018. The researcher follows Individual Summary Record to monitor and find out the result of each pupil’s reading recognition abilities with the word Recognition Error Marking System for Graded passage.

RESULTS

Based on the result of the consolidated individual summary record of pupils, it shows that three male pupils were identified as non-readers. Based on the result of Phil-IRI post-test, the three male pupils are now able to recognize words through the intervention of "Daily 20-Minute Tutorial”. Before they are under the major miscues as a non-reader. But, after the implementation of the intervention, the post-test result improves to instructional and frustration level. It means that the intervention being used was effective to address the problem.

DISCUSSIONS

Based on the effective implementation of the intervention "Daily 20-Minutes Tutorial" the result of the Phil-IRI post-test. It shows the improvement of the three male grade three pupils in terms of word recognition. Besides, these pupils actively participated during class discussions and developed their self-confidence during reading activities. Daily 20-Minute Tutorial as a reading intervention should be enforced in the succeeding school year to achieved zero non-readers and provide another strategy/approaches that are suited to the needs of the pupils so that the reading level in word recognition will be improved in the next grade level.