The Effect of Project Apmar (A Pupil Must Bea Reader) in the Oral Reading Proficiency of Select Pupils in Sala Elementary School

Abstract

INTRODUCTION

The objective of this study is to improve the reading level of the identified non-readers in English from Grades Two to Four to at least 20% during the school year 2016-2017. There were 25 respondents in this study, composed of 11 Grade Two pupils, 11 Grade Three and 3 Grade Four identified non-readers in Sala Elementary School for the school year 2016-2017.

The Project aPMaR was implemented using the Remedial Reading Pull-Out approach with the support of different strategies and activities like conducted School Reading Journey, Nanay Ko Guro Ko and Reward System. Kinder Teachers with the support of the CI Team TARP were the people behind this project.

METHODS

This action research relied chiefly on the results of the different oral reading tests (word recognition level and comprehension level) conducted during the period of the program to identify the pupil's reading level. The Phil-IRI reading selections were used as a tool during the pre-test and post-test assessment while during the implementation of the Project aPMaR, the modified reading fuller selections were used as an assessment tool. The descriptive method of research was used in the study to find out the reading performance of the pupils. The data gathered were tabulated, evaluated and analyzed using percentages to identify the reading levels of the pupils.

RESULTS

The implementation of Project aPMaR (a Pupil Must be a Reader)using the Pull-Out Approach in reading remediation is effective in improving the reading level of the identified non-readers. That the implementation of Project aPMaR is effective, from the 25 non-readers, they were improved to 16 or 62% readers. Furthermore, from the result of 1 pupil with 4% in Instructional Level, 14 pupils with 58% in Frustration level, and 9 pupils with 38% still Non-readers that still need remediation and guidance. Moreover, there were reading difficulties which were prevalent among pupils in this study. The most common miscue is "mispronunciation", and the least miscue was reversal and insertion of words.

DISCUSSIONS

In the light of the conclusions arrived at, the following recommendations were offered to enhance and sustain the project appears as the remedial reading program to improve the reading level of non-readers in English: First, using the Pull-Out Approach in reading had been found effective, teachers are encouraged to use this method in remedial reading instructions. Second, Pupils should be grouped according to their abilities and level of difficulties to facilitate assessment and evaluation of pupils' reading abilities. Third, Activities of pupils with reading difficulties must be followed up and intensified at home lastly, Sustainability of the Project aPMaR is highly recommended.