Utilizing Computer-Assisted Reading in Improving the Reading Fluency and Comprehension of Grade Five Pupils Under Frustration Level

Abstract

INTRODUCTION

Reading is the basis on which other academic activities are built, if pupils fail in this area, they would fail in other tool subjects. This is one of the major concerns that our school has been trying to find a solution. Based on the Phil-IRI post-test result of grade 5 pupils, the school year 2016-2017, there were 20 out of 227 pupils who were still under frustration level despite intensive reading remediation. For this reason, it is crucial to study what strategies were useful to address reading difficulty among our pupils. Thus, this study aimed to investigate the effectiveness of computer-assisted reading as an intervention program in improving reading fluency and comprehension of grade five pupils under the frustration level in David P. Jimenez Elementary School in Rosario, Cavite.

METHODS

The method used was a Quantitative Pre-Experimental-Descriptive method using Paired T-Test of data utilizing the one-group-pretest posttest design. The chosen participants were the grade five pupils who were identified under the frustration level based on PHIL-IRI test. The said pupils were chosen using a non-random or purposive sampling technique. Data were collected using Phil-IRI both oral and silent reading tests.

RESULTS

Based on the result of the data analysis, Computer-Assisted Reading Intervention had a significant effect on the reading ability of the pupils. However, if compared to the Phil-IRI standard only a few of the respondents reading ability had improved from frustration to independent level some were still under the instructional and frustration level. But this does not discredit the effectiveness of the intervention based on the result of the data analysis where there is a significant difference.

DISCUSSIONS

It was concluded that though most of the respondents reading level in Phil-IRI both silent and oral reading had not changed from Frustration to Dependent Level which is the main goal of this intervention it can still be concluded that given the short period of time Computer-Assisted Reading Intervention had a significant effect in improving the respondents reading ability based on the results of the data analysis. It was recommended that the Computer-Assisted Reading Intervention Program should be utilized after administering Phil-IRI pre-test at the beginning of classes to give a longer time for an intervention.