Maritez Project FR2BI (Frustration Readers 2 Be Independent)

Abstract

INTRODUCTION

During the early registration of School, A, the school principal instructed Grade 7 advisers to screen the incoming students by giving them oral reading and classifying them as independent, instructional and frustration levels. After the screening, it was found out that most of the registrants belonged to the frustration level. A total of 592 registrants, 340 or 68% of students belonged to the frustration level, 243 or 31% belonged to instructional while 9 or 1% of them belonged to the independent level. With this situation, it prompted the principal and the English subject teacher to talk with their district supervisor and came up with designing an intervention that would address this problem.

METHODS

This study utilized a qualitative research design. This design involved a group of learners who fall under Grade 4 -(Frustration Level) and Grade 5 -(Instructional Level) and the Independent Level. The participants were 592 Grade 7 students of School A. The participants also include 10 teachers in English from Grade 7-10, its Principal and the Public-School District Supervisor (PSDS) of District 1 who served as an implementer of the program.

RESULTS

A remarkable increased in the reading level was observed. Most of the grade 7 students fall under instruction and independent level. The intervention helped the schools in attaining this progress. Thus, it could be realized that having.

DISCUSSIONS

Seventy-two percent (72%) of the Grade 7 students have increased their level of skills in reading for the past 3 months. Whereas, 4% percent of the students under the Grade 5 level did not increase the level of their skills in reading. Forty-four (44%) of the students have increased their level of understanding while 21 % of the students under the same level failed to reach the instructional level.