Implementation Of Reading Remedial Program to the Performance of the Kindergarten Pupils

AUTHOR(S)

Ma. Victoria B. Escasinas

ABSTRACT

This study is conducted to validate the results on the implementation of the remedial reading program to the performance of the kindergarten pupils in reading in Pomponan Elementary School in the Division of Baybay City. The findings of the study were the bases for the proposed Enhancement Plan. This study utilized Quasi-Experimental research design to determine the Effectiveness of the Reading Program The output of this study is to provide enhancement plan of the program improve the literacy skills of the kindergarten pupils. The test of difference between the scores in the pre-test and posttest reading performances of the Kindergarten learners before and after the implementation of the Reading Remedial Program in the delivery of the most essential learning competencies in teaching Reading for the Kindergarten pupils based on the curriculum of the kindergarten. These results gained by the pupils or the kindergarten learners which were ethe respondents of the study, based on the findings of the study were based on their different responses before and after the integration of the intervention. It was based also on what technique does the teacher-researcher applied to let the learners learned and later assess their level of skills or development. As reflected in the table 3, it was found out that there was a positive result brought about by the implementation of the reading remedial program given by the teachers during the delivery of the learning competencies in reading considering that the pretest scores gained by the learners before the implementation of the intervention is very low compared to the scores gained by the Kindergarten pupils after the integration of the intervention which resulted to the computed T value 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 pupils before and after the implementation of the Reading remedial program in the delivery of the most essential learning competencies in reading is rejected thus, the intervention is significantly effective in improving the reading performance of the kindergarten learners.
The result in table 3 implies that integrating the reading remedial program in teaching our young learners specially to the kindergarten learners brought about excellent result when it comes to their skills development and thus it needs to be utilized so that the learners are specially to the learners who are struggling in reading or having low performance in reading. This particular intervention will help the teachers how to give the best shot to those struggling readers and improve their reading performance or to become an independent readers and to maintain the performance of those kindergarten learners who are already independent readers that could make them difficult to understand or comprehend