Train a WIRErrior Project: The Use of Collaborative Strategic Reading in Enhancing the Reading Competencies of ESL learners

Abstract

INTRODUCTION

This action research, as part of the school's CIP, is intended to enhance the reading competencies of "developing readers' through collaborative strategic reading. This project aims to produce reading activities which promote cooperation and collaboration towards individual learning and enhancing targeted reading competencies. Furthermore, this action research aims to identify the effectiveness of this program which utilized vocabulary fix up skills and collaborative engaging reading activities.

METHODS

The researchers administered PHIL-IRI to categorize readers. The independent readers then underwent a seminar-workshop under the supervision of the ESL teachers and researchers. In order to track the progress of the readers, the researchers computed for the mean, mean percentage score of the readers' comprehension test weekly. In addition, the researchers computed the reading speed of developing readers. Based on the standardized test, a total of 91 students were categorized as "frustrated" readers. Markedly, the test showed that there were 35 Grade 7, 23 Grade 8, 7 Grade 9, 26 Grade 10 developing readers.

RESULTS

After 8 weeks of simultaneous reading activities, the average or mean score progressed per each grade level and as follows: 6.05 to9.2 (Grade 7); 9.04 to 10.69 (Grade 8); 9.42 to 13.57 (Grade 9); and 9.08 to 14.84 (Grade 10). The researchers used WRAP or the Weekly Reading Activity Plan which were creatively and comprehensively planned and crafted to utilize the collaborative strategic reading. In addition, the independent readers known as "WIRErriors" come up with reading activities which are all learner-preferred and learner-centered. The reading activity plan includes the following: preview of the text, vocabulary fix up skills, read-pause-reflect, partner retell, creating a gist and comprehension test.

DISCUSSIONS

This action research covers vocabulary development, engaging pre and post reading activities, and formative tests. Consequently, the researchers found out there were identified reading problems which need to be addressed for further research study such as poor phonological recognition among Grade 7 students.