Effectiveness of Supplemental Intervention Materials on The Reading Literacy Skills of The Kindergarten And Grade 1 Pupils

AUTHOR(S)

NENETTE L. APARICIO

ABSTRACT

— This study aimed to determine the Effectiveness of Supplemental Intervention Materials on the Reading Literacy Skills of the Kindergarten Pupils. 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 literacy skills or performance of the Kindergarten and Grade 1 learners before and after the integration of the Supplemental Intervention Materials in the delivery of the most essential learning competencies in teaching Reading in the fourth grading period. Based on the findings of the study , there was a positive result brought about by the Supplemental Intervention Materials to the reading literacy skills of the Kindergarten and Grade 1 learners considering that the pretest scores gained by the learners before the integration of the Supplemental Intervention Materials is lowered compared to the scores gained by the respondents after the integration of Supplemental Intervention Materials which resulted to the computed T which is greater than the critical t value which means that the hypothesis which states that there is no significant difference between the pretest and posttest performance of the Kindergarten and Grade 1 pupils before and after the integration of the Supplemental Intervention Materials in the delivery of the most essential learning competencies in reading is rejected. Thus, the intervention is significantly effective in improving the reading literacy skills of the Kindergarten and Grade 1 learners. The result implied that most of the Kindergarten and Grade 1 pupils who took the prereading literacy skills assessment prior to the giving of the new reading intervention to validate the reading literacy skills of the learners belong in the good level reading performances which means that there are learners who are really fun of reading text or passages, or they know already the different techniques how to read simple words or letters or CVC. The Kindergarten and Grade 1 pupils who took the post reading literacy skills assessment after giving of the new reading intervention to validate the reading literacy skills of the learners belong in the excellent level reading performances which means that they know already the different techniques on how to read simple words or letters or CVC after the integration of the intervention. The majority of the Kindergarten and Grade 1 pupils are now at the very good and excellent level of performance. One of the reasons of having gained excellent level of performance is that learners are already eager to learn new things with their classmates considering that they know already some of the skills on how to improve their reading performance and the result is there would less bully that would happen inside the classroom and they would develop high level of self-confidence compared to those time that they have difficulties in reading words or even letters in the Alphabet.