Effects of Group Remediation Program in Reading for Grade Iii Pupils

INTRODUCTION

English is one of the most important subjects included in the education curriculum. It focuses on the four communication skills---listening, speaking, reading and writing which are necessary to enable a person to effectively communicate. Reading is one of the fundamentals in education; it is the ability of an individual to recognize and enunciate properly the letters in every word with comprehension.

Intelligent readers are not born; they are taught. Consequently, pre-reading stage of learning must be set well in order to provide the necessary and proper background for the successful start in actual reading activities. If the learner fails at the initial stage, he will experience adversity and failure in reading as he goes through the grades. Mastery of the simple reading skills is required before tackling higher level reading skills so as to ensure smooth and efficient interpretation of the symbols. In some cases, learners are unable to comprehend the passage because they need additional background knowledge or vocabulary, but many learners struggle with comprehension because they have not yet developed a repertoire of strategies for monitoring and supporting their comprehension. Others view reading simply as a decoding process and do not actively consider comprehension. Some readers struggle with comprehension because they are unfamiliar with various types of text such as poems, narratives, or expository text or passage. (Curtis and Longo, 2007)

In education, Reading is the most challenging subject that a teacher faces and must let every pupil learn. Teaching an individual how to read is not an easy task; it follows a step-by-step process and a pupil must go through all these steps to successfully learn. In the Philippines, English is considered as the second language, thus having it included in its education curriculum. Aiming to have an uneducated-free Filipino nation, the Philippine government made different programs and builds institutions that would provide quality education among the people, and to totally eradicate the problem of having a big number of out-of-school youth. All the local governments launched out a program of giving free education in every barangay. And with this, every Filipino has the equal chance of learning and growing. Yet, in spite of these programs, every individual has its own differences and problems. Teachers are still facing different problems and one of it is making left-behind pupils (slow learners) learn and do well.

As a missionary of education, teachers are bound to think of ways and strategies to help a child to cope up with the lessons. Some teachers offer tutorial services for free---this is much given to those who are in need of focus. Many elementary teachers have observed this yet, no matter how long they extend their time teaching these left-behind pupils, still a number of elementary graders are having difficulties in reading a selection/ questions with comprehension. This only proves that they need more help and assistance in reading especially in the first transitional stage---Grade III. It is for this reason that this study of the Development and Validation of Group Remediation Module in Reading for Grade III pupils will be conducted.

STATEMENT OF THE PROBLEM

A. This study will be conducted to see the Development and Validation of Group Remediation Module in Reading for Grade III pupils.

Exclusively, it sought to answer the following questions:
1. What is the reading performance of Grade III pupils?
2. What is the performance of Group A before the intervention? Group B?
3. What is the performance of Group A after the intervention?
4. Is there any difference between the performance in Reading of Group A and Group B after the module was provided to the controlled group?
5. What are the benefits acquired in Group Remediation Module?
6. Are the mentioned benefits favorable to the respondents in improving their reading comprehension skills?
7. Do teachers in Reading as well benefit in the use of the module as an instructional material?

STATEMENT OF THE HYPOTHESIS

Ha: If Tibagan Elementary School will provide Group Remediation Program in Reading for Grade III pupils especially to all non-readers, then a difference will be seen in a child’s reading performance/ ability as one of the effects of Group Remediation Program in Reading.

Ho: If Tibagan Elementary School will provide Group Remediation Program in Reading for Grade III pupils especially to all non-readers, then no difference will be seen in a child’s reading performance/ ability as one of the effects of Group Remediation Program in Reading.

BIBLIOGRAPHY

Alfonso F. Galicha; (1993) “The Effect of Remedial Teaching in Reading (English) and Other Variables on the Performance of Grade V Pupils in Selected Schools in Pola Districts”

Josefina R. Lim; “Reading Performance of the Grade V Pupils of Malabbac Elementary School 1990-
1991”; The Modern Teacher Vol. XLII, No.6 Nov.1998 p.232-236

Bibliography: Alfonso F. Galicha; (1993) “The Effect of Remedial Teaching in Reading (English) and Other Variables on the Performance of Grade V Pupils in Selected Schools in Pola Districts” Josefina R. Lim; “Reading Performance of the Grade V Pupils of Malabbac Elementary School 1990- 1991”; The Modern Teacher Vol. XLII, No.6 Nov.1998 p.232-236