Effectiveness Of Explicit Reading Instruction to The Performance Of Grade 3 Pupils in English

AUTHOR(S)

SANDRA LYN B. BASLAN

ABSTRACT

—— This study aimed to determine the Effectiveness of Explicit reading instruction to the performance of the Grade 3 pupils in reading. 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 post-test of Grade 3 pupils in English before and after the integration of Explicit reading instruction in teaching different learning competencies in English subject which covers the 4 learning competencies that were delivered for 4 weeks. Based on the table 3, showing the Grade 3 learners’ performances , it was revealed that among the 21 total number of Grade 3 learners who are the respondents of the study who are not yet exposed to the explicit reading instruction which means pure learning coming from the learners based from the things that they have learned from the past, thee just gained an average weighted mean of 9.86 which is equal to a good level of performance which only focused on the reading performance of the learners. On the other hand, the posttest performance of Grade 3 pupils in English after the integration of the explicit Reading Instruction in teaching different learning competencies in English which covered the 1 month or 4 weeks competencies which reflects the post test scores performances of the respondents was based from the learning they acquired after the teacher really shared and give ample time to create different learning activities which covers the explicit reading instruction. In teaching reading it is very important for both the learners and teachers to have common knowledge on what tot do in order for both parties to meet at the middle and both of them are both learning as the respondent learned the smooth way while experiencing the Explicit teaching in reading and the teacher will give or deliver the topics that could give simple and concise in order for the learners to learn the things that need to be learn for the entire duration of classes. The posttest validation of performance conducted by the teacher- researcher will also give avenue to the teachers as well as parents to make some adjustment based from the performances gained by the grade 3 learners. It will help the teacher on what should be the best approach or strategy that will be embedded in the intervention plan so that other teachers will be aboe to get some ideas in the delivery of their lessons applying the explicit reading instruction. Based from the results on table 2, it was revealed that among the 21 total number of Grade 3 learners who are the respondents of the study and already experienced the explicit reading instruction, it was revealed that the grade 3 learners have improved their learning performance and just gained an average weighted mean which is equal to an excellent level of performance. The results in pretest and posttest performances resulted to the computed t value which is said to be highest compared to the critical t value which gives directions in giving decisions on either to reject or accept the hypothesis. In this case, having the scores reflected, the hypothesis which states that there is no significant difference between the pretest and posttest performance before and after the integration of the explicit reading instruction is rejected. The results in table 3 implied that the integration of the explicit reading instruction is quite effective in improving the literacy performance of the learners considering a vast increase of the test performance showcased by the grade 3 learners before and after the integration of the intervention. The explicit reading instruction really gives the idea of making the learners be guided specially to those learners who have experience difficulties in learning reading as well as those learners who have learning gap to other learning competencies. Keywords — Effectiveness Explicit Reading Instruction Performance Grade 3 Learners English