READING RECOVERY PROGRAM AND ITS EFFECTS AMONG SELECTED GRADE 3 PUPILS

Title :              READING RECOVERY PROGRAM AND ITS EFFECTS AMONG 
                       SELECTED GRADE 3 PUPILS 

Researcher :  WILMA V. CAPILI

Degree :         Master of Arts in Teaching Early Grades                        

Adviser :        DR. JOSEFINA DELA CRUZ

School :         University of Caloocan City

Year :             March, 2018

ABSTRACT

During the learning process in primary schools, teachers will find that some of their pupils are fast-learners, average-learners, and most importantly, slow-learners who are the subject of intervention and remedial classes in every school and sometimes even have a hard time being promoted to the next grade level. It was observed that the niche and basis of these learning developments is oftentimes in a student's skill level in reading comprehension. That is why reading intervention programs are a trend in every district and school these days. These programs are what this study, READING RECOVERY PROGRAM AND ITS EFFECTS AMONG SELECTED GRADE 3 PUPILS intends to be and to replicate.

Using evaluation and descriptive methods of research, the researcher tapped as respondents 16 Grade 3 teachers and 133 Grade 3 pupils from Santo Nino Elementary School in Caloocan North II District. The pupils were made to take the pre-test, where 71 were identified as frustrated readers based on the Philippine Informal Reading Inventory or Phil-IRI assessment tool. These pupils were made to undergo the Reading Recovery program for (GAANO KATAGAL?). After the program, they took a post-test to check if there will be a significant difference from the scores prior to implementation of the program.

Based on the mean scores, it was found out that the pupils' reading proficiency not only increased, but actually leapt to almost 100%. Significant difference is therefore established, invalidating the null hypothesis.

However, the researcher encountered difficulties largely stemming from disinterest and lack of cooperation from both the pupils, the teachers, and the school itself, which should supposedly help in the provision of materials for the program. But findings so far show that the current instruction used by the teachers in implementing the Reading Recovery program to their pupils seem to be legitimately effective so far in vastly improving their pupils’ reading prowess. This could be incorporated in reading materials for the implementation of the program to Grade 3 pupils, with the addition of a mechanism that shall allow teachers to tailor-fit instruction to their pupils, in order to address the problems encountered during the conduct of the study.

The researcher therefore recommends encouraging public elementary schools to periodically rate their pupils' reading proficiencies to put a plug to potential learning problems in the future, and to institute the Reading Recovery Program as a requirement for all Grade 3 pupils who will be identified as frustrated readers. The Department of Education should also be tapped to implement a more proactive Reading Recovery Program in all early grade levels, and to really invest in Reading Recovery materials that shall be available for all, especially public school teachers. It is also advisable to come up with a mechanism to make Reading Recovery more appealing to the pupils. One way is to allow for the teacher to tailor-fit instruction to the personality and lifestyle of the pupil.