ABSTRACT
This study was conducted to determine the effectiveness of reading intervention program in the reading ability among grade four pupils at Corazon C. Aquino Elementary School during the school year 2018-2019.
The study used the experimental research Matched Group Pretest – Posttest Control Group Design. Thirty (30) pupil-respondent were selected in grade four who has a reading difficulty based on their pre-test results. The thirty (30) pupils were divided into two groups. The fifteen pupils were randomly selected in the experimental group and the other fifteen were randomly selected in the control group. The fifteen pupils under the experimental group were exposed to the reading intervention program while the remaining fifteen pupils under the control group were traditionally taught lessons in reading.
The experimental group spent 60 minutes of their time everyday while the control group attends the usual classroom teaching having the same lesson. Two different exams for pre-test and post-test exams with the same skills were given to the students. Pre-test and post-test exams were both composed of 50 items which contain the five components in reading (comprehension, fluency, phonemic awareness, phonics and vocabulary).
English teachers of each grade level rated the acceptability of the developed instructional materials with respect to Objectives, Strategy, and Usefulness. Data was collected from the teachers who evaluated the study through questionnaire checklist.
Data showed the intervention in Reading Comprehension, Reading Fluency, Phonemic Awareness, Phonics and Vocabulary. On the Level of Performance in Reading of the Students in the Experimental and Control Groups who has difficulty in reading with the use of the intervention program as revealed by the Pretest and Posttest Scores with respect to the Reading Skills, both resulted Outstanding on the Significant difference in the reading performance of the pupils between the Pre-test and the Post-test who have difficulty in reading before and after the intervention program of the Experimental Group and Control Group with respect to the Reading Skills, there is significant difference between the reading performance of the pupils who have difficulty in reading before and after the intervention program in the Pretest and Posttest of both the experimental group and control group with respect to the five components in reading. On Significant difference in the reading performance of the pupils in their Posttest who have difficulty in reading before and after the intervention program in the Experimental and Control Group with respect to the Reading Skills, There is no significant difference between the reading performance of the pupils in their Posttest who have difficulty in reading before and after the intervention program in the in the Experimental and Control group with respect to the reading components except for vocabulary. On the level of Acceptability of the Intervention Program as perceived by the subject respondent with respect to Objectives, Strategies and Usefulness is very much accepted.
see PDF attachment for more information