Read It to Win It

Abstract

INTRODUCTION

The basic skills of learning is the prime concern of teachers specifically in primary grades, includes reading, writing and arithmetic. The "No Read, No Pass" policy likewise is another reason why reading should be given priority. Likewise based on the results of the administration of PHIL-IRI for three consecutive years, grade two pupils were found to have the highest number of non-readers. From the previous PHIL-IRI Pre-Test and Post-test, it was shown that 19 or 20% out of 94 pupils in Grade II were identified as non-readers based on its standard formula. To address the number of non-readers, this data was used for the implementation of Read it to Win it Program (ReTWiT).

METHODS

The descriptive method was utilized in this study since the main purpose of the study was to lessen the number of non-readers and to determine the level of comprehension of the respondents chosen purposively by the researcher. To observe the principles of confidentiality, names of the respondents were not reflected in the questionnaires administered. The researcher used survey questionnaires as a method in collecting the data. The survey questionnaire used was focused on the assessment of the reading level of pupils.

RESULTS

Based on the results there were 9 pupils who fell under nonreaders or 46% of the total identified was classified frustration. On the other hand, 10 pupils or 54% were under instructional level while there was no pupil who passed under independent level. During the fourth month of implementation, there were 3 or 16 % of the pupils under non-readers and 14 or 73 % of the pupils were under frustration level while 2 pupils or 11% were under instructional level.

DISCUSSIONS

Based on the research, there are several factors why there were still 3 pupils who showed status quo. Attendance of pupils played vital role in the pupils’ reading improvement. The said three pupils were frequently absent due to sickness. They were also less participative in the reading programs. Their parents also lacked support for the pupils' study habits and class performance. The teacher greatly motivated pupils to study and make their assignments. Parents were the least motivators of pupils for their study habits. 84% of the pupils improved their reading performance based on the results of the Phil-IRI.