Improving the Reading Skills of Slow Readers in Grade V through Project EDWARD (Exercises That Develop Word Appreciation and Recognition for Diverse Learner)

Abstract

INTRODUCTION

Reading is the key to skillful learning and better living. The learners who read well develop a better understanding and effective adjustment towards life's situations. When the learners understand what they read they could identify, classify, build, organize, synthesize, make adjustments and arrived at proper decisions. Poor reading performance is one of the various problems that a teacher encountered as she teaches, therefore, it is a vital task of all concerned especially the teachers to improve the quality of instruction to help the slow readers and readers at-risks acquire the basic knowledge and skills in reading which could be utilized as avenues to undertake other subject areas prescribed in the curriculum. Project EDWARD was created to strengthen the reading ability of pupils at risk in reading using various teacher-made exercises suited to the needs of pupils.

METHODS

Project EDWARD aimed to assess if there is a significant difference in word recognition of the 18 Grade V pupils of Dr. Alfredo Pio De Roda Elementary School who were categorized as slow readers based on the result of Phil IRI after the program implementation for the S.Y 2018-2019. The program focused on the use of teacher-made exercises to develop word recognition and appreciation among slow reader participants in the study. The words used are those who are commonly encountered by the pupils within the grade level but find difficult to read by most pupils. The list of words started from basic sight words intended for the grade level. Each set of words was accompanied by different exercises that helped the participants not only recognize the words but appreciate and use them appropriately for them to develop oral fluency and comprehension as well.

RESULTS

Results showed that there is a significant difference between the MPS gained in the PreTest and Post Test administered among the 18 pupil participants. A difference of 10.78 in the mean between pre and post-test revealed that the participants were able to easily recognize the words given to them.

DISCUSSIONS

Various teacher-made exercises contributed to the success of the project. The pupils enjoyed the activities given to them. Interviews revealed that with the support of their families and classmates, they were able to easily read the words given to them. Teachers also observed the changes in reading ability among the pupil participants. It is suggested to continue the implementation of Project EDWARD in the next school year.