Action Research For Kindergarten.docx

Republic of the Philippines Department of Education Region X DIVISION OF EL SALVADOR CITY El Salvador City, Mis. Or. EL SALVADOR CITY CENTRAL SCHOOL El Salvador City, Misamis Oriental

USING REPEATED READING APPROACH (RRA) TO IMPROVE READING ABILITY OF KINDERGARTEN PUPILS

Submitted by:

Misty Perocho Glen Mae Mambayla

Part 1: Situation/Scenario/Setting

One of the goals in teaching reading is to have fluent readers. But, it is sad that, after the result of Phil-IRI pretest, it showed that most of the pupils their level of reading belongs to frustration level. One of the reasons is they are non-motivated readers. Therefore, this study will help to improve reading ability among Grade 3 Kind pupils. Non - fluent readers typically read in word-by-word manner and are slower and less accurate than fluent readers in decoding. With such inadequate reading patterns, non-fluent readers typically fall behind their peers and do not find enjoyment in reading. However their reading is laborious, understanding of text is hampered. Reading while listening is a form of something known as ‘repeated reading’, either silently or aloud. Repeated Reading Approach is a tool used for mastery and to make them familiar with the words used in the story/selection they read. Thru repeated reading pupils could familiarize how certain words are used in the sentence. Through familiarization pupils can gain understanding of the words and later on they understand to what is the story all about with the used/aid of teachers activities also. Part II: Findings and Insights Based on the result of the pretest conducted, it revealed that there are 10 out of 25 pupils needs intervention. Which is 10 pupils belongs to frustration reading level and 15 pupils belongs to instructional reading level of the Grade Three pupils. It showed that pupils need some intervention to reduce the number of pupils who are in frustration reading and increase the reading level in independent level .The researcher aimed at reducing the number of pupils who least fluent in reading from 10 to 3. Thus, based on the result on the pretest and interview conducted, it was found out that the pupils need some follow-up

activities to be done during their enhancement activity period. The researcher came up to an idea that the pupils need to have an approach/intervention to introduce. This was the Repeated Reading Approach or RRA. The child can pick a story or book that he or she wants to read or material that is being used in class. About a month of using the Repeated Reading Approach, it was found out that the reading performance of the Grade three pupils was improved. The pupils were very excited and showed eagerness to read fluently without mistakes. Different activities were given to make the reading approach more enjoyable and interesting. This RRA used in big group, small group, and peer tutoring. Posttest was given to the pupils after a month introducing and using the RRA. The posttest given was consisted of a passage. The pupils were reading the passage individually and orally. As the pupils reads, the passage were marked the miscues if there were errors upon reading it and recorded to the class reading profile. The passage consisted of words. To rate the reading level of a pupil is to count the miscues over number of words and multiply to 100%.It revealed that more than the target number of pupils improved their reading performance based on the table above.

Part III: Summary Based on the result of the posttest conducted, it was found out that Repeated Reading Approach (RRA) was effective and efficient. Another intervention should be made to improve the reading performance of the pupils who were belonging to frustration reading level. Although, it is so laborious to the part of the teacher to let the non - fluent readers especially they are now in grade 3.they badly need our help. But when they can read, your heart or your emotion is happy. This is not our achievement but it is an achievement of a pupil.

Much attention should be given and more varied designed activities be implemented not only during the enrichment period but during at home also. Parents of this group of pupils should be called for follow up. Keeping also the track record of their performance should be given priority. I enjoyed facilitating them especially the time when they were eager to read during remedial time. Dealing them was inspiring. They asked how to read, the proper intonation or make a clarifications upon reading it.