Effectiveness of Guided Reading Interventions to The Test Performance of Grade 1 Pupils in Mother Tongue-Based Multi-Lingual Education

AUTHOR(S)

Liza L. Taberara

ABSTRACT

This study aimed to determine the Effectiveness of Guided Reading Intervention to the test scores performance of the Grade 1 Pupils in Mother Tongue-Based Multi-Lingual Education. The findings of the study served as a basis of a proposed Intervention plan. This study used the Quasi- Experimental method of research to determine the significant difference of the aforementioned variables. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the scores in the pre-test and posttest reading performances of the Grade 1 learners before and after the integration of the guided reading intervention in the delivery of the most essential learning competencies in teaching Reading. Based on the findings of the study , there was a positive result brought about by the Guided reading intervention which was focus on the initial sound identification, familiar word reading and oral passage reading. Based from the results, it shows that the initial sound identification the pretest is lesser than the result of the posttest which resulted to a computed t value higher than the critical t value. On the other hand, on the familiar word reading, the result on the pretest is lesser than the posttest and which resulted to a greater amount on the computed t value compared on the critical t value. Lastly, on the oral reading passage the result on the pretest is lower than the posttest is performance which resulted to the computed t value higher than the critical t value.
The result implied that in validating the different aspects in reading such as initial sound identification, familiar word reading and oral passage reading which resulted to a very good result of the grade 1 learners considering that there was increase on the pretest and posttest for all aforementioned aspects validated. Those results are resulted from the positive response from the respondents during the implementation of the guided reading intervention. They really love to learn the subject because they are motivated to the new learning brought about by the new strategies in learning or improving the skills of the learners. Moreover, the Hypothesis which states that there is no significant difference on the pretest and posttest performance before and after the integration of guided reading intervention is rejected thus, the integration of the intervention is very helpful in improving the reading skills of the learners particularly on the initial sound identification, familiar word reading and oral passage reading.