The word reading performance of grade V pupils through a library hour program in Philippines
DOI:
https://doi.org/10.37134/ejoss.vol7.1.10.2021Keywords:
Phil-IRI, frustration level, instructional level, independent levelAbstract
The purpose of this study is to determine the significance of Library Hour Program towards word reading performance of public elementary grade five pupils. The true experimental design used consisted of experimental and control groups in which experimental group received the intervention while the control group had no intervention given. The instrument used was the standardized Philippine Informal Reading Inventory (Phil-IRI) developed by the Department of Education- Bureau of Learning Delivery to measure the significance of Library Hour Program in improving pupils word reading levels. T-test were carried out to answer the research objectives of the study. There were 72 grade five pupils who participated in the experimental group. Pupils that can read at-level text was determined through the Group Screening Test. The pupils with scores less than fourteen (14) out of twenty (20) literal, inferential, and critical questions were subjected to pretest and posttest and served as the experimental group in the study. The pretest and posttest determined the reading level of pupils whether under frustration, instructional, and independent. Phil-IRI graded passages were used in this study. These graded passages were given by the Department of Education and were used to assess the reading performances of Grade Three to Six in the elementary grades nationwide. The library hour as a reading intervention program was specifically used in Alfonso Lista Central School as it was included in their daily classroom programs for thirty (30) minutes a day. After five months of conducting the intervention program, the findings revealed that during the pretest, pupils were assessed under the Instructional level. It also showed that during the posttest, pupils were found to be under the Independent Level. The results showed that Library Hour as an intervention program to improve the word reading of grade five pupils was effective. This also revealed that regardless of sex, Library Hour was found very effective. It was then recommended to include the Library Hour in the daily classroom program in schools as it was proven useful to increase pupils’ reading ability.
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