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

One of the main functions of the school is to make a child a successful reader. A pupil can be considered as such if the word recognition and comprehension go together. However, most of the children can only recognize words but fail the comprehension aspect. This incapacitated them to attend other related activities in other learning areas. It is identical to saying that comprehension goes with reading ability.

METHODS

The research design was a Quantitative Method using Standardized Test Scores. The data were gathered from Phil. IRI result during the conduct of the Pre and Post Test. The data gathered were analyzed by the use of the Paired Sample T-Test. This is a statistical treatment comparing means of 2 groups. This study used non -random sampling. All the Grade Five pupils fall under the frustration reading levelbased on the Phil-IRI result from the Month of July which is the pre-test were involved in this study.

RESULTS

There is evidence (t=-5.240, p=.000) that the DEAR intervention improved words recognition among a Grade 5 pupils. In this date set, word recognition improved on the average by approximately 3 points. The 95% confidence interval is from 1.624 to 3.721. This confirms that, although the difference is statistically significant, it is relatively small. There is strong evidence to suggest that 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. In this case, the improvement is approximately 48 points, which is big enough.

DISCUSSIONS

In general, analysis shows that there is a significant difference (t = -7.897, p= .000) in the reading pre-test (mean = 47.9 points, SD= = 6.92) and reading post-test (mean = 73.24 points, SD = 22.05) results of Grade 5 pupils. The 95% confidence interval is from 18.78562 to 31.89180. With this, there is strong evidence to suggest that there is a significant improvement in the reading level of the Grade 5 pupils when exposed to DEAR technique. On average, the improvement is approximately 25 points.