Every "JUAN" a Reader -a Localized JONHS Reading Program Towards the Development of an Enhanced Program

Abstract

INTRODUCTION

Reading is the most fundamental part of education. It opens the door to number of opportunities from growth and development. Bringing all children to literacy in years of schooling is not an easy talk. It requires collaboration among educators and parents to identify the needs for additional literacy. In this study, the researcher has felt the need to assess the impact of the localized reading program on freshman students' performance in the periodical test of JONHS in Tanauan City as basis for an enhancement program.

METHODS

The respondents were the 45 grade seven students who were categorized in frustration level and two non -readers. They were selected to comprise the sample using the result of pretest of oral and silent reading. Sight words were given to each student per week. Subject teachers especially those with English as a medium of instruction used the sight words in teaching to familiarize students with the words. Follow -up activities such as spelling bee, peer reading, sight words meaning, and sentence construction were done to ensure mastery of the common sight words given to the students under the program. Statistical treatments applied to the data of the study included the frequency and percent distributions, the simple mean and mean percentile score.

RESULTS

There were 150 sight words mastered by the learners. The percentage of accomplishments per activity was notable. 85% for the use of sight words in every classroom discussion; 80% for spelling bee and for the use of the sight words in a sentence was 93.75%. Based on the MPS results of the periodical tests given in the third and fourth quarter, there was a significant increase in students' performance in the periodical test. Post test results of oral and silent reading indicated that from 45 students, 38 students leaped as independent readers.

DISCUSSIONS

Teachers were successful in motivating and challenging the students to do the reading activity through an organized plan which include its specific objectives, learning tasks and expected outcomes. The students felt the confidence that the said activity can be done with sight words posted inside the classroom. Hence, the researcher believed that there should be a localized reading program in all schools in the division in as much as all avenues or strategies should be considered just to improve the students' knowledge. It was also recommended that future researchers on reading program utilize relatively large sample sizes and, if possible, employ experimental type of investigation.