The Effectiveness of Drop Everything and Read as an Intervention to Enhance the Reading Level of the Grade Five Pupils of Dughan Elementary School

Abstract

INTRODUCTION

During the conduct of the Phil IRI Pretest last July 2016, a lot of pupils confront high Frustration level. Out of 31 pupils tested, 100% is in the Frustration Level. In the Word Recognition, 12 pupils or 39% are the independent levels, 6 pupils or 19% are in the instructional level, and 13 pupils or 42% are in frustration level. However, pupils failed to perform in the comprehension aspect and so interpreted in their Overall Reading Level in the Frustration.It aims to increase reading ability of pupils from frustration level to instructional and independent level.

METHODS

Teachers to apply the DEAR-Drop Everything and Read. This will determine its effectiveness to pupils who encounter reading comprehension difficulty and may promote reading competence and potential. In this context, pupils are allotted to read fifteen to twenty (15-20) minute daily activity devoted to reading books or any materials available inschool. Plus, an additional 15 minutes in writing personal reflections on what was read. Pupils will fill up the DEAR Form that contains also listing five words and be given meanings. The words they listed will be part of the daily spelling activity.

RESULTS

During Phil-IRI Pre-Test. Out of 31 pupils tested, 100% is in the Frustration level. In the Word Recognition, 12 pupils or 39% are in the Independent Level, 6 or 19% are in Instructional Level, and 13 or 42% are in the Frustration Level. However, pupils failed in the Comprehension area and so as interpreted their overall reading level in the Frustration.During Phil-IRI Post-Test. There is a significant improvement in the reading comprehension of Grade 5 pupils (t= -7.133, p= .000) when exposed to DEAR technique. The 96% confidence interval for the difference is from 34.256 to 61.744.

DISCUSSIONS

DEAR-Drop Everything and Read was the intervention applied. In this manner, pupils read at the allotted period set during the remedial period from 4:00 to 4:30 in the afternoon, closely monitored by the researchers. This allowed them to read books and other materials inside the classroom or in school. They may look for ways on how they may be able to improve their study habits and so that learning would be maximized. This is also called " Sustained Silent Reading" (SSR).. It can be noted that the overall reading profile of the Grade 5 pupils has improved as compared with the result in the Pre-Test.