Reading-in-Tandem

Abstract

INTRODUCTION

Reading is one of the macro skills of learning. Compared to others, this plays the most crucial part in learning. It is no way for an emergent learner to attain the next milestone of intellectual development unless it is stimulated. However, it has been taken for granted over the years which made our reading aptitude low. This has been constantly proven by National AchievementTest. Thus, it has become the greatest challenge for teachers and the whole academic community.

METHODS

This classroom-based action research used a descriptive design. A teacher-made reading test of Dolch Words was formulated for pre-test and subjected to the 44 Grade 4 respondents. The respondents were paired accordingly and had been subjected to different pair reading strategies and interventions during their remedial time which lasts for 1 hour for 4 months. Then, a post test was conducted. The result of both test were compared and analyzed through Pearson correlation, variance, and t-tests.

RESULTS

The variance of both pre-test and post-test is positive which gave it a large effect on the study. The correlation of the study is positive 0.76 that is why it is concluded that the intervention gives significant difference between the pre-test and the post-test. In support, the T-tail test also gives a positive result and more than alpha 0.05 of 5% probability distribution which is interpreted to be sign of having a significant difference between the variables. Over all, the scores of the respondents became high from being low according to the scale used. Hence, the intervention was found to be effective in enhancing and improving one's reading aptitude.

DISCUSSIONS

Enhancing reading aptitude is a challenging task for teachers most especially today. Through the results obtained, a teacher may now use this strategy in making the remedial time a reading-friendly activity. Yet, this will not only enhance their reading aptitude but also effectively improve their social aspect.