W.I.R.E (Write to inspire; Read to Explore) Project: A School-based initiative Towards the improvement of the writing and reading skills of the 21st Century ESL learners of Talon National High School

Abstract

INTRODUCTION

"Write to Inspire; Read to Explore" Project firmly adheres to the principle that teachers need to provide purpose to the students in developing their reading and writing skills. Hence, 21st Century educators should emphasize that reading and writing skills are not only skills students ‘just' need to develop but rather these skills can be used in inspiring their community and can be used for exploring towards multicultural competence. Strategies and engaging activities, both in reading and writing, are designed to improve students' language skills.

METHODS

This research is a combination of the quantitative and qualitative design in which numerical analysis of data is used. The researcher constructed a criterion variable for purposive sampling. Only 12 underwent the reading and writing intervention on the variables set by the researcher. These variables include the following; (a) learners who took PHIL-IRI assessment and are under the developing readers’ category,(b) learners who have at least 1 year stay at Talon NHS, and (c) ESL learners who have difficulties in writing based on the needs analysis. This research study also conducted a semi-standardized interview with a total of 4 ESL teachers.

RESULTS

After the thorough and intensive intervention in reading and writing intervention, there were 12 ESL learners underwent the reading and writing intervention wherein, 7 become independent readers and 5 were categorized as instructional readers. Significantly, the 6 independent writers are also the 7 independent readers who were frustrated readers at the beginning of this action research. Using the Pearson correlation analysis, the correlation coefficient of the reading comprehension scores and the writing assessment result is significantly 0.909718 which clearly shows a strong positive relationship between the reading and writing intervention programs.

DISCUSSIONS

In conclusion, this program has contributed a huge help in improving the reading and writing skills of the twelve (12) ESL learners who have been categorized as developing readers/writers. The researcher contends that once reading skills are improved, the writing skills of the improved readers will also be significant. Hence, the researcher has measured the strong correlation of the achievement of developing readers who turned to be independent readers and the continued progress in the writing intervention.