Enhancing the Remedial Reading Program of Grade 2 Pupils in Sambal Elementary School

Abstract

INTRODUCTION

Reading is the most potent tool to achieve total learning. It is the process in which the learners can transform texts into a meaningful whole. The important role of reading in the total development of the pupils should not be taken for granted. It is the responsibility of the three parties to work collaboratively to enrich reading skills--the school, the teachers and the parents. Knowing how important reading to other aspects of learning is, the researcher was convinced to conduct this study. This aimed to enhance the remedial reading program of Grade II pupils in Sambal Elementary School. Specifically, it sought to answer the following questions: (1)What is the performance of the Grade II pupils in the Oral Reading Test?; (2) What is the status of the existing remedial reading program of Grade II pupils?; and (3) What intervention activities may be proposed to enhance the remedial reading program ofthe Grade II pupils.

METHODS

The descriptive method of research was employed in the study. The bulk of participants involved in the study were 70 pupils, two (2) teachers in Grade Two (2), the administrator, and 70 parents. The data needed in the inquirywere taken from the results of the School Reading Profile (Oral Reading Pretest), the evaluation of the teachers on the actual performance of the pupils during remedial reading and the self-made questionnaire conducted among the respondents.

RESULTS

The school remedial reading program has the noble objectives of improving the over-all status of all the reading activities. Administrator, teachers, pupils and parents are responsible in order to have an effective remedial reading program. The school has employed various reading interventions that answered the needs of the learners to improve their reading capabilities.

DISCUSSIONS

The school reading program, based on the assessment and findings revealed, should have strengthened and restricted the existing program to meet the prioritized needs of the pupils.

Teachers should have devised more meaningful teaching reading strategies and reading activities. Reading climate in the classroom should be improved. Pupils should be exposed in various reading activities to enhance their reading interests.