Making Non-Readers Read: The Case of Grade Three Pupils of Matabungkay Elementary

Abstract

INTRODUCTION

In teaching reading to pupils, a teacher has to contain a lot of patience, has to think of systematic procedures, has to jot down a careful observation, and had to find a way to make pupils read and by reading, it does not necessarily mean mere rote reading but also reading with comprehension. The teachers have to constantly try to make sense out of what they read by seeing how it fits with what they already know, which will eventually, helping pupils reach their goals in reading and how they can be very good readers, Moreover, teachers have to use a lesson that is designed to teach primary students to make inferences as a reading comprehension with a strategy.

METHODS

a. participants

Grade Three Section B pupils of Matabungkay Elementary School were utilized as subjects of this study. The non-readers were separated and were placed under a special intervention program in reading.

b. data gathering method

Among Grade Three pupils were placed under a special intervention program wherein the traditional method of teaching was used with pedagogical approaches in teaching to be able to produce a sound intervention material. It used interviews and analysis of pertinent documents in reading results such as PHIL-IRI, Reading Profile, and other tests in oral reading. Critical in this research design was the ability of the researcher to maintain a non-biased, objective type of report.

c. data analysis plan

Analysis of data was done using the narration of a case study method. Case studies are in-depth investigations of a single person, group, event or community. Typically, data are gathered from a variety of sources and by using several different methods such as observations and interviews.

RESULTS

The Reading profile of non-readers of Grade Three Pupils of Matabungkay Elementary was intact and there were Steps Undertaken by the teacher for the diagnosed non-readers. The Proposed intervention material in teaching reading to non-readers was very much useful.

DISCUSSIONS

There were fourteen (14) non-readers among Grade Three pupils under the advisory of the researcher. Two (2) females and twelve (12) male non-readers were found after the oral reading assessment. There were varied steps done for each pupil since each of them had a different case to be addressed. Some of them were treated with the proposed intervention material while some whose reading abilities required higher level intervention materials, they did not start from sounding off.