Employing Reading Exercise a Day (READ) to Develop Reading Ability

Abstract

INTRODUCTION

The ability to read is one of the basic skills that every learner should learn early. The record of the Regional Diagnostic Reading Inventory in English this S.Y 2016 -2017 suggests that the reading abilities of the pupils are somewhat lower than their present grade level. This scenario is alarming and must be addressed with immediacy. Reading Exercise A Day (READ) is an intervention developed by the researcher in response to the situation. In an attempt to effectively raise the reading ability of children under frustration, this remedial reading program was implemented.

METHODS

Result of the Phi-IRI at the start of the school year was used as the baseline data. Posttest was conducted at the end of the intervention. Before the onset of the study, the researcher asked permission from the school head. The materials used for the intervention were extracted from the Phil-IRI passages. The passages were divided into fragments, e.g. words, phrases and sentences. The revised materials were designed for an everyday exercise in reading. Each day had a specific skill being developed. On Day 1, the recipients read words taken only from the passage. On Day 2, the recipients read phrases found in the passage. On Day 3, sentences from the passage were read bythe recipient. On Day 4, respondents were made to read the whole passage. On Day 5, respondents were instructed to read the whole passage again to the teacher and answering comprehension questions. In answering the comprehension questions, the researcher allowed the recipients to give their answers in Filipino or Mother Tongue, as long as they can express their thoughts. It was done that way since comprehension skill was the one being measured and not communication or grammatical skill.

RESULTS

There was a decrease in the number of frustration level after the intervention was implemented. The conduct of the intervention had an effect on the reading ability of the recipients.

DISCUSSIONS

This result is parallel to the study of Abeberese, et. al (2013), that remedial reading program/intervention had a distinct immediate effect on student's reading skills of 0.13 standard deviations. A similar study on the implementation of reading program e.g. Drop Everything And Read of Cubero (2009) revealed that remedial reading programs greatly affect the reading development of learners who suffer from reading lag.