Effectivity of Remedial Reading Program to the Reading Ability and Comprehension of Grade Four Pupils of Tanauan North Central School

Abstract

INTRODUCTION

One of the remarkable steps towards educational success is to determine the reading ability of the elementary grade pupils. Since reading is a tool subject and the language of most of the text was written in English, success will be at a distant and failure will be at hand when the poor and slow readers reach the secondary schools and more so the tertiary level. Poor English communications skills would probably the end result of this scenario. This research study is an approach in which test the effectivity of remedial reading program to the reading ability and comprehension of Grade Four pupils of Tanauan North Central School.

METHODS

The researchers utilized the descriptive-survey and analytical methods of research. The data gathering instrument is the questionnaire in the form of Survey Powered Face survey questionnaires. Samples from the population of Elementary Pupils shall be employed using the stratified random sampling procedure in order to have proportionate representation.

RESULTS

There is positive perception of the TNCS community in the remedial reading program. The reading levels of the Grade IV pupils before the implementation of the remedial reading program were under the frustration reading level of the pupils. The respondents know that reading programs exist to address problems in the reading and comprehension level of pupils, the data arrived to the conclusion that the respondents must know the particularities of having a consistent reading program. This included the actual procedure, and hands-on activities provided for.

DISCUSSIONS

Pre-test and post-test oral reading were given to the pupils to validate the submitted PHIL-IRI reports of their advisers and to know the reading and comprehension level as frustration, instructional and independent level. Various reading programs were specified to address the needs of the pupils who did not meet the instructional and independent level of reading and comprehension like Buddy-buddy Approach, Book Fair, Read-A-Loud, Think-Pair and Share and other related activities.