Utilization Of Reading Corner For Developing Reading Comprehension Of Grade 5 Learners
Type
Thesis
Authors
Category
Publication Year
2019
Pages
161
Abstract
Literacy is one of the most fundamental skills a child can learn. Reading is the foundation for all academic learning. Learning to read, write and count is crucial to a child's success in school and in later life. Literacy improvement is one of the priorities of the Department of Education (DepEd). It is anchored on the flagship program of the Department "Every Child A Reader Program," (ECARP) which aims to make every Filipino child a reader and a writer at higher grade level. (DO 12, s. 2015)
(Phil-IRI) Assessment Tool is aimed to use as a classroom-based assessment
In connection with this, the Philippine Informal Reading Inventory tool to measure and describe students' reading performance. Information gathered from the assessment can help classroom teachers design and provide appropriate reading instruction for their pupils (DepEd Order no. 14 s.
2018).
Despite of all these initiatives and efforts of the Department of Education, a large number of learners are still responding passively towards reading. This will continuously result in more frustration level of readers the child can no longer read and understand on his own.
This study aimed to help struggling or frustration level learners by utilizing reading corner to enhance their reading comprehension and to determine the effectiveness of reading comer and different reading passages with integrated reading skills as an intervention material for grade 5 learners in
A. Mabini Elementary School.
The research instruments used were developed pretest and posttest, reading intervention materials and Phil-IRI assessment. There were 120 pupil- respondents of which 80 of them were exposed to reading corner and 40 were unexposed.
To analyze the data gathered, the t-test, mean and weighted mean were used as statistical tool. Based on the findings of the study, it revealed that there is a significant difference between the pre-test and posttest mean scores of learners exposed to reading corner, on the other hand, there is no significant difference between the pre-test and posttest mean scores of leaners who are not exposed to reading corner.
The researcher recommended that reading corner should be integrated in all grade levels to increase the independent level and lessen the frustration level of reading of the pupils. Learning competencies in reading must be contextualized and infused in the lesson plan to fully develop the reading comprehension skills of the learners. Reading corner must be tangible and functional in the school to boost the reading comprehension skills of non- reader pupils and those who were in frustration level. Support of the parents, teachers and school administrators must be solicited to intensify the procedure of reading corner in the school. Rigid implementation of reading corner must be observed to increase the reading proficiency level of the learners. A reading corner should also be developed at home for a more positive outcome of reading process. Utilization of reading corner for developing reading comprehension of grade 5 learners is one of the avenues to achieve independent readers. For the teachers to strengthen the reading skills of the learners, a prototype lesson plan in reading must be developed. A learning exemplar which is called "Adopt a Stuffed Toy and Read" could also be used to develop the reading comprehension of struggling readers.
(Phil-IRI) Assessment Tool is aimed to use as a classroom-based assessment
In connection with this, the Philippine Informal Reading Inventory tool to measure and describe students' reading performance. Information gathered from the assessment can help classroom teachers design and provide appropriate reading instruction for their pupils (DepEd Order no. 14 s.
2018).
Despite of all these initiatives and efforts of the Department of Education, a large number of learners are still responding passively towards reading. This will continuously result in more frustration level of readers the child can no longer read and understand on his own.
This study aimed to help struggling or frustration level learners by utilizing reading corner to enhance their reading comprehension and to determine the effectiveness of reading comer and different reading passages with integrated reading skills as an intervention material for grade 5 learners in
A. Mabini Elementary School.
The research instruments used were developed pretest and posttest, reading intervention materials and Phil-IRI assessment. There were 120 pupil- respondents of which 80 of them were exposed to reading corner and 40 were unexposed.
To analyze the data gathered, the t-test, mean and weighted mean were used as statistical tool. Based on the findings of the study, it revealed that there is a significant difference between the pre-test and posttest mean scores of learners exposed to reading corner, on the other hand, there is no significant difference between the pre-test and posttest mean scores of leaners who are not exposed to reading corner.
The researcher recommended that reading corner should be integrated in all grade levels to increase the independent level and lessen the frustration level of reading of the pupils. Learning competencies in reading must be contextualized and infused in the lesson plan to fully develop the reading comprehension skills of the learners. Reading corner must be tangible and functional in the school to boost the reading comprehension skills of non- reader pupils and those who were in frustration level. Support of the parents, teachers and school administrators must be solicited to intensify the procedure of reading corner in the school. Rigid implementation of reading corner must be observed to increase the reading proficiency level of the learners. A reading corner should also be developed at home for a more positive outcome of reading process. Utilization of reading corner for developing reading comprehension of grade 5 learners is one of the avenues to achieve independent readers. For the teachers to strengthen the reading skills of the learners, a prototype lesson plan in reading must be developed. A learning exemplar which is called "Adopt a Stuffed Toy and Read" could also be used to develop the reading comprehension of struggling readers.
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