Utilization of Oral Reading intervention Activities (Project ORIA) to Selected Grade Six Pupils of Lewin Elementary School, Lumban, Laguna

Abstract

INTRODUCTION

Reading is the most important skill a child can learn in his/her formal schooling. Word recognition and giving correct interpretation of words are the baseline skills that would help the pupils see the full picture of the story or passage of gradual complexity. Reading ability does not dwell primarily on one basic skill but progresses to more complex reading skills.

METHODS

This study used the descriptive analysis in interpreting the oral reading level of 13 Grade 6 pupils belonging to frustration level using the Philippine Informal Reading Inventory. The Frayer Model Strategy was used as part of instruction to help pupils grasp better understanding of the passages which revealed significant result.

RESULTS

Based on the given problem about the reading levels of grade six pupils under frustration level in Lewin Elementary School as basis for the use of oral intervention activities, the following results were drawn from the findings of the study: (1) The reading level of grade six pupils under frustration level as to oral reading was low based on the given Phil-IRI 2018 ( Pre-Test); (2) The level of performance in oral reading of pupils under frustration level were improved from frustration to instructional level using different intervention activities.

DISCUSSIONS

The conduct of oral reading intervention should be developed to improve the reading performance of the elementary pupils, its implementation should be undertaken and evaluation should be administered to determine the extent of effectiveness. They should conduct tutoring intervention for the pupils who are slow readers, who are classified in the frustration level both in comprehension and reading level and with reading difficulties to bring them up to their respective reading development stage. The proposed reading enhancement program should be implemented initially to the research locale to help the pupils develop independent reading strategies and comprehension skills to address Department of Education's thrust of making every child a reader.