Pull-Out Reading Approach and Performance of The Grade 2 Pupils in Reading

AUTHOR(S)

Malyn S. Vidaurreta

ABSTRACT

This study is conducted to determine the How Pull-out Reading Approach affects the reading performance of the Grade 2 Pupils in Mahayag Elementary School in the District II of Isabel Leyte. The findings of the study will be the bases for the proposed Improvement Plan. This study utilized Quasi-Experimental research design to determine the Effectiveness of pull-out reading approach. The test of difference between the scores in the pre-test and posttest reading performances of the grade 2 learners who is the respondents of the study. In this table, it reveals how the respondents responded the pre and post validation before and after the integration of the pull-out reading approach to be used in teaching reading based on the different most essential learning competencies in teaching specially during the second grading period which was lasted for 4 weeks in the implementation. Based on the findings of the study on the integration of the intervention there were positive result or significant impact brought about by the pull-out reading approach in the delivery of the learning competencies in reading specially focusing to those learners who are considered struggling readers or those learners who are potentials to become one of those identified learners. Based from the results, it was revealed that the pretest scores gained by the grade 2 learners before they received the provided intervention or chosen intervention is much lower compared to the scores gained by the respondents after they have received the intervention and it was integrated during the delivery of the presumed skills in reading. The pretest and posttest reading performance of the grade 2 learners have resulted to a computed T value is greater than the critical t value. These results on the computed t and the critical t value makes the results significant and the hypothesis which states that there is no significant difference between the pretest and posttest reading performance of the grade 2 pupils before and after the integration of the pull-out reading approach in the delivery of the most essential learning competencies in reading is rejected. This decision on the null hypothesis, makes the intervention significantly effective in which generally it really improves the reading skills of the learners.
The results in table 3 implied that integrating the pull-out reading approach is significantly effective in improving the performance particularly in reading skills of the grade 2 learners. The learners really improves their reading skills compared to the results in the pre-reading assessment which means that those learners who took the pre- reading test and have experiencing minor difficulties to an average level of challenges when it comes to reading performances. This learners who are considered struggling readers are need to give a helping hand to improve their level of performance in reading. Today, though everyone has easy access to the different learning platforms that could help both the teachers and learners, we should also consider that there are some learners and teachers who are experiencing limited access of the different learning materials which could cater the learners need as well as bridge the gap between the struggling learners and the learners who have excellent performance in terms of reading. This further explains that when the time learners received the integration they really motivated to learn how to read and the learners have already learned on how to properly learned to improve the reading performance using the different strategies introduced by the teachers. Another reasons of the very good performance gained by the respondents which are the grade 2 learners is that some of the their classmates are also helping the identified struggling learners during their vacant time to focus themselves in reading and doing some activities which could help them be more motivated to for their respective tasks especially in reading. Their parents are also motivated now to help their learners because they are all wellguided on what to do to help improve the reading skills of their respective child and also given them the necessary technical assistance on how to improve the reading performance of the pupils. In other words, collaboration also is very important to improve the reading performance of the learners. Moreover, the continuing adoption of in the intervention will help enhance reading skills of the learners and have the tendencies that they can already read different passages which later on they can understand or comprehend through constant reading and guidance of both teachers and the parents or guardian.