In this study, Parent-Assisted Reading Intervention through Project REAP is developed and its effects are examined on learners’ reading skills. It was found out that parent involvement has the potential for making a significant impact on children's education. The school partnered with the parents to address immediate solutions to the reading problems encountered by their children during modular distance learning. Active collaboration between the parent and the adviser is strengthened to improve pupils’ reading level through the utilization of planned strategies and intervention. Moreover, the tool used by the researcher was the PHIL-IRI or Philippine Informal Reading Inventory to determine the significant difference between the pupils’ pre and post reading assessment results. The reading strategies used where suited, timely and relevant under Modular Distance Learning Delivery.
INTRODUCTION
“Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting”
(Aldous Huxley).
Reading is fundamentally important for success. It opens the door to personal freedom and opportunity.
Reading always has and in all ages been a great source of knowledge. The ability to read is important and very essential for social and economic development. In this time of pandemic, the risk of learners becoming underprivileged to their education was highlighted. To address this, the Department of education introduced Distance Learning to continue education amidst of COVID-19. Hence, the Department of Education (DepEd) as the leading agency for literacy has been dedicated in pushing forward its goal of making every learner a reader through its various initiatives like 3Bs or Bawat Bata Bumabasa enshrined in DepEd Memorandum No. 173, s2019 and Sulong Edukalidad among others.
With reading as the basic foundation for learning, closure of school and distance learning disables reading practice and producing slow learners. Parents, on the other hand, face struggles in the abrupt shift of the Philippine Education Framework. As partner, parents, teachers and learners need to work together for better learning especially in reading.
This scenario led to conducting this study. Its purpose is to improve the pupils’ oral reading level in English under modular distance learning set-up at Masaya Elementary School using the parent- assisted strategies of Project REAP. The strategies employed are so timely and relevant especially during a health crisis which highly affects and restraints the teachers to have an actual face-to face set-up with their pupils. In this reading program, teachers partnered with parents or guardians who played an important role in implementing the project and in monitoring the progress of their children.
The researcher believes that the success of the program lies primarily on the strong partnership with parents or guardians. During pandemic, parents are the ones who serve as teachers in their homes thus their cooperation and involvement are indeed very essential.
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