Selerio, Amelia Cabradilla. 4 0
Assessment of the reading level of elementary school children exposed to the reading recovery program / 6 6 Amelia Cabradilla Selerio. - - - 75 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1999.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
5
ABSTRACT: The main purpose of the study was to find out the effect of the school's Reading Recovery Program on the reading level of the pupils exposed to such program. Specifically, it sought to answer the following questions: 1.) What is the profile of the pupil-respondents in terms of: a.) sex b.) age c.) grade level 2.) What is the reading level of the pupil-respondents before and after the Reading Recovery Program? 3.) Is there a significant difference in the reading level of the children before and after the program? The study made use of a pre-test given to 75 pupil-respondents upon enrollment in the recovery classes for remedial reading instruction. After the remedial instruction, they were given a post-test. The chi-square goodness of fit test was used to determine the significant difference between the pre-test and post-test results. Both manual and computer application on the computation of the statistical test were done to treat the test data. FINDINGS The statistical test performed on the hypothesis yielded the following result, that there was a significant difference in the reading level of the pupils before and after Reading Recovery Program. With the computed chi-square value of 23.480 and a critical value of 9.488 at .05 level of confidence, the null hypothesis is rejected. Therefore, a significant difference exists between the pre-test and the post-test of the pupil-respondents. CONCLUSION In view of the above finding, the following conclusions were drawn: 1. Respondents were mostly Grade II male pupils whose reading levels were not congruent their grade levels . 2. The exposure to the Reading Recovery Program increased the reading level of the respondents. 3. The reading level of the pupils could be improved trough proper remediation. 4. The Reading Recovery Program is effective and beneficial to the children exposed to the said program RECOMMENDATIONS Based on the conclusions drawn, the following recommendations are given: 1. Congruency of the pupils grade level and reading level should be considered and important factor in promoting pupils. There should be proper screening reading ability and non-readers should undergo the Reading Recovery Program. 2. The Reading Recovery Program and other similar programs which are beneficial to pupils should be organized and made functional. 3. Additional Reading Recovery classes should be organized in the higher grades to assist non-readers. 4. Remedial instruction should not be signed to special English teachers only who are usually the Reading Recovery teachers, but also to subject area teachers. Subject area should also undergo training in remedial reading instruction. 5. The Reading Recovery Program should be evaluated periodically for possible improvement. 6. Educational leaders and school administrators should give more financial and moral support to such programs since the reading ability of the children is basic. 7. Further study on the Reading Recovery Program should be conducted.
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Assessment of the reading level of elementary school children exposed to the reading recovery program / 6 6 Amelia Cabradilla Selerio. - - - 75 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1999.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
5
ABSTRACT: The main purpose of the study was to find out the effect of the school's Reading Recovery Program on the reading level of the pupils exposed to such program. Specifically, it sought to answer the following questions: 1.) What is the profile of the pupil-respondents in terms of: a.) sex b.) age c.) grade level 2.) What is the reading level of the pupil-respondents before and after the Reading Recovery Program? 3.) Is there a significant difference in the reading level of the children before and after the program? The study made use of a pre-test given to 75 pupil-respondents upon enrollment in the recovery classes for remedial reading instruction. After the remedial instruction, they were given a post-test. The chi-square goodness of fit test was used to determine the significant difference between the pre-test and post-test results. Both manual and computer application on the computation of the statistical test were done to treat the test data. FINDINGS The statistical test performed on the hypothesis yielded the following result, that there was a significant difference in the reading level of the pupils before and after Reading Recovery Program. With the computed chi-square value of 23.480 and a critical value of 9.488 at .05 level of confidence, the null hypothesis is rejected. Therefore, a significant difference exists between the pre-test and the post-test of the pupil-respondents. CONCLUSION In view of the above finding, the following conclusions were drawn: 1. Respondents were mostly Grade II male pupils whose reading levels were not congruent their grade levels . 2. The exposure to the Reading Recovery Program increased the reading level of the respondents. 3. The reading level of the pupils could be improved trough proper remediation. 4. The Reading Recovery Program is effective and beneficial to the children exposed to the said program RECOMMENDATIONS Based on the conclusions drawn, the following recommendations are given: 1. Congruency of the pupils grade level and reading level should be considered and important factor in promoting pupils. There should be proper screening reading ability and non-readers should undergo the Reading Recovery Program. 2. The Reading Recovery Program and other similar programs which are beneficial to pupils should be organized and made functional. 3. Additional Reading Recovery classes should be organized in the higher grades to assist non-readers. 4. Remedial instruction should not be signed to special English teachers only who are usually the Reading Recovery teachers, but also to subject area teachers. Subject area should also undergo training in remedial reading instruction. 5. The Reading Recovery Program should be evaluated periodically for possible improvement. 6. Educational leaders and school administrators should give more financial and moral support to such programs since the reading ability of the children is basic. 7. Further study on the Reading Recovery Program should be conducted.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/