Effectiveness of Small Group Instruction in Improving the Reading Skills of Grade Six Pupils: Basis for a Reading Intervention Program (original) (raw)

2019, International Journal of Scientific and Research Publications (IJSRP)

The study aimed to determine the effectiveness of small group instruction as a reading intervention strategy to develop the reading performance of the Grade 6 pupils. It utilized the quasi-experimental design specifically, one group pre-test posttest design. The study used Revised Phil-IRI Group Screening Test as the baseline in determining the participants of the reading intervention which highlighted the use of small group instruction. Graded Passages Pre-Test and Posttest was employed to identify whether the use of the intervention strategy used was effective. The study hypothesized that there is no significant difference between the performance of the participants in the PHIL-IRI Graded Passages Pre-Test and Posttest. There were 26 participants of the study who took the graded passages tests. They were grouped according to their actual reading profile. They were given reading remediation according to their capability. Results show that in terms of the reading performance in word recognition and comprehension, grade 6 pupils with grade 3 reading level have improved after the conduct of small group instruction. The same result was found with the grade 6 pupils with grades 4 and 5 reading levels. Further, evidence show that the reading intervention strategy employed, was effective. Thus, it is recommended that a reading intervention program which highlighted the use of small group instruction will be used by teachers to improve the reading performance of their pupils. Index Terms comprehension, PHIL-IRI, reading intervention program, reading performance, small group instruction 1. To determine the level of pupils' reading performance in terms of: 1.1 Phil-IRI Group Screening Test; and 1.2 Phil-IRI Graded Passages before (pre-test) and after (posttest) the Small Group Instruction 2. To ascertain whether there is significant difference between the pre-test and posttest scores 3. To determine the level of pupils' appreciation to the small group instruction; and 4. To craft a reading intervention program. Hypothesis This null hypothesis is presented based on the result testes at 0.01 level of significance. Ho1: There is no significant difference in the pupils' reading performance before and after the small group instruction. II. METHODOLOGY Research Design This study utilized the quasi-experimental design, specifically, one group pre-test posttest design. The study used the Revised Phil-IRI Group Screening Test as its baseline in determining the participants of the reading intervention which was the small group instruction. Sampling Design The study employed the non-probability sampling technique particularly purposive sampling. The participants were chosen based on the Phil-IRI Group Screening Test. There were twenty-six (26) participants in this study wherein majority are female with 16 respondents or 62 % and 10 male respondents or 28% of the participants' population Data Gathering Procedure In the initial phase of the study, the researcher sought permission from the Public Schools District Supervisor, school principal, and head teacher was sought for the conduct the study. After the permission was granted, the researcher who at the same time a Grade 6 English teacher conducted the Phil-IRI Group Screening Test (STAGE 1) in her classes. Those pupils who scored 13 and below in the Test took the Graded Passages Pre-Test (STAGE 2) Individual Administration. The Word Recognition Scores of the pupils were identified. The teacher took note of the miscues of the pupil while reading the passage. The following miscues as described are noted. These were the mispronunciations, omissions, added words, substitutions, repetitions, insertions, and reversals. Aside from the word Pupils' Performance in * Group Screening Test * Graded Passages (Pre-test) Reading Intervention Program Pupils' Performance in Graded Passages (Posttest)