Learning Empowerment through Activities to Rescue Slow Readers (LEARS)

Abstract

INTRODUCTION

Reading is how we discover new things and how we develop a positive self-image. The ability to read is a vital skill in being able to function in today's society. It is important because it helps to expand the mind and develops the imagination. With this, the Department of Education implements the conduct of Phil IRI or Philippine Informal Reading Inventory both in English and Filipino in each grade level which aimed to determine the reading ability, speed and reading comprehension of pupils within a given timeframe. At San Juan Elementary School in the Municipality of Ternate, Project LEARS-Learning Empowerment through Activities to Rescue Slow Readers develops school-aged learners' love and appreciation for reading through the use of varied techniques to rescue those slow readers and make them better as they can be.

METHODS

Project LEARS aimed to rescue pupils in grade III who are slow readers in Filipino from 51 out of 88 or 58% to 100% readers in Filipino selections among grade III pupils of San Juan Elementary School by the end of S.Y. 2017-2018. It utilized the following strategies and interventions in improving the reading ability of pupils in Filipino: (1) training of teachers on teaching strategies used in reading; (2) Usingtalking pen and other interactive reading materials; (3) provision of take-home reading materials; (5) active involvement of parents and stakeholders in the duration of the program; (6) peer tutoring and lastly (7) giving recognition to improved learners in reading.

RESULTS

After several sessions of Project LEARS reading program intervention, it showed that 88 or 100 % of the subject who underwent the program improved their reading ability in Filipino. The innovations, techniques, and interventions provided by teachers involved in the program greatly contributed to the success of the project.

DISCUSSIONS

Exposure and sending of teachers in reading-related training, use of talking pen and other interactive reading materials, provision of take-home reading materials, active parental involvement and stakeholders support, peer tutorial and giving recognition gave impact on the success of the RML reading program intervention. It is indeed suggested that the program has to be continuously implemented most especially to learners who suffer difficulty in reading. Moreover, intensive profiling and assessment of pupils' reading ability should be done at the beginning of the school year so that pupils at risks will be addressed ahead of time.