Reading Enhancement and Development Program: A Multi -Level Strategy in Reading of Grades Two to Six Pupils at Mangas Elementary School

Abstract

INTRODUCTION

Alfonso Central School took an active leadership role and broader responsibility through an initiated partnership with Mangas Elementary School. Both schools jointly undertook the planning, problem-solving and resource mobilization activities together with the parents and stakeholders to address a community-wide educational issue which is reading. Hence, the birth of Project READ -Reading Enhancement and Development Program, a Multi-Level Strategy in Reading as there is an immense clamor to design a reading program which would provide intensive and focused practice that could help the struggling readers to become average readers and eventually turn into independent readers.

METHODS

A multi-level strategy was used. The information was analyzed using qualitative data analysis technique which used the pre-work and post-work in Oral and Silent Reading in English to address pupil's problems in word recognition for Grades 2-3 pupils and reading comprehension for grades 3 to 6 pupils. Each participant was given a parent/peer to assist them on the use of the specialized reading books and modules. Daily activities of the participants were closely monitored and weekly tests were strictly administered. The final test which consisted of the oral and written tests were conducted to each participant to check their level of progress.

RESULTS

The most striking result to emerge from this study was that the Frustration Readers have advanced as Instructional and Independent Readers. Quality teaching has been observed as parent and peer volunteers have undergone a rigid training in teaching phonics, word recognition and comprehension. Passion for reading has also been developed through story telling of teachers, parents and stakeholders.

DISCUSSIONS

The results show of the effectiveness of the Reading Enhancement and Development Program on the pupils of Mangas Elementary School. This study also shows that the voluntary involvement of parents and peers as well as the active participation of identified pupils is necessary to meet our goal which is to develop and improve their reading skills and comprehension using the multi-level strategy. One of the significant findings to emerge in this study is that there should be a stability between the word recognition and comprehension level in teaching reading among the primary grades.