Nanay Teacher Kaagapay sa Unang Pagbasa

Abstract

INTRODUCTION

Reading has a vital role in the learning process. Having a great number of emergent readers was so alarming that calls the attention of the researchers. Reading program was made to ease the increasing number of non-readers and slow readers. Involvement of stakeholders is the main factor to resolve the biggest hindrance in the learning process.

METHODS

Sampling method design was used. Learners and parents from Kindergarten to Grade III were the targeted respondents since a good foundation of proper reading development with comprehension starts at these Grade levels. Orientation about the program was the first step to conduct and made the research possible. A "checklist" (a list of all information that you want to find out) reading inventory was administered, with the gathered figure through quantitative inquiry in the checklist as a tool to identify learners with special need in developing independent reader.

RESULTS

Assenters coped with the program actively participated. They pay particular attention to complication preponderantly in 1) letter recognition and phonemic awareness and 2) lack of reading comprehension. Implementation of the program was immediately initiated and lasted for three years.

DISCUSSIONS

The effective output of the said program was recommended in the intermediate level to continue the aim of the education for zero non-readers. Due to positive result researchers extended help to other colleagues by conducting Learning Action Cell (LAC Session) in making improvise reading materials suited to their Grade level handled. Spare time was also given emphasis as reading remediation. Implementation of the research was still initiated up to the present. Factor affecting the result that has the highest reason was the dedication and the 100% stakeholder’s involvement.