Reading in Tandem: To Reduce Non-Readers and Improve the Reading Performance of Grade IV Pupils

Abstract

INTRODUCTION

The ultimate goal of reading is to be able to understand written material, to evaluate it and to use it for one's needs. Reading can also be a social activity for children. Grade IV non-readers and pupils in frustration level based on the Phil-IRI Pre-test of Tambis CES were identified as beneficiaries of the intervention.

METHODS

In this intervention, the teacher assigned "Readers" and "Angels" and introduced the procedure of intervention to the pupils. Pairs were created within the classroom from identified children that required help on specific reading levels and those who proved better at reading to help the former. 16 Angels and 15 Readers were partnered up. The teacher modeled the procedure to ensure that pupils understood how to use the intervention reading materials.

RESULTS

The strongest factor that caused the low reading performance was factor 4 which was the lack of reading interventions inside the classroom. Reading in Tandem decreased the number of pupils who belonged to Non-Reader and Frustration level. The activity also related what they were learning to things that were relevant to them through stories. It enhanced comprehension in vocabulary and collaboration with other pupils with teacher management.

DISCUSSIONS

Based on the data presented, instructional and independent level was reached by pupils in the post-test of Phil-IRI result. Remarkably, the section got 80% and above average that corresponds to an improved reading performance after the conduct of Reading in Tandem intervention. Thus, there was a significant improvement of the reading performance of Grade IV pupils after the intervention.