Utilization of ES Claveria Technique in Reading of Grade one Pupils at San Ignacio Elementary School

Abstract

INTRODUCTION

The researcher, as a grade one teacher, experienced difficulties in teaching diverse learners how to read. Based on the Pre-Test result of School Literacy Assessment conducted last June 2017, 20 Grade One pupils were identified as non-readers and struggling readers in Filipino. This pushed the researcher to use Erlinda S. Claveria Reading Technique to find out if it would be effective on the identified respondents.

METHODS

A Descriptive Qualitative Method was used following the IPO design. The Pananda book of Claveria was purchased by the researcher. Learning materials were prepared and utilized. The implementation of the Claveria technique and documentation were included in the Process. Proposed intervention and Post Test administration were incorporated.

RESULTS

Erlinda S. Claveria Reading Technique greatly improved the reading levels of the 20 respondents. After three months of conducting rigid reading intervention with the respondents, gradual improvement was noted. From 6 non-readers and 14 struggling readers in the Pre-Test, the Posttest resulted to 3 very slow, 4 slow, 7 average and 6 fast readers. The target of the researcher in improving the reading levels of the respondents was met. Pupils were able to familiarize the syllables with the help of the Pananda. This helped them in reading words, phrases, sentences and short stories.

DISCUSSIONS

The results highly suggested an urgent need to focus on reading among struggling and non-reader pupils to drive reading competency. Habitual reading will evoke awareness and motivate understanding among learners. A teacher's dedication and consistency to teach pupils how to read coupled with active participation from pupils will generate positive and beneficial results for the entire educational system.