MANUEL A. ROXAS ELEMENTARY SCHOOL
Publish PostPonce Street, Davao City
Narrative Report on Corrective Reading
SY 2009-2010
I. Rationale
Many children struggle to learn to read and many never succeed. In Hall and Moats, 2004( as cited in National Institute of Health, 2004) states that ten million of our nations’ children ( approximately 17% ) have trouble learning to read.
Reading is an important skill that needs to be developed in children. It is the process of determining meaning in a text, a process which readers construct the author’s intended message in their mind (Teale & Sulzby, 1986). Rather than simply acquiring information, the reader visualizes the characters and the scenery in a story; actively creating in his mind his own personal version of the material he is reading ( Teale & Sulzby, 1986).
Reading is more than simply knowing the words in a text. The reader must actively process the meaning from text and knowing how the words go together to convey messages ( Lee, 2004 ). Reading is the process of constructing meanings for everything that surrounds the reader.
Reading problem in schools can lead a great anxiety in parents and can have destructive emotional effects on children. The reading difficulties that are not addressed as it should be in the early grades, can lead to more difficult problems. Children who are poor readers by the end of third grade, will never catch up and will remain poor readers in high school (Snow, et al.1991). Children with low reading levels include the school drop outs, bully, jobless , and those convicted of crimes ( Vogler, et al. 1985).
Children between ages 5-14 having reading activity in school has a significant positive influence on student’s reading achievement, attitudes towards reading and attentiveness in the classroom (Rowe, 1991). Teachers who listen to their student read, asking the child to tell a story while looking at a picture book or encourage the child to participate in the story by miming certain parts of the story or even by just making the appropriate noises which go with the story like…”and then the witch laughed …HA HA HA!!!”, contributes to their children’s success in school (Tizard, 1982).
That is why it is no surprise that much attention has been given to reading. It is no exaggeration to say that children’s knowledge in reading affects directly not only how successful they are in school but how well they do throughout their lives. When children learn to read, they have the key that opens the door to all the knowledge of the world. Reading can open up new worlds and improve children’s lives (Hakuta D.K., 1997).
In Division of Davao City, reading programs were provided to support the development of reading skills to help attain that every child learns to read appropriately on grade level. But even with the various reading programs introduced, reading problem remains common in many schools.
There is an urgent need to address these reading difficulties of pupils. This was clear in the result of the Phil-IRI. Davao City was ranked 11 in the National Achievement Test (NAT 2009).
II. Objectives:
To increase the reading ability of a child appropriate to his grade level with comprehension
III. Activities:
As the aim of the study is to increase the reading ability of a
Child appropriate to his grade level with comprehension, the study
will identify the students with reading difficulties and their specific reading problems.
Then the lesson plans with varied activities will be prepared with relevant and attractive instructional materials and specific stimulus activities.
For four weeks, the one-on-one remedial reading will be conducted for 30 minutes daily. Then, there will be a conference of the reading teacher and the teacher advisers. After which, the reading teacher will call up a parent conference with the school head to present the child’s portfolio and the showing of the child’s progress with the recommendation whether the child will have another extension of remedial reading or the child has achieved the appropriate reading level.
IV. Suggestions and Recommendations:
Learning to read is an individual process. It is therefore crucial to undertake an early diagnosis of the child’s strengths, weaknesses and needs. As adults, we can make or break the child’s interest in reading - it is important too that we do not expect or force a child to read materials which she/he is incapable of reading. There should be an array of reading resources available in the library or classroom or at home to provide options for the child to choose the reading material in which she or he is interested. As there is no one best method for teaching reading a variety of reading approaches to meet the different learning styles of each learner should also be used. One method is not necessarily superior to another.
