The Effectiveness of Project I Can Read (Intensive Care for Non-Readers to Enhance and Develop their Reading Skills)Towards Grade 2 Pupils English Reading Status

Abstract

INTRODUCTION

Calamba Elementary School has undertaken Project I CAN READ to continue living up with the Department of Education that directly addresses its thrust to make every Filipino a reader. It is anchored on the flagship program of Department of Education "Every Child a reader”, the purpose is to develop readers who are confident, independent problem solvers with strategic processing in reading and writing. To find out the effectiveness of the special project of school where in parents and teachers are partners in children's learning the research is conducted.

METHODS

The study determined the effectiveness of input method like intensive monitoring of parents and teachers with different instructional materials requested by Grade 2 pupils' who under English reading development program. This quasi-experimental study involved 102 purposively selected Grade 2 pupils in Calamba Elementary School. A pre-test/post-test assessment tool was the main instrument of the study. This was conducted in CalambaElementary School on the second semester of the school year 2016-2017, 2017-2018, and 2018-2019 using Grade 2 pupils as the subject of the study. The project's impact on pupils' English reading development was determined through a comparative analysis ofthe results of the pre-test and post-test using a module validated by the Master Teachers in Calamba Elementary School.

RESULTS

The pre-reading assessment shows that the 108 grade 2 pupils are identified non-reader. Meanwhile, the post-reading assessment reveals that 74.86 of the total population of identified non-reader manifests increased in performance. The activity tests yield a mean score of33.49 and MPS of 74.86. The analysis reveals a significant difference between the results of the pre and post-test assessment which implies that the input method like intensive monitoring of parents and teachers utilizing different instructional materials requested by Grade 2 pupils' who are the clienteles of English reading development program is proven effective.

DISCUSSIONS

The results show that pupils had shown progress on reading skills upon the utilization of Project I Can Read intervention reading classes in the English Subject. Master teachers and language teachers' formulation of the validated reading instructional materials based on pupils' interest were proven effective. Applicable assessment tools that can yield an accurate measure of pupils' reading instructional materials along with the application of monitoring tools to improve grade 2 pupils reading skills in English.