Abstract

Summary

In this rapid phase of changing generation reading habit has been the less

priority of the learners. Thus, it has a great effect on the student’s academic

performances. This study is specifically concerned with the effect of using varied

reading remediation and enhancement activities as interventions for reading ability in

English of Grades 4 to 6 pupils of San Nicolas Elementary School. Subsequent to this, the

results of the Phil.IRI in pretest and posttest was also compared and investigated. As

basis for collecting the data.

Descriptive research method was used in the study. The study utilized

quantitative method in analyzing and reporting data using descriptive statistics. Basic

Sight Words, Read Together, Tell it again, Reading Out Loud and Partner reading are

used as reading remediation and enhancement activities during Remediation,

Reinforcement and Enhancement (RRE) period.

Findings

The study yielded this findings:

1. Effective reading enhancement activities should be given based on the Phil.IRI

pretest result where there is a need to enhance the comprehension skills.

2. After applying the varied reading remediation and enhancement activities have

reduced the number of frustration level readers.

 3. Pupils have improved their comprehension skills as it is reflected, from 8

independent reader pupils under comprehension level, it increases to 28 from

grades 4 to 6.

Conclusions

Based from the results, findings and actual application, researchers have

formulated these conclusions.

1. There is a need to address the reading comprehension skills of learners.

2. Reading basic sight words, partner reading, read together, read aloud and tell it

again are effective reading remediation and enhancement activities.

Recommendations

Researchers have listed some recommendations, these are

1. The two pupils left under frustration level should be given more reading

remediation activities.

2. Reading remediation schedules should be implemented strictly and religiously by

the teacher or reading coordinator.

3. Different reading passages and worksheets should be given to pupils.

4. Teacher should always be there to help pupils evaluate themselves.

5. Parents and teachers should collaborate and help one another to assess and

improve the reading ability of the pupils.