Remedial Reading Program For Grade Four Non-Readers, Very Slow Readers and Slow Readers at Lemery Pilot Elementary School: A Gateway toward Improves Reading Performance

Abstract

INTRODUCTION

Fourth graders are expected to read with fluency, comprehension, and expression. As there are variety of books, they expand their vocabularies and interpret the ideas in the texts. But sad to note, Grade Four pupils in Lemery Pilot Elementary School have been observed to have difficulties in reading and still learning to read rather than reading.

METHODS

This action research chiefly relied on the results of the oral reading tests (word recognition) conducted during the period program. The descriptive method of research was used in the study to find out the reading performance of Grade IV pupils of LPEs, school year 2016-2017. The result of pre-test and post-test of oral reading of these pupils were gathered, analyzed and interpreted using the percentage to identify the reading level of the pupils.

RESULTS

This part of the study presented, analyzed, and interpreted the data which determined the impact of remedial reading program through phonics approach to non-readers, very slow readers and slow readers of Grade IV pupils. Table 1 presents the level of performance of Grade IV during the oral reading. Among the 10 sections, SSES being the first section and Rizal being the homogeneous section in K to 12 performed because they belonged to fast learners. Those pupils who were recognized as non-readers, very slow readers and slow readers come from the eight remaining sections. It can be seen that the reading level of Grade IV pupils were unsatisfactory when the phonics was not yet applied to the clienteles.

DISCUSSIONS

The phonics approach asa remedial program is of great help to improve the reading level of the pupils based on the result in Table 2. Coming up with the idea of using the program to every learner who needs assistance like this to ensure the best result in reading comprehension and their reading ability. That is why it is highly recommended that continuation of crafted reading program be used for the next pupils at risks. All teachers must engage in the development of the new reading modules that will be of great help to the pupils. Involvement of parents is also given importance since the child is continuously learning at home. Lastly, strengthen the bonds between learners and stakeholders.