Project F.A.D.E.R.: As A Program in Improving Oral Reading Performance of Grade 6 Pupils of Sinisian Elementary School

Abstract

INTRODUCTION

To read orally well is one of the most important skills that the learners must be developed and without a solid foundation of reading the students will struggle throughout their academic and adult life. Through this research it is hope that it will provide reading awareness to students by teaching reading abilities strategies and by this way the students will develop a more meaningful reading experience. There are several reasons why oral reading takes an important part in teaching and learning. Firstly, oral reading is a method to improve pronunciation and speaking ability. Secondly, during the oral reading behavior, students' senses can all be involved. Thirdly, oral reading can improve the sense of phrase during foreign language learning in a non-native speaking environment.

METHODS

This study employed the descriptive research method using quantitative research procedures to assess the oral reading performance of Grade 6 and the effectiveness of the existing interventions programs of the school to be able to come up with a program.

RESULTS

The results show that out of 66 pupils tested during the Pre-Oral Test Reading test, 23 pupils or 35% fall under Fast Readers, 9 or 14% belonged to slow readers and 2 or 3% considered as slow readers. Five pupils encountered incorrect phrasing in reading as revealed in the data. A percentage of 38% is noted in difficulties by omitting certain letters while the oral reading administration is going on. Relative to the effectiveness of the existing interventions respondents claimed that there were activities that could develop pupils' reading abilities with mean of3.77. Based also from the result the active student involvement is the very effective intervention proved of the 4.44 mean. With regards to the level of support given by the concerned individual to develop an excellent reader, it revealed from the study that teachers show their maximum support with a mean of 4.40 and school head with 4.38 mean. Parents showed their support with 3.35 mean and interpreted as a moderate extent.

DISCUSSIONS

This topic should be conducted to consistently monitor the oral reading abilities of the pupils and also to assess the effectiveness of the strategies of the teachers used to produce total readers so that we could come up with a good interventions/program to sustain the better result of oral reading among our school children. From these, it can be concluded that the students are a great factor to produce 21st-century pupils that are totally wide readers.