“I Read Correct” Reading Program for Grade Six Struggling Readers

Abstract

INTRODUCTION

As school head of Wawa Elementary School, the proponent knows that reading skills is an essential part of learning. However, the results of Oral Reading Pretest administered at the beginning of school year 2018-2019 revealed twenty-four (24) struggling readers among Grade Six pupils of Wawa Elementary School. The teachers conducted a meeting last June 25, to address the situation. In the said meeting, the eight (8) teachers of Grade-VI agreed to allot 15 hours of teaching and supervising the struggling readers. A letter informing the parents of the struggling readers was forwarded. All the struggling readers in each section were combined in one classroom and two assigned teachers handled the class. The material used was called IReadCorrect TM. This study aimed to investigate the factors underlying the problems of struggling readers in the Grade Six level at Wawa Elementary School and determine the acceptability of the IReadCorrect*TM reading program for Grade Six struggling readers among Grade Six pupils.

METHODS

Six (6) Master Teachers of Wawa Elementary School were asked to assess the IReadCorrect*TM reading program. Eight (8) Grade Six teachers were also asked to answer a questionnaire. Using the quasi-experimental design, the proponent developed the material taking into consideration the errors committed by these struggling readers in oral reading. The twenty-four (24) struggling readers underwent the oral reading assessment. Further research enabled the proponent to come up with a step by step reading program and designed the contents to suit the needs of the struggling readers.

RESULTS

Technical factors such as wrong perception of sounds and the inability to combine them as well as listening malpractices that led to sound recognition problems were the underlying factors in the existence of the twenty-four (24) struggling readers among Grade Six pupils of Wawa Elementary School. The master teachers of Wawa Elementary School assessed positively the contents, usability, presentation and strategies used of the IReadCorrect*TM Reading Program.

DISCUSSIONS

Wrong perception of sound of vowels and consonants as well as inability to combine the sounds resulted in struggling readers. Although listening malpractices played a crucial role, attitude and misbehavior of these pupils also count, especially absenteeism.