Reading University: Effectiveness of the Intervention Program in Senior High School Authors

Abstract

Reading proficiency is a critical skill that significantly influences academic success and overall lifelong learning. Despite its importance, many senior high school students continue to struggle with reading comprehension, phonemic awareness, phonics, fluency, vocabulary, and critical analysis of texts. These challenges can hinder their performance across all subject areas, ultimately impacting their preparedness for higher education and the workforce.

The Quasi-Experimental design was employed, specifically utilizing a pre-test and post-test design. Quasi-experimental designs are research designs that lack random assignment to treatment or control groups, making them suitable when randomization is not feasible or ethical. The pre-test and post-test design involves measuring the outcome variables (in this case, reading skills) both before and after the intervention (rigorous reading activities and assessment). This design allows researchers to assess changes within the same group over time, providing insight into the effectiveness of the intervention.

The PMDS Reading University intervention program has shown promise in improving the reading skills of senior high school students. The study found that the program effectively enhanced students' reading comprehension skills. This indicates that the targeted reading activities in Homeroom Guidance, Theology, and Reading and Writing subjects were able to impact these fundamental reading components positively. However, the study also identified areas that require further attention and improvement, such as phonemic awareness, phonics, fluency, and vocabulary. While the students demonstrated significant progress in reading comprehension skills, they still need to strengthen their ability to comprehend text, additional support and instruction to recognize letter-sound relationships in a logical sequence, ability to identify and manipulate phonemes, develop their fluency, and expand their vocabulary.

The PMDS Reading University intervention program has shown promising results. It represents a valuable institutional innovation in the school's efforts to support and improve the reading abilities of its senior high school students. With ongoing refinement and a holistic approach to addressing the identified areas for improvement, the program can continue to have a positive impact on the students' reading development.

Teaching reading as an intervention for students with weak reading skills involves addressing diverse learning needs, fostering motivation, and overcoming resistance to participation. By drawing on theories such as Vygotsky's ZPD, Gardner's Multiple Intelligences, Self-Determination Theory, Social Cognitive Theory, and Self-Efficacy Theory, educators can develop comprehensive interventions that cater to individual differences and promote positive learning outcomes.