ABSTRACT
The study was operated to determine the rate of the different reading intervention on the reading fluency of the grade five pupils under the supervision of the master teachers and regular teachers with the end view of proposing an action plan to enrich the on-going Remedial Reading Program of the school. It was undertaken to evaluate the reading intervention on reading fluency of grade five pupil-readers of Jose Corazon de Jesus Elementary School during the school year 2015-2016. Using the descriptive-correlation survey method, a self –made survey questionnaire for the teacher- interviewees and the Philippine Informal Reading Inventory (Phil-IRI) test results (Pre-test and Post-test) for the grade five slow readers were utilized in gathering data. After the pupils’ scores in the tests are taken, the slow- readers will be under the Remedial Reading Program of the school. Understanding the significance of reading and in line with the implementation of the K to 12 Basic Curriculum Program, the Department of Education (DepEd) carried out “Every Child a Reader Program” (ECARP). This aims to teach public elementary pupils with planned training in literacy particularly in reading and writing to make them self-supported young readers and writers. The findings showed a significant difference between the pre-test and post-test scores of the grade five slow readers in the Philippine Informal Reading Inventory (Phil-IRI) after experiencing the Remedial Reading Program. Furthermore, the effects of the program can be seen in the improvement of the slow readers in their reading fluency as obviously shown in their test performance.
Keywords: Action Plan, Enhancement, Fluency, Remedial Reading Program
INTRODUCTION
One of the most important disciplines in the life of an individual is to be able to read. Not just mere reading, but one must comprehend fully well what was read. Reading with comprehension means that meaning of the text is understood.
Reading is a complex process. In order to be able to read a paragraph, the reader must start with the sounds, letters, words, phrases and sentences. He will then relate the words to form a meaningful thought.
It is a common perception that knowing how to read and write is an indicator that one is educated. It is also a recognized occurrence that reading is a very relevant part in the development of an individual’s whole being.
Reading is said to be the schooling of the mind and the means to attain deeper meaning of reality. Reading is an acquired mode of behavior where students learn, gain knowledge and develop new skills (Olivar,2014).
Recognizing the importance of reading and in line with the application of the K to 12 Basic Education Program, the Department of Education (DepEd) implemented “Every Child a Reader Program” (ECARP), through DepEd Memorandum No. 402 s. 2004 and Administrative Order No. 324. This aims to teach public elementary pupils with planned training in literacy particularly in reading and writing to make them independent young readers and writers.
Moreover, ECARP is also part of the ten –point education agenda of President Simeon Benigno Aquino III to ensure that the country’s public schools bring about well- equipped graduates who could strive to the different challenges in life.
One of the objectives of the elementary education curriculum is to provide for the development of functional literacy, in Filipino and in English as basic tools for further learning.
English as a subject is engaged with enhancing competence in listening, speaking, reading and writing.
Listening is an information-processing act. It involves skills in auditory discrimination and cognitive comprehension. Speaking demonstrates skills in using the language expressions and grammatical structures correctly in oral communication.
Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension, literary appreciation and study skills, guided writing, functional and creative writing.
Learning exercises to develop competence in these phases of communication should be varied, meaningful and realistic.
There are times when the learning activities do not match the learning styles and study habits of pupils. With the very short span of interest to the English lesson, the pupils might experience boredom, especially when the activities are not suited to his or her learning level.
Time and again, national surveys reveal the poor performance of students in English. In international surveys in Science and Mathematics where English is the medium of testing, the Philippines ranked second or third from the lowest. Analysts attributed this dismal performance to several factors, one of which is the very poor comprehension of students in reading.
Every child has the right to an education commensurate to his ability to develop his adeptness for the advancement of his competence for service to himself and his fellowmen. The pupils must find learning interesting and enjoyable in order for them to willingly and meaningfully internalize learning for an effective and conscientious application in living real life situations(Hatague,2003).
Every year, all elementary school pupils are given the Philippine Informal Reading Inventory (PhilIRI) Tests. This is an introductory step of the Bureau of Elementary Education, Department of Education that directly dealing with its thrust to make every Filipino child a reader. It is tied up on the flagship program of the DepEd “Every Child A Reader Program” (ECARP). Its purpose is to enable every Filipino boy and girl to speak both in English and Filipino through effective reading instruction (Parel and Madrid,2000).
After the pupils’ scores in the tests are taken, they are grouped into four (4) Reading Levels, such as: (1) Frustration level, (2) Instructional level, (3) Independent Level, and (4) Non- reader. This group of pupils in the Frustration level, or the slow readers will be under the Remedial Reading Program of the school.
It is in this light that the researcher conducted her study to assess the different reading intermediation on the reading fluency of the grade five pupils under the supervision of the master teachers/English teachers with the end view of proposing an action plan to enrich the ongoing Remedial Reading Program of the school.
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